ปัญจวิทยา - PECERA 2016 in Bangkok, Thailand

Transcription

GROW AND LEARN FROM INVESTING IN EARLY LEARNING:
TIMING, ECONOMICS, AND EFFICIENCY
Pacific Early Childhood Education Research Association (PECERA)
17th Annual Conference
July 7-9, 2016
Division of Early Childhood Education,
Department of Curriculum and Instruction
Faculty of Education, Chulalongkorn University
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GROW AND LEARN FROM INVESTING IN EARLY LEARNING:
TIMING, ECONOMICS, AND EFFICIENCY
July 7-9, 2016
Division of Early Childhood Education
Faculty of Education
Chulalongkorn University
Tel. 02 218 2565-97 # 8140, 8143, 8053
Fax. 02 218 2563
www.edu.chula.ac.th
Copyright @ 2016 by Faculty of Education, Chulalongkorn University
Alright reserved
Printed in Thailand
CONTENT
Part A
Welcome Remarks
Dr.Betty Chan Po-king
5
Professor Bundhit Eau-arporn, Ph.D.
6
Assoc.Prof.Bancha Chalapirom, Ph.D.
7
Programme
Conference Programme
8
Keynote Address
Keynote Address Schedule
11
Keynote Address I
12
Keynote Address II
25
Keynote Address IV
37
Panel Discussion
Panel Discussion Schedule
47
Panel Discussion
48
Part B
Paper Presentation Schedule
71
Concurrent Paper Presentation
81
Concurrent Poster Presentation
150
Part C
School Visit
212
Conference Organizing Committee and Secretariat
215
Map of Venue
218
Conference Notes and Regulations
222
WELCOME REMARKS
Message from
Betty Chan Po-king, Ph.D.
President
The Pacific Early Childhood Education Research Association (PECERA)
A very warm welcome to the 17th PECERA Annual Conference in Bangkok, Thailand!
I am delighted to return to Bangkok after the wonderful Conference we had here in 2008. After 8
years, we have returned to Thailand with the same strong vision and passion for Early Childhood,
but with a more established Conference structure and richer content, and greater number and
diversity of participants too! We work hard to ensure that each PECERA international annual
conference is not a dull repetition of the previous years, and have continued to strive for
excellence in all respects. I would like to express my deepest appreciation to Dr.Worawan
Hemchayart, Chairperson of the Bangkok Conference Organizing Committee and all the
Committee Members who made this Conference possible. It is never easy to organize
international conferences, especially those that cover an immense geographical region like the
Pacific. It would not be possible without the organizing team’s commitment, patience and
tremendous efforts in the past year.
I am always grateful and humbled whenever I look back on the history of PECERA, which
was founded in the year 2000 by Dr.Bernard Spodek from the University of Illinois, UrbanaChampaign. Back then, research in Early Childhood Education in the Asia Pacific was obviously
quite under-developed, and this region essentially lacked a voice in the international academic
arena. As our Founding (and now Honorary) President, Dr.Spodek had the great vision and
foresight to recognize the untapped potential of the Pacific region as key players and leaders in
the field of ECE. One of the main objectives of PECERA is to provide an academic forum for the
development and dissemination of research in ECE, and to facilitate co-operation and
collaboration among researchers. We also place great emphasis on promoting the links between
research and practice, and strive to raise the visibility and status of ECE research in the Pacific
region. I am sure that you will agree with me that we have already come a long way since our
inaugural conference in Kobe, Japan 16 years ago. With all of your support from different parts of
the Pacific, PECERA has grown from strength to strength. In addition, we have recently launched
the PECERA Membership system. We are very much hoping that this will not only cultivate
a stronger sense of belonging to PECERA, despite our widespread geographical locations, but also
sustain engagement between annual conferences and contributions to our Journal, the Asia
Pacific Journal of Research in Early Childhood Education (APJRECE). Please join us on
http://www.pecera.org/
I look forward to the keynotes and presentations at this conference! I would like to thank
every one of you for your participation at this 17th PECERA International Annual Conference, and
I wish you all a very fruitful time!
Dr. Betty Chan Po-king
5
WELCOME REMARKS
Message from
Professor Bundhit Eau-arporn, Ph.D.
President
Welcome to Chulalongkorn University and the seventeenth Annual Conference of
Pacific Early Childhood Education Research Association (PECERA). It is a privilege that the 2016
Annual Conference convenes at Chulalongkorn University for days under the theme “Grow and
Learn from Investing in Early Learning: Timing, Economics, and Efficiency”. This theme will allow
all participants who have traveled from around the Asia Pacific region opportunities to think
critically about what we have been and to become early childhood educators.
Learning begins at birth. Investing in the early years leads to some of the highest rates
of return to families, societies and countries. Investments in early childhood care and education
should be prioritized based on evidence of the returns and particularly the cost of not acting at
the right time. Intervening earlier requires fewer resources and less effort while achieving greater
effectiveness. In other words, providing children with early learning opportunities at the right
time in their development is a smart, equitable and pro-poor approach.
It is, therefore, most appropriate that the organization committee of the Pacific Early
Childhood Education Research Association has selected this particular theme for early childhood
educator to share, explore, and reflect on some of the topics in young children investment. For
those of you who have participated in the PECERA conference either over the years for the first
time, I would also like you to take full advantage of what this exciting conference has offered to
discuss and exchange ideas and research projects in early childhood education. This is due to the
fact that the early childhood education is the basis of the education system. Any professional
activities, personal engagement or learning opportunities gained from this conference would be
highly beneficial for not only among early childhood educators, but also each young learner in the
future. I now encourage you to immerse yourselves in this dynamic learning opportunity that
awaits you here at the Faculty of Education, Chulalongkorn University in the next few days.
On behalf of Chulalongkorn University, may I once again offer warmly welcome to all
distinguished participants and it now gives me pleasure to declare the Pacific Early Childhood
Education Research Association's 17th Annual Conference open. I hope a great success for the
conference.
(Professor Bundhit Eau-arporn, Ph.D.)
6
WELCOME REMARKS
Message from
Assoc.Prof.Bancha Chalapirom, Ph.D.
Dean
The Facuty of Education, Chulalongkorn University
On behalf of the Faculty of Education, Chulalongkorn University, I would like to extend
a very warm welcome to all of you who are attending this International Conference on “Grow and
Learn from Investing in Early Learning: Timing, Economics, and Efficiency”, the Seventeenth
Annual Meeting of the Pacific Early Childhood Education Research Association (PECERA), an
organization dedicated to disseminating and supporting research findings in early childhood
education in the Pacific region. It is such a great honor for the Faculty of Education to be selected
as a host of conference for the second time. The first time was in 2008 with the theme of
“Knowledge-Based Economy”.
This year’s theme of the conference reflects well the importance of future prosperity and
economic competitiveness in the global market which will largely depend on the continent’s
ability to nurture and develop a high quality workforce. Here at our Faculty of Education, where
educators are being trained, “Investing in Early Learning” has been viewed as the major driving
force of the long term and sustainable development and the main competitive factors. It is very
challenging, when the difference in terms of quality and quantity of access to be given to the very
fundamental developmental years is decisive to human development with very little attention.
We are also well aware of the urgent need for the government to review the present education
system so as to respond actively to the rapid change of young children investment which
certainly yields a much higher return on investment than any other time in the life-cycle. In this
regards, we wish to be a part of this endeavor, playing both the role of good educators and
efficient economic investors.
It is, therefore, a great pleasure for us that this conference has induced interest from
early childhood educators as well as practitioners from all parts of the world. This unexpected
reaction has inspired us to try our best in making arrangements of the program to best suit your
preference and in making adjustments where we can, to make this meeting a fruitful one.
I also perceive the gathering here, not merely as a meeting to exchange thoughts and
experiences and learn from one another, but also even more so as a part of the campaign for
international understanding which is the top priority of the world today.
For this, I would like to express my appreciation first for the honor received from PECERA
to host the conference this year. Secondly, I wish to thank numerous groups of people and
organizations who have contributed to the success of this conference in terms of finance and
facilities. But the biggest round of applause must go to keynote speakers, panelists, and all
distinguished participants. Without you and without your commitment, this conference simply
would not exist.
On behalf of the Faculty of Education, I offer you our best wishes for very memorable
stay in Bangkok in the next few days.
(Assoc.Prof.Bancha Chalapirom, Ph.D.)
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CONFERENCE PROGRAM
15.00-17.00
7.30-13.00
12.00-14.00
14.00-14.30
Wednesday, July 6, 2016
Registration Opened
Thursday, July 7, 2016
School Visit (option) –lunch box provided
Registration Opened
Poster Display
15.30-16.00
Opening Ceremony
Dr.Bundhit Eau-arporn
(President of Chulalongkorn University)
Welcoming address
1. Dr.Bancha Chalapirom
(Dean of Faculty of Education)
2. Dr.Po King Betty Chan
(President of PECERA International)
Keynote Address I: Literacy Practices in Pre-k and Kindergarten
to support future reading success: Research implications
for Higher Education and Practitioners
Dr.Holly Seplocha
(William Paterson University, USA.)
Coffee Break
16.00-17.00
Poster Presentation
16.00-18.00
Publication and Paper Review Workshop:
How to turn a conference presentation into a publication?
Dr.Bonnie Hoi Yin Yim
(Deakin University, Australia)
Cultural Workshop I
14.30-15.30
Paper Presentation Preparation
18.00-20.00
Welcome Reception
8
Venue
Building #2
(1st floor)
Venue
Building #2
(1st floor)
Building#3
(1st floor)
Building #2
(3rd floor –
Poonsapaya
Hall)
The Front of
Poonsapaya
Hall
Building#3
(1st floor)
Building #2
(2nd floor –
Meeting room
2-3)
Building #2
(1st floor)
Building #2
(2nd floor –
Meeting room
1)
Building #2
(3rd floor –
Poonsapaya
Hall)
CONFERENCE PROGRAM
08.00-09.00
09.00-10.00
10.00-10.30
10.30-11.30
Friday, July 8, 2016
Paper Presentation Preparation
Keynote Address II: Building Seamless
Transition Practice for Children’s School
Readiness and Later Achievement
(Scandinavian Perspective)
Dr.Leif Hernes and Dr.Tona Gulpinar
(Oslo and Akershus University, Norway)
Coffee Break
12.00-14.00
Keynote Address III: Worth Investment for Developing
Human Capital in Thailand (birth-8)
Mr.Abhisit Vejjajiva
(Leader of the Democrat Party ,Thailand)
Update On PECERA 2017, Philippines
Update PECERA Facebook
MEET THE EXECUTIVE BOARD SESSION
Lunch Break
Cultural Workshop II
13.00-14.20
Concurrent Session I
14.20-14.50
Coffee Break
14.50-16.10
Concurrent Session II
17.30-21.00
Cultural Night
11.30-11.45
11.45-12.00
12.00-13.00
9
Venue
Building #2
(2nd floor –
Meeting room
1)
Building #2
(3rd floor –
Poonsapaya
Hall)
The Front of
Poonsapaya
Hall
Building #2
(3rd floor –
Poonsapaya
Hall)
Building #2
(1st floor)
Building #2
(1st floor)
Building #3
(5th-6th floor)
The Front of
Poonsapaya
Hall
Building #3
(5th-6th floor)
Building #2
(1st floor)
CONFERENCE PROGRAM
09.00-10.00
10.00-10.30
10.30-11.50
11.50-12.15
Saturday, July 9, 2016
Keynote Address IV: Tri-Sector Thoughtful Collaboration
for Young Children Cultivation
Ven.Pha Rajnyanakavi (Piyasophon)
(Rama IX Golden Jubilee Temple, Thailand)
Coffee Break
Panel Discussion: Transition Practice to Formal Schooling:
partnership with family and community
Moderator: Dr.Laka Piyaarchariya
Speakers:
1. Dr.Jeongwuk Lee
(Duksung Womens University, Korea)
2. Assoc.Prof.Prapapat Niyom
(Roong-aroon School, Thailand)
3. Dr.Sue Cherrington
(Victoria University of Wellington, New Zealand)
4. Dr.Tomoko Nazukawa
(Hyogo University of Teacher Education, Japan)
Message from President of PECERA International
Closing Ceremony
10
Venue
Building #2
(3rd floor –
Poonsapaya
Hall)
The Front of
Poonsapaya
Hall
Building #2
(3rd floor –
Poonsapaya
Hall)
KEYNOTE ADDRESS SCHEDULE
Thursday, July 7, 2016 : 14.30-15.30
1. Keynote Address I:
Dr.Holly Seplocha
(William Paterson University, USA)
Friday, July 8, 2016 : 09.00-10.00
2. Keynote Address II: Dr.Leif Hernes and Dr.Tona Gulpinar
(Oslo and Akershus University, Norway)
Friday, July 8, 2016 : 10.30-11.30
3. Keynote Address III: Mr.Abhisit Vejjajiva
(Leader of the Democrat Party ,Thailand)
Saturday, July 9, 2016 : 09.00-10.00
4. Keynote Address IV: Ven.Pha Rajnyanakavi (Piyasophon)
(Rama IX Golden Jubilee Temple, Thailand)
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KEYNOTE ADDRESS I
July 7, 2016 14:30-15:30 PM (Poonsapaya Hall)
LITERACY PRACTICES IN PRE-K AND KINDERGARTEN TO SUPPORT FUTURE
READING SUCCESS: RESEARCH IMPLICATIONS FOR HIGHER EDUCATION
AND PRACTITIONERS
Professor Holly Seplocha, Ed.D.
Department of Elementary and Early Childhood Education
College of Education
William Paterson University, USA
A popular buzzword for over a decade in U.S. educational and public policy is
preschool. A dissatisfaction and a call to bring new direction and energy to outdated
methods and failing schools placed preschool on national and state agendas. Recognizing
the growing importance of early care and education, President Clinton convened the first
ever White House conference on Early Childhood Development and Learning in 1997
nearly 20 years ago. Since then, all U.S. Presidents, regardless of whether Republican or
Democratic have continued to foster, support and make investments in early care and
education. A continued theme throughout President Obama’s presidency has been to
challenge all Americans including Congress, corporate leaders and philanthropists, state
officials and public schools, and the public at large to invest in and support more children
in having access to high-quality early education, noting that expanding access to highquality early childhood education is among the wisest investments we can make.
President Obama said “If we want America to lead in the 21st century, nothing is more
important than giving everyone the best education possible — from the day they start
preschool to the day they start their career”(https://www.whitehouse.gov/issues/
education/early-childhood). Federal funding for early care and education under President
Obama has consistently increased to approximately $17 billion in 2016 and his budget for
2017 though not yet approved includes nearly $20 billion. Indeed, all our presidential
candidates have issue statements demonstrating their commitment to high quality early
childhood education.
States have continued to increase funding for preschool as well. In the May 2016
release of The State of Preschool 2015, the report notes that total state funding had
increased to $6.2 billion, an increase of more than $553 million across the 42 states plus
D.C. that offered state-funded preschool in the 2014-2015 year, a 10 percent increase in
real dollars. Two thirds of this increase came from New York, due largely to new
investments in quality full-day preschool in New York City, an initiative of Mayor
DeBlasio, who included universal pre-k for all 4-year-olds across New York City as part of
his campaign platform. While the United States may be lagging behind some other
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KEYNOTE ADDRESS I
nations in their support for universal preschool for all, it is clear that the US is moving in
this direction. This issue of course remains not just access, but quality.
Closing the Achievement Gap
The National Governors Association 2013 report, A governor’s guide to early
literacy: Getting students reading by third grade noted that beginning at kindergarten is
too late. They recommend that states expand access to high-quality pre-k and full-day
kindergarten and ensure that their states early and elementary school programs embrace
results of educational research. Specifically, they identified three set of skills and
knowledge required for reading proficiency: Phonological awareness (letter-sound
connection), oral language skills including an expanding vocabulary, and reading
comprehension including understanding real-world concepts. They clearly argue that
supporting early education is a wise investment.
According to Friedman-Krauss, Barnett and Nores (2016), research suggests that
participation in a high-quality early childhood education program can improve children’s
outcomes, as well as decrease the early learning and achievement gaps at the
kindergarten level. The authors describe how gaps in achievement at kindergarten entry
among children from different socioeconomic and demographic backgrounds continue to
be an apparent trend in education today. Friedman-Krauss, et al. (2016) refer to Duncan
and Magnuson (2011) to explain further:
The gaps in achievement among children from varying demographic and
socioeconomic backgrounds at kindergarten entry are both pervasive and
persistent: They begin early in life, are sustained as children advance through
school, and are difficult to close. Moreover, some research suggests that
achievement gaps may increase rather than decrease over time (Friedman-Krauss,
et al, 2016, p. 3).
Furthermore, Friedman-Krauss et al. (2016) discussed the positive effects that
participation in an early childhood program has on children’s cognitive and
social/emotional development, noting a high quality early childhood program “produces
the most significant positive effects on children’s development” (Friedman-Krauss, et al,
2016, p. 5).
The National Institute for Early Education Research conducted the Abbott
Preschool Program Longitudinal Effects Study (APPLES) in New Jersey. In 1999, the NJ
Supreme Court issued a landmark decision that in order for all NJ children to have a
thorough and efficient education, the 31 low-income districts referred to as Abbott
school districts were mandated to provide high quality, state funded, full-day preschool
programs for all 3- and 4-year-old children to help close the achievement gap (Barnett,
Jung, Youn, & Frede, 2013). Since the state began implementation in 1999-2000, high
standards and a continuous improvement system transformed a variety of private and
public programs into highly effective delivery systems of early childhood education.
Changes were tracked and noted to document this progress and growth over the years.
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KEYNOTE ADDRESS I
The APPLES assessed and tracked the impact of the Abbott Preschool program on
children’s learning and development, following a cohort of children who completed their
4-year-old-year in 2004-05. Specifically, APPLES examined the impacts of Abbott
preschool at the kindergarten entry and followed up through the second grade.
Findings reflected substantial impacts on individually administered assessments
of language, literacy, and mathematics. The findings also indicated that two years of
preschool, starting at age 3, had larger persistent effects on achievement than did one
year of preschool. Additionally, preschool was found to minimize grade retention and
special education placement rates (Barnett, Jung, Youn, & Frede, 2013, p. 2). Research
was gathered on state and locally funded preschool programs over the last two decades.
The findings from the research concluded that both state and local preschool programs
are found to improve academic readiness for school and that there is substantial
evidence of persistent impacts on achievement well beyond school entry, even though
these are smaller than short-term impacts.
Having moved beyond the obsolete debates on whether early education and child
care help or harm development, early childhood educators are focusing on strategies to
make early education better. If there is one point on which early childhood educators
agree, it is that there is great variety in the quality of early childhood programs and
services. Most ECE professionals can recognize quality, but high quality programming
may occur in many ways. What are the areas that matter?
Early Literacy Matters
Goodson, Layzer, Simon and Dwyer (2009) make a case for the value of early skills
in the area of literacy as such:
The development of early skills appears to be particularly important in the area of
literacy. It is estimated that more than a third of all American fourth graders (and
an even higher percentage of our at-risk students) read so poorly that they cannot
complete their schoolwork successfully. Providing young children with the critical
precursor skills to reading can offer a path to improving overall achievement
(Goodson, et al, 2009, p. 4).
Brown (2014) lists the five areas that were critical for effective reading
instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. All
of these five components of literacy instruction are interconnected and interdependent
on one another. Brown then provides additional information these foundation skills,
which develop in the early years and serve as the building blocks for future, higher-level
skills that will allow children to become proficient readers.
According to Brown, the preschool foundation skills that support reading
development are (1) print concepts, (2) phonemic awareness, (3) phonics and word
recognition, (4) and fluency. The development of each of these skills is related to
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KEYNOTE ADDRESS I
children’s emergent literacy development as they move through the preschool years, into
kindergarten and beyond.
When children develop print concepts and awareness, a child will begin to
understand what print looks like, how it works, and the fact that it carries meaning.
Knowledge of phonological awareness and the alphabet are both strong predictors of
later decoding and comprehension and when these are taught together, a positive
impact on improving students’ later decoding and reading comprehension abilities has
been noted (Brown, 2014, p. 40).
The importance of learning phonics is to show children that there is a relationship
between letters and sounds when standing alone, together or as complete words. When
children can understand and make sense of these letter relationships and combinations,
they are able to recognize familiar words and decode or sound out new ones. Finally,
reading fluency is connected to oral language fluency, which will develop as they begin to
use complex grammar and vocabulary. Strong oral language skills will support children’s
ability to read words and their language comprehension.
Catts, Herrera, Corcoran Nielsen and Bridges (2015) suggest that the connection
between phonological awareness and word recognition should not be undermined. They
note that specifically during the preschool years, emerging phonological awareness plays
an important role in a child’s ability to decode and recognize words, and beyond
kindergarten, the significance of this relationship becomes even greater.
Hart and Risley’s (2003) findings pointed out that children’s vocabulary differs
immensely across income groups. Children from low-income families knew about 4,000
words by the age of 6. While children from professional families knew about 20,000
words by age 6. They also noted that 3-year-olds from professional families had a larger
recorded vocabulary than did the parents of low-income children. Hart and Risley further
revealed there could be up to a 30 million word gap between their vocabulary knowledge
and their wealthier counterparts “Simply in words heard, the average child on welfare
was having half as much experience per hour (616 words per hour) as the average
working-class child (1,251 words per hour) and less than one-third that of the average
child in a professional family (2,153 words)” (p. 8).
Without a strong vocabulary, children learning to read are at a disadvantage.
Sounding out words becomes a challenge and understanding what is being read is
unfeasible. In order to prepare our youth for academic success, in order to breed a
generation of strong readers, we must focus on vocabulary development in early
childhood education. Providing students with a strong vocabulary will serve as the
concrete foundation from which they will derive future literacy success.
Jalongo and Sobolak (2010) discuss the importance of vocabulary development
and growth as it is linked to gains in reading comprehension. “All students, regardless of
socioeconomic status or background, need to make significant gains in receptive and
expressive vocabulary at home and at school each year in order to support their growth
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KEYNOTE ADDRESS I
in literacy” (p. 421). This is further supported by one of the key findings in their research
that speaks to the fact that young children need to be actively engaged in vocabulary
development if they are to be able to remember new words and begin to grasp the
meanings of words.
Further findings regarding the relationship between vocabulary knowledge and
reading comprehension is also stated by the authors as “students who begin school with
more vocabulary knowledge tend to comprehend the texts they read, and as their
reading comprehension increases, their vocabulary knowledge expands accordingly”
(Jalongo & Sobolak, 2010, p. 423). Vocabulary instruction is important not only in the
early years of learning, but it continues to influence children’s reading abilities across the
various contents and subjects during their entire school careers.
Transitioning from Pre-k to Kindergarten and beyond
New Jersey is touted with having strong state-funded preschool programs due
largely in part to our State Supreme Court Abbott v Burke decision in 1998. In this school
finance case of Abbott v. Burke, the Supreme Court of New Jersey directed the New
Jersey legislature to enact legislation that would address two funding mandates. The
Court’s first order was for the legislature to allocate adequate funds to ensure that the
same amount of money was spent per pupil for regular education in these 30 low-income
districts, as was available on average in New Jersey’s high performing school districts.
The Court’s second mandate was for the State to develop, adequately fund and
implement “supplemental programs” that met the needs of the poor children of New
Jersey. As part of this legislation, the 30 poorest districts were mandated to provide
preschool classes for all three- and four-year old children (Abbott v. Burke 1998). These
30 school districts were given the responsibility for ensuring that all programs, regardless
of setting, meet high quality standards established by the Court order (Abbott v. Burke,
2000). The goal of the Abbott preschool mandate was to ensure that children would
enter kindergarten with the skills and abilities to succeed in school. The key to reaching
this goal is high quality preschool classrooms that reach all children. The New Jersey
Department of Education has invested considerable effort and funds in improving
preschool classroom quality since its inception and has been assessing the progress of
this initiative since 2002. New Jersey has invested wisely in preschool as state guidelines
and standards as well as the professional development and technical assistance towards
achieving high quality are demonstrating significant growth and quality in the Abbott
preschool programs (Seplocha, 2011). As preschool quality improved across the state,
attention was drawn to the need explore the transition from preschool to kindergarten.
In a study I conducted for the New Jersey Department of Education (Seplocha &
Strasser, 2008), we examined practice and quality in Kindergarten. The primary purpose
of this study was to develop a baseline profile of the quality of kindergarten classrooms
to inform policy and practice. This study was designed to answer the following questions:
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KEYNOTE ADDRESS I
What is the overall quality of kindergarten classrooms in Abbott districts? What is the
quality of the literacy environment in kindergartens? What is the quality of the teaching
strategies used to support language and literacy development? What impact, if any, does
the teacher’s prior teaching experience have on kindergarten quality? What impact, if
any, does the type of teacher certification have on quality?
We randomly selected 135 kindergarten classrooms (12.41%) across the state
from the 31 Abbott districts. Kindergarten classroom quality was measured using two
instruments: Assessment of Practices in Early Elementary Classrooms (APEEC; Hemmeter,
Maxwell, Ault & Schuster, 2001), and the Early Language and Literacy Classroom
Observation Toolkit (ELLCO; Smith & Dickerson, 2002). The APEEC was selected to
provide
a comprehensive view of kindergarten classroom quality. The APEEC is grounded in
developmentally appropriate practices in K-3 settings. It was designed to measure the
quality of practices, events and arrangements that typically occur in classroom settings.
The ELLCO was selected to provide a more discriminating look at the supports and
strategies to foster language and literacy development in P-3 classrooms.
The average APEEC was 3.96 with 10% of the classrooms scoring below minimal
quality (below 3.00) and 12% of the classrooms scoring good quality (5.00-5.99). This
indicates that most classrooms have minimal to mediocre quality. Strengths based on
this instrument included the accessibility of classrooms with ample space in many
classrooms and facilities to accommodate any special needs of children. In addition, high
scores were also noted in monitoring child progress. Assessment seemed to be
consistently administered, though not all teachers used data to make instructional
decisions. Teachers also were adept at managing behavior and establishing classroom
rules.
In nearly three-quarters of the classrooms observed, whole group instruction was
used for the more than 50% of the day including nearly one-quarter of the classrooms
relying almost exclusively on whole group instruction. Children in many classrooms were
given little or no opportunity for choice or decision making. Projects or units that involve
the integration of skills and subjects were not used by many teachers. In addition, parent
involvement strategies were limited.
The ELLCO Toolkit was used as a more discriminating measure of the quality of
literacy materials, strategies and opportunities in Abbott kindergarten classrooms.
Strengths based on the analysis of these instruments included that all classrooms have
ample books and most rooms have organized and inviting book areas. Nearly all teachers
read to children each day, and most rooms had listening centers, alphabets posted, and
writing materials. In line with APEEC, scores were also high in classroom management,
classroom climate and classroom organization.
ELLCO classroom observation results revealed that most classrooms are operating
at a Basic level of quality indicating that there are several areas in need of improvement
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KEYNOTE ADDRESS I
to more effectively support children’s language and literacy development. Reading and
writing was often completed as a whole-group activity. While teachers modeled writing
and supported children’s efforts to write, there was little opportunity for children to
incorporate writing into their play, few books or writing materials in centers, and little
opportunity to look at books alone or with friends. Children also had limited
opportunities to discuss their learning or activities with peers and limited opportunities
for choice. Teachers need assistance in integrating instruction and differentiating
strategies. Issues of diversity were rarely addressed or incorporated into everyday
materials and activities.
After examining the results of all instruments collectively, some of the
recommendations we made to improve quality in Abbott kindergarten classrooms
included the following:
1. The testing environment in many kindergartens seems to be focusing teaching on
the acquisition of isolated skills. Teachers need to establish not only time for child
choice in learning centers including blocks and dramatic play, but also in using
their literacy block more effectively by instituting literacy centers, projects and/or
thematic units of study.
2. Teachers may need professional development on strategies for intentional
teaching through interacting and scaffolding children to support their learning in
both choice time and literacy center time. Professional development in
developing in-depth studies or projects to integrate learning across domains is
also warranted.
3. Just as New Jersey requires Abbott preschool teachers to hold a Preschool –
Grade 3 teaching certification, perhaps new kindergarten teachers should be
required to hold this certificate, as well. Many kindergarten teachers were
trained as elementary school teachers rather than early childhood teachers. This
may explain the emphasis on whole group activities, skill and drill writing and
reading, and limited opportunities for choice. Scores clearly showed that teachers
do not embed literacy into interest areas or utilize hands-on materials for a
substantial portion of the day. They do not create active learning, center based
classroom environments.
4. Abbott preschool classrooms have shown marked improvement which can be
attributed to a variety of factors including but not limited to teacher training and
implementation of a developmentally appropriate curriculum, coaching and
training by master teachers, professional development and ongoing support for
master teachers in coaching, training, and supporting teacher development, indepth teacher training in effective literacy practices, and the P-3 certification
requirement for preschool teachers. Kindergarten teachers need these similar
supports to improve the quality of Abbott kindergartens. Kindergarten teachers
who had prior teaching experience in preschool scored higher as did those who
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KEYNOTE ADDRESS I
held P-3 teaching certification. However, those who taught other grades with the
exception of preschool, scored lower than those who had not taught in other
grades (Seplocha & Strasser, 2008).
As a result of this study, New Jersey began to better transition preschool children
to kindergarten by first making improvements to kindergarten by establishing New Jersey
Kindergarten Implementation Guidelines (NJ Department of Education, 2011). These
guidelines incorporate infusing literacy throughout the day, establishing literacy centers
as well as creating play-based interest centers that incorporate literacy into children’s
play and choice time for these centers. The guidelines also include sample schedules with
less focus on whole-group instruction and more focus on small group learning and
project work. Training initiatives began and continue with federal funding to NJ
Department of Education in 2013 through an Obama initiative: Race to the Top Early
Learning Challenge Grant. Recognizing that changing the culture of kindergartens
requires systemic change, training supports not only teachers but also administrators.
The purpose of NJ’s grant is “To improve program quality and services
coordination for infants, young children and their families to maximize children's learning
and development” (http://www.state.nj.us/education/ece/rttt/facts.htm). While the
transition from preschool to kindergarten is vital for children’s success in later schooling,
the grant is supporting transitioning from birth through grade 3. Infant toddler standards
have been developed for center-based programs and family child care homes that raise
the quality expectations beyond the minimum requirements for licensing. First thru third
grade implementation guidelines were recently also released to build on the Pre-k and
kindergarten guidelines. Another aspect of this grant involves the creation of a Quality
Improvement Rating System (QRIS) as New Jersey joins 42 other states that have
developed
a statewide QRIS.
Our QRIS is called Grow NJ Kids and my university was awarded the grant under
my direction to complete the ratings of programs throughout the state. Grow NJ Kids
provides a road map to achieving quality for early learning and care programs across
settings, grounded in evidence-based practices. Incentives and training are provided to
participating programs. While currently in the pilot phase, the project aims to ultimately
impact 83,000 young children in over 1700 settings. As programs have been completing
self-assessments and making needed improvements in teaching training, curriculum,
materials, and other related elements, we have just begun the rating programs.
Preparation for ratings is individually paced and we are taking a strengths-based
approach to supporting program improvement as well as conducting ratings.
I wanted to share with you some of the preliminary data from the classrooms we
have observed as they relate to quality and specifically effective emergent literacy
practices to support success in later reading. We selected The Early Childhood
Environment Rating Scale 3rd edition (2015) to use for assessing classrooms with children
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KEYNOTE ADDRESS I
from 3 to 5 years of age. The ECERS-3 is a valid and reliable instrument designed to assess
the overall quality of early childhood programs. Scoring is based on a 3-hour observation
in one classroom, with scores given ranging from 1 (inadequate), 3 (minimal), 5 (good)
and 7(excellent) for each of the 35 items. It focuses on the needs of young children
(cognitive, social emotional, physical, health and safety, literacy, math). It measures
program structure - schedule, health & safety, playground, materials, as well as
measuring process variables - interactions, math & literacy, supports/interactions,
classroom management and discipline.
We have completed ECERS-3 observations in 49 classrooms serving children aged
3-5 years of age. Of these 25 classrooms we observed for ratings and 24 classrooms were
randomly selected and not yet ready for ratings. Data in the following table presents
their overall ECERS-3 scores.
Table 1
Comparison of Overall ECERS-3 Scores
Mean ECERS-3 Score
Standard Deviation
Rated classrooms (n=25)
4.97
0.631
Not-rated classroom (n=24)
3.98
0.920
Classrooms who were observed for ratings scored a point higher than those who not yet
ready for ratings. The ratings classrooms score is slightly below a 5 (good quality). While
the unrated classrooms are midway between a score of 3 (minimum quality) and a 5
(good quality). Interesting to note is that the non-rated classrooms as noted by SD
indicate greater variability in scores than the rated classrooms.
There are 3 specific ECERS-3 items that relate to predictors of reading success:
Item 12. Helping children expand vocabulary; Item 13. Encouraging children to use
language; Item 16. Becoming familiar with print. For Item 12, higher scores are achieved
when staff are observed using a wide range of words to specify more exactly what they
are talking about, introducing new topics of interest to provide a wide and interesting
range of new words, and adding information and ideas to expand children’s
understanding of the mean of words. For Item 13, higher scores are achieved when staff
are observed asking many questions that require longer answers (such as how, what if,
why), many staff-child conversations occur during gross motor free play and routines,
and when staff-child conversations go beyond classroom activities and materials (e.g.
social, feelings, home life, community). For Item 16, higher scores are achieved when
staff are observed writing down what a child says in a way that engages the child,
frequently point out letters and words as they read print helping children hear the
sounds of letters or words in a way that engages children, and print is used purposefully
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KEYNOTE ADDRESS I
in the classroom (e.g. picture/word instructions, staff explain how or why they use print,
print is used in a way that has meaning to children). Item 19. Music and Movement was
also investigated as highest scores involve supporting phonological awareness as staff are
observed pointing out rhyming words, identifying sound repetition (alliteration) and
encourage children to experiment with rhyme and think of new words that rhyme. Table
2 presents the mean scores for these items in comparison to the overall mean scores for
both rated and unrated classrooms. The mean for each item was compared to the overall
mean score for that group. For those Items that were statistically significant, the p value
is noted.
Table 2
Focus on Literacy Items
Item 12
Building
Vocabulary
5.72
p < .008
Item 13
Encourage
Language
6.02
p < .002
Item 16
Print
Concepts
5.08
Item 19
Phonological
Awareness
4.02
p < .001
Mean
ECERS-3
Scores
4.97
Rated
Classroom
(n=25)
Not rated
5.04
4.96
4.54
3.98
3.98
classrooms
p < .006
p < .01
(n=24)
Both rated and unrated classrooms Item scores for building vocabulary and
encouraging language development were statistically significant indicating that
classrooms that scored higher in those items tended to also have a higher overall ECERS3 score. Interestingly neither rated nor unrated classroom scores for print concept
showed any relation to their overall ECERS-3 score. However, while the mean scores for
both rated and unrated classrooms had similar means on phonological awareness, only
the rated classroom scores were significantly related to their overall ECERS-3 score.
While the sample size is small, this analysis gives a beginning indication of the extent that
greater attention to literacy is related in some areas to the overall quality of the
classroom with rated classrooms appearing to show additional attention to phonological
awareness. In other studies noted, the overall ECERS score has been shown to be related
to child outcomes in literacy. This would appear to suggest that rated classrooms are
more likely to use effective emergent literacy strategies that foster student’s reading
success as they transition to kindergarten.
Beyond effective emergent literacy supports to transition successfully from pre-k
to k, research conducted by LoCasale-Crouch, Mashburn, Downer, and Pianta (2008)
noted that children may be at greater risk for school failure and social adjustment
concerns when they experience an ineffective transition between pre-kindergarten and
kindergarten. They advocate that preschool teachers need to use transition strategies to
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KEYNOTE ADDRESS I
smooth the change from pre-k and ease children’s adjustment to kindergarten. The
quicker children adjust to their new school experience the better able they are to take
advantage of learning opportunities in kindergarten. LoCasale-Crouch et al. stated that
“by increasing intentionality in activities that we know contribute to children’s
adjustment, transition practices may serve as a prevention strategy for future school
problems” (p. 133).
What this means for you
Early literacy skills are vital if children are to become successful readers and
learners. Public schooling in the US tends to favor a push-down approach. While positive
in some ways given the increased funding, support and attention to preschool, the
mindset is often one of if we start them earlier, they will do better. Preschool is seen by
some as a panacea to raising later test scores and school success. The key to preschool is
that we need to recognize that preschoolers are quite capable learners when they are in
high-quality classrooms with teachers who are trained not just in content but in how
young children learn. This doesn’t mean that an academically driven preschool is
effective. In fact, research has shown that a heavy focus on academics may lead to short
term gains, but the gains are not lasting. In addition, some research points to the
detriment of academic preschool on social emotional development, feelings of
competence, loss of creativity, critical thinking and the ability to problem solve.
Children learn at different rates and in different ways. A skill and drill approach to
preschool can be harmful, not just for preschoolers, but also in kindergarten and later
schooling. While the adage that play is children’s work rings true, play needs to be
meaningful with adults who scaffold, individualize their strategies and facilitate children’s
learning through play following their lead and interests. Children need to be engaged if
they are to learn as learning is not a passive activity. Young children construct knowledge
based on their experience with adults, children and materials. Young children learn thru
their senses, not just by hearing or seeing a picture. They need varied experiences that
allow them to be hands-on with real materials and things. High quality pre-kindergarten
programs recognize this. A young child in southern Miami where it never snows doesn’t
know and can’t experience or know what an igloo is, that it begins with the letter /i/
doesn’t hold meaning. A young child who has never been to a farm thinks that pigs
actually do go “oink”. I’ve been to a pig farm and I’ve never heard one pig say “oink”.
When I think of pigs, I think of the smell!
As we consider transitioning to kindergarten and beyond, we need to consider
pushing preschool up to kindergarten and kindergarten up to first grade and beyond.
What I mean by this is that in order to ease and support transitioning, we need to build
on effective practices of high quality preschool and use and extend them into
kindergarten. Instead of worrying if children are ready for kindergarten, we need to make
kindergarten ready for children. We need to view literacy development as a continuum
that is best supported through individualized teaching and differentiating instruction.
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KEYNOTE ADDRESS I
Young children need to be engaged in literacy. It is nearly impossible to teach reading in
whole groups. Children need to make meaning and this can best be achieved through
active, meaningful interactions and materials. If children are to become lifelong readers
and learners, they need to love reading and writing and see themselves as competent
readers and writers and learners. Children don’t learn letters in isolation. The most
meaningful letters to a child are those in his/her name. Literacy needs to be integrated
with all subjects through interesting and engaging studies and projects.
Developmentally appropriate curriculum and creative ways to facilitate
vocabulary growth in the pre-school classroom and beyond are crucial. One of the oldest
findings in educational research is the strong relationship between vocabulary knowledge
and reading. Research also indicates that phonological awareness and print concepts are
also vital for children to become strong readers. To support emergent literacy skills in
both pre-k and kindergarten, effective teachers
 Engage children in meaningful extended conversations every day
 Use language that introduces new words, concepts, and linguistic structures.
 Organize activities that promote oral language development and build knowledge.
 Draw children’s attention to the sounds they hear in words
 Provide meaningful purposeful print in the environment (not simply wallpapering
the walls with meaningless words and pictures.
 Create inviting spaces for children to use books
 Read to children in small groups and individually (It is very difficult for children to
be engaged in whole-group reading)
 Make writing materials available, accessible, varied, plentiful, strategically placed,
and used
 Provide a variety of literacy items and props in the pretend play areas
 Introduce children to new and interesting vocabulary throughout the day
 Use fanciful language
 Investigate and plan content appropriate vocabulary for studies & projects &
themes
 Know how to balance class activities between children’s explorations and explicit
teaching
 Interact with children individually, taking time to listen to what children say
 Ask thought-provoking questions
 Model curiosity, inquisitiveness, and exploration
In closing, I am reminded of a quote by Dr. Asa Hilliard: “Relationships matter
more than anything else. Human beings need to be nurtured. Our job as educators is to
nurture in ways that tap the genius in each child.” In the end, teaching young children is
about having powerful interactions with individual children.
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KEYNOTE ADDRESS I
References
Barnett, W.S., Jung, K, Youn, M., & Frede, E.C. (2013). Abbott preschool program
longitudinal effects study: Fifth grade follow-Up. New Brunswick, NJ: National Institute
for Early Education Research. Retrieved from http://nieer.org/publications/latestresearch/abbott-preschool-program-longitudinal-effects-study-fifth-grade-follow
Barnett, W.S., Friedman-Kraus, A., Gomez, R., Horowitz, M., Weisenfeld, G. G., Brown, K. C.,
& Squires, J. H. (2016). The state of preschool 2015. New Brunwick, NJ: National
Institute for Early Education Research. Retrieved from http://nieer.org/research/statepreschool-2015
Brown, C. S. (2014). Language and literacy development in the early years: Foundational
skills that support emergent readers. The Language and Literacy Spectrum, 24, 35-49.
Catts, H., Herrera, S., Corcoran Nielsen, D., & Sittner Bridges, M. (2015) Early
prediction of reading comprehension within the simple view framework. Reading and
Writing, 28, 1407 – 1425.
Friedman-Krauss, A., Barnett, S. & Nores, M. (2016). How much can high-quality
universal pre-k reduce achievement gaps? Retrieved from
http://www.americanprogress.org
Goodson, B., Layzer, C., Simon, P. & Dwyer, C. (2009) Early beginnings: Early
literacy knowledge and instruction. Washington, DC: National Institute for Literacy.
Hart, B. & Risley, T. R. (2003). The early catastrophe: The 30 million word gap by Age 3.
American Educator, 21(1), 4-9.
Harms, T., Clifford, R. M., & Cryer, D. (2015). The early childhood environment rating scale
(3rd ed.). New York, NY: Teachers College Press.
Jalongo, M. & Sobolak, M. (2010) Supporting young children’s vocabulary growth:
The challenges, the benefits, and evidence-based strategies. Early Childhood Education
Journal, 38, 421 – 429.
Kielty, M., Passe, A.S. & Mayle, S.R. (2013). Transitions to kindergarten. Teaching Young
Children, 6(4), 8-9.
LoCasale-Crouch, J., Mashburn, A. J., Downer, J.T., & Pianta, R.C. (2008). Pre-kindergarten
teachers’ use of transition practices and children’s adjustment to kindergarten. Early
Childhood Quarterly, 23, 124-139.
National Governors Association (2013). A governor’s guide to early literacy: Getting students
reading by third grade. http://www.nga.org/files/live/sites/NGA/files/pdf/2013/
1310NGAEarlyLiteracyReportWeb.pdf
New Jersey Department of Education (2011). New Jersey kindergarten implementation
guidelines. http://www.state.nj.us/education/ece/guide/KindergartenGuidelines.pdf
Seplocha, H. (2011). Maintaining quality: The status of Abbott Preschool Programs 2011. NJ
DOE – Division of Early Childhood Education.
Seplocha, H., & Strasser, J. (2008). A snapshot of quality in Abbott kindergartens. NJ DOE –
Division of Early Childhood Education.
http://www.state.nj.us/education/ece/k/snapshot.pdf
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KEYNOTE ADDRESS II
Quality in Norwegian kindergartens - research related to
transition issues as seen from a holistic perspective
Leif Hernes, Ph.D. and Tona Gulpinar, Ph.D.
OSLD and Akershus University, NORWAY
Searching for Qualities
The keynote presenters are part of a research project that looks upon qualities in
Norwegian kindergartens. One of the objectives is to look at the learning potential when
it comes to the youngest children in kindergartens. As seen from a holistic perspective
the project is also concerned with the impact aesthetic processes may have on children’s
learning in early ages and the importance this have for children’s social development.
Children’s play is central in Norwegian kindergartens. Through play children
develop, they socialize and they strengthen their ability when it comes to emergent
literacy in early childhood education (ECEC) and primary education. Through the
aesthetic subjects we facilitate for children’s curiosity, their exploration, experimentation
as preparation for school, and the effect on learning. In the research project "Searching
for Qualities" we promote creativity, innovation, and aesthetic learning to enforce the
child’s ability to meet the challenges they face in transition to school.
The Nordic Kindergarten Model
The first National Framework Plan in Norway (1996) (the next came in 2006 and
a revision of this was made in 2011) was certainly an important milestone to secure the
quality in Norwegian kindergarten nationwide. It made concrete the role and tasks the
kindergarten have towards children and their parents.
– The kindergarten should work towards quality in the social interaction, and
certain targets within an established content that all children should gain
experiences from in all the kindergartens: Social sciences, religion and ethics;
Aesthetic subjects; Language, text and communication; Nature, environment and
technique and Physical activities and health.
Sweden got its own national plan in 1998. In Denmark they have had local framworkplans
since 2004. Finland has guidelines concerning children 0-5 years of age and a learning plan for 6
years old (2003), and Iceland has had its national plan since 1999, with a new one from 2011.
The Nordic kindergarten model is known worldwide. Even if the aims, the values
and the learning objectives are differently formulated, many of these countries have
a common attitude that a good childhood has its own value, which is important for
wellbeing, learning and development where the social context is important for children’s
development. Wellbeing, development and learning are at the core when we are working
with small human beings.
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KEYNOTE ADDRESS II
Children’s play is of vital importance and is central in all these framework plans,
as well as social development. It is underlined that as educational institutions, the
kindergartens have their own unique character and traditions that must be preserved.
”The parents should be safe that the children are offered a good-quality kindergarten,
and a good transition from the kindergarten to school”, which children attend from they
are 6 years of age, says the Norwegian minister of Education, Røe-Isaksen (2016).
The Norwegian kindergartens are supposed to function within an educational
system named life-long learning. The Framework Plan for the Content and Tasks of
Kindergartens (2006), named Formation through care, play and learning says: “The
Kindergarten shall, in collaboration and close understanding with the home, safeguard
the children’s need for care and play, and promote learning and formation as a basis for
an all-round development.” (Kindergarten Act, Section 1, Purpose)
Comprehensive school
In Norway we have a comprehensive school. In 1889 it was decided that primary
school should be free for all children. Most children in Norway today attend a public
school. The school in Norway is a social institution that will ensure the entire population
quality education and equal opportunities in the form of equal educational programs. It is
not usual to select private schools in Norway, although the private schools increase in
numbers with the parents’ ability to pay for school as well as parents' awareness and
demand for quality in education.
The tendency in Norwegian schools from 1958 to 1993 was a greater emphasis on
cooperation and social skills, than during the 1990s where there was a greater demand
for expertise. The individual aspect came more into focus, and the term 'responsibility for
own learning' was highlighted. New concepts referred to the information society, lifestyle
and personality became central, and concepts such as class society and solidarity
disappeared (Hermann, 2007).
Comprehensive School was the epitome of the welfare state, believing that the
coming generation should get a fair future, and that every child should get the same
opportunities. And this vision is still prevailing in Norway.
In Norway we are concerned with the transition from kindergarten to school, and
the idea of lifelong learning, starting in kindergarten and continuing in school. What we
are discussing is, what should this learning be? What kind of skills makes the children in
best way possible able to meet the challenges they will face in school and later in life?
In 1990 there was a radical change in Norwegian schools. Until then we believed
that play had a central role in children's lives, and that children through play were
preparing for what they will meet later in life. There was a broad political consensus that
children should not start school until the age of seven. A political commitment to build
more kindergartens and that the government failed to meet the demand for new
kindergartens, made the politicians decide that the last year in kindergarten should
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KEYNOTE ADDRESS II
become the first year in school. This should be a continuation of the kindergarten and
this year should not focus on school, but school preparatory activities. The children
should meet kindergarten-teachers in the first grade, to maintain the idea that the first
year at school should have focus on play. In this way one was also able to enrol those
children who did not attend kindergarten. This political decision made room for many
younger children in kindergarten.
First grade in school has changed since then. A decision was made that those who teach
first grade should be educated teachers. During first grade in Norway, children now learn
how to write and read, they learn math and start even learning English. But still play have
a central role in the National Curriculum, although there is less time for play, since the
requirement of formal learning have more space and time allocated in the schedule.
Both parents and teachers are fighting for time to play in the early-age school.
Norwegian schools have a partnership with school care. This is an offer for the youngest
schoolchildren to have a place to stay before and after the school day. School-care has
the same ideals as the kindergarten. At the school-care the children can play with other
children and unfold in social and creative activities.
Who might be involved in school transition?
The older children in the kindergarten will meet once a week in school
preparatory groups where the focus will be on school-like activities to make children
ready for school. These school preparatory groups in kindergartens are performed very
individually. The purpose of these groups is to mentally prepare children for school and
they are in more or less degree about learning. Together with the kindergarten-teacher,
the children will be invited to a formal meeting at school. The meeting will last for a few
hours and during this meeting the children will draw and play together. The purpose of
this meeting is that the children will meet the new environment before the school
commence, and through this meeting they will get an idea of how it will be to start school
after summer holiday. The kindergarten will accompany the children to the different
schools they are going to attend.
There will also be established contact between kindergarten and school in cases
where children will need extra support. For example if children have poor language, or if
some children have social challenges, in which case the school will need additional staff.
There will also be written reports shared with the school concerning children with great
challenges.
Ability to socialize
Children who manage the social challenges they face in the transition from
kindergarten to school, turns out to be crucial for their performance at school and how
their arena for learning will become. Starnek (2010), Højholt (2001) and Morin (2007,
2008) have found that the way children relate to each other in learning and teaching
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KEYNOTE ADDRESS II
situations is crucial for how their learning arena evolves. As the ability to socialize and
cooperate with other children grows they can jointly find solutions to any given tasks.
The ability to socialize children develops mainly through free play. Children are most of
all concerned with other children, and they learn most of all while being together with
each other. This manifests itself in several international studies in recent decades among
others conducted by Corsaro, 1997; Dencik, 1994, 2002; Dencik, Bäckström, & Larsson,
1988; Frønes, 1999; Gulbrandsen, 2000; Harris, 1995, 1998; Sommer, 1996 and Strandell,
1994, 1999.
Focus on learning
There is a focus on what children know, and what they should learn, and
a discussion about what we are offering children in the educational institutions they
attend? The continuity of this learning that we now call lifelong learning, is not
unambiguous. We are right now in a political landscape where we discuss the effect of
early learning and how we believe learning takes place.
There is a belief that learning for children less than 7 years old should mainly be
through the children's play and interaction with other children, and that the kindergarten
field should facilitate these meetings. The kindergarten has a challenge to find resources
to meet the increasing demand to prove and document the learning that already takes
place in the kindergarten, so that the teachers in stead focus on formalized schooloriented learning which is easier to quantify and document.
Play is important for children's learning
The National Framework Plan sees care and education, play, everyday activities
and learning as characteristics of Norwegian kindergarten tradition. It also emphasizes
that the Kindergarten facilitates art and culture and therefor has an important role as
a cultural mediator.
Children need social skills, to be able to play together (Lamer, 1997). The criteria
for success, is largely about the ability to make friends and the ability to play. Social
competence is needed for doing well in society. Strong social skills are a factor for
success. Children who lack play skills will have problems to get playmates. Therefore, the
kindergarten is and will be the arena for play where both the spontaneous play, and the
staged meetings where the pedagogical staff facilitates play, exploration and interaction,
is important. To be able to achieve this in the kindergarten, we must have a content to
offer. This is where the aesthetic subjects have an important role; the aesthetic subject is
the content in the kindergarten.
Facilitating play in the kindergarten
Observations from the kindergarten where the adult acts, or may act in relation to
children's activities, shows that when children communicate in their play, it means that
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KEYNOTE ADDRESS II
they use their body and voice in a versatile way (Hernes m.fl. 1992). This applies not only
to children, but adults should also use their whole registry of expression when they are
involved with children in their play. A child’s communication that is flexible in a meeting
with other children and adults will more likely be flexible in their communication with
others (Stern, 2010). Play is an aesthetic practice if the adults want to focus on the
practice. Having an aesthetic attitude to play (Stolnitz, 1969) is essential for the practice.
Aesthetics is about praxis, to practice aesthetic expression. In Norwegian kindergartens
the aesthetic subjects have been the content in the kindergarten. Children are playing all
the time, children learn through play.
The National Framework Plan (2006, p. 24) states that: "Play has its own value
and is an important aspect of children's culture. Play is a general human phenomenon
where children have high levels of expertise and commitment. It is a basic life and
learning platform in which children can express themselves. (..) Children learn and
develop diverse skills through play."
This should be the backdrop for the pedagogue. It should be the guiding principle
of the pedagogical work. It is the pedagogue that will work as the play-artist - the artist
who can play, the player that know how to interact, collaborators who know their
educational responsibilities (Gulpinar & Hernes, 2016). It's about being able to construct
a base for play.
It is about initiating association, rich actions and verbal statements on the basis of
what occurs in the play and build on this further. The associations necessarily do not have
to be descriptive or demonstrative, but they need to be open to concepts and
associations. It is necessary both to introduce your own ideas and be receptive to the
fellow players ideas and actions (Bae 2009).
Future policy
The Norwegian Framework Plan is based on a holistic view of children. This means
that the development of children is seen as a dynamic and closely interwoven interaction
between their physical and mental circumstances and the environment in which they
grow up. Children are social players who themselves contribute to their own and other
children’s learning. Interaction with other people is crucial to children’s development and
learning.
White paper no. 19, 2015-2016 Time for play and learning, (2016, March 11 th), is
about how the Kindergarten shall meet a changing and challenging future. It is supposed
to advocate Better Content in the Kindergarten, (subtitle). It is pinpointing that there
should be a mutual process of interaction between children and adults in play and
learning in kindergartens, and being considerate to each other, are essential elements in
the formation of children.
“Formation is a lifelong process that includes the development of the child’s
ability to reflect on its own actions and ways of being. Formation takes place in
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KEYNOTE ADDRESS II
interaction with the surroundings and other people, and is a precondition for the ability
to form an opinion, to be critical and to build democracy. The children shall be able to
develop their creative zest, sense of wonder and need to investigate.” (Kindergarten Act,
Section 1, Purpose)
How does Norwegian kindergarten relate to learning?
What is it that makes you able to meet the challenges in school and later in life?
398 kindergarten-teachers have responded to a survey, in which we asked; How
important do you think the aesthetic activities are concerning children’s development on
five different themes.
Learning
Formation
Self-esteem
Cooperation
Language
Very
important
49%
39%
52%
47%
53%
Important
43%
43%
37%
42%
37%
Slightly
important
8%
17%
10%
9%
9%
Not important
1%
1%
1%
1%
1%
Do not know
0%
0%
1%
0%
0%
n=398
2014
Searching for Qualities/Gulpinar&Hernes,
From this table we can read that the kindergarten-teacher sees the aesthetic
subjects as central for all of the five themes; learning, formation, self-esteem,
cooperation and language. Between 80-90% report that these themes are very important
and important in the kindergarten – and that these can be developed and strengthened
through the aesthetic subjects. Aesthetic activities are what create the content in the
kindergarten. What we do, what we spend the time doing. That we have to do things
together in order to develop ability to work together, that we must meet with new
experiences to be able to learn. In order to talk together and develop the ability to
converse, we need something to talk about, something to do together and experience
through listening, looking and through performing and creating. It is through the content
in the kindergarten the child meets learning, formation, self-esteem, corporation and
language.
30
KEYNOTE ADDRESS II
A way for children to accomplish their first year in school through aesthetic activities
We have seen through our own research that there are not many randomized
projects done on the effect of aesthetic activities. This might be because art has its own
value, or it can be that it is difficult to measure the effect of art on children’s
development. Though some experiments supports the idea that aesthetic activities has
effects and is strengthening children’s social abilities and creative thinking for example
through dance.
Ekeland (2004) together with Heian and Hagen did a randomized controlled
experiment with children between 3-5 years of age, who were participating in dance
activities, showing that the children participating in dance activities showed higher selfesteem than the controlling group who played outdoors.
In Dumais’ research of 22.000 children throughout USA showed that activities
including dance, music or sports, had better results in subjects like reading (1 st till 3rd
grade) and better in mathematics in 3rd grade. The effects are not too high except for
children with low socio-economic status. Dance seems to strengthen children’s creative
thinking as well as cognitive abilities. Even if the children develop their creativity through
free play, the staff can do a lot to scaffold their literate and socio-emotional development
– through reading, and talking together but also through dancing that supports the
child’s cognitive development, social inclusion and self-esteem in a children’s group.
(Nygaard Christoffersen 2014).
Children’s right to aesthetic experiences
A modern view on the child gives, according to Selmer-Olsen (2003), the child a
legal right to aesthetic experiences. Merleau-Ponty (1994) says that we experience
through our body. Our body is our understanding and our knowledge. The experience is
our perception of a whole, where all the senses are involved. Therefor the child might
react differently when entering a multi-dimensional performance compared to
experiencing a two-dimensional piece of paper. When children use all senses to express
what they have experienced, they play, explore with an openness with no limitations,
which Juncker (2006), calls an “aesthetic sensible communication”.
Ready for school through working with art
We want to show some samples on how children might express themselves when
they are supported and guided to strengthen their ability to observe and perceive reality.
In Norwegian kindergartens, the wish for individuality, developing a personal way of
expressing yourself, experimenting and believing that your own ideas and expression is
a bearing construction, we claim that this promote the ability to be innovative towards
school-age.
Children’s close encounters and experiences with artworks can expand on children’s
experiences through own interaction within their own frames of reference. Experiences with art
31
KEYNOTE ADDRESS II
can widen children’s cultural horizon.
We want to demonstrate two concrete examples where working with art lead the
children to school readiness.
1. Example
The first example take its offspring from “The scariest I know”, where a child have
seen a spider’s web outside the kindergarten. It is the children’s thoughts, conversations,
and observations that bring the project forward. At the end of the project, the children
are presented for an artwork, based on what the children were impressed by.
The project developed as a meeting with an installation made by the artist
Christian Boltanski, in the Museum of Modern Art in Oslo, where cut-out-figures where lit
and made moving in the exhibition room in a way that created large shadows on the
walls. This became an inspiration for further work with the children.
Figure 1.
Figure 2.
Figure 3.
Figure 1 shows Christian Boltanski’s Shadow theatre 1984, an installation.
Figure 2 shows the children’s charcoal drawing on concrete as a visualisation of a spider’s
web.
Figure 3 shows creepy figures that the children have cut out, and made hanging on a
stand, with light placed so that it creates shadows on the wall. A child with a hairdryer
makes the figures move so that the shadows move on the wall.
2. Example
The second example is an installation made by the visual artist Børre Sætre. It is
a large lying tree, painted white and without bark and leaves. 50 stuffed ravens are
placed in the tree. When the light is muted, the small flashlights in the eyes of the ravens
are lit. It is the pedagogue that has chosen and has introduced the work of art to the
children. This is the point of departure for children’s thoughts and processing of the
impulse.
32
KEYNOTE ADDRESS II
Figure 4.
Figure 5.
Figure 6.
Figure 4 shows Børre Sætre’s ”Beauty summers dead”.
Figure 5 shows the children’s explorations and studies of a bird from the meeting with
Sætre’s installation.
Figure 6 shows a child working independently to try to find material to use and to process
the impulse.
How will these examples of children working with art lead the children to school
readiness?
In short, these two examples show how children’s experience and meeting with
a contemporary work of art can expand children’s aesthetic experiences through their
own involvement and how the aesthetic subjects can strengthen children’s possibilities
for learning, in transition from kindergarten to school.
These two examples show how the study of a piece of art give the child
understanding of materials, understanding of form and quantity, which is central in for
example working with mathematics. As there is a variation in the material, they must
think individually when they work expanding their craftsmanship, but must also
cooperate
as
a group. That means that the children in a process develop teamwork skills, as well as
language and socializing skills.
In the context of the kindergarten it is all about the importance of finding the
right attitude in order to understand and give children space for artistic and pedagogical
processes. Stolnitz (1966) says that if we are going to have an aesthetic experience, we
have to make ourselves responsive to the situation and put ourselves in a state that
accepts what art has to offer to our perception. According to John Dewey, an art
experience is the real meeting with the object. Art occur when meaning and emotions
goes together (Dewey 1934/2005, Yoko Ono 1967).
In our context, this happened in interaction with the children, where child-child
and child-adult are the relations that create the context and new experiences. Here the
child will be a creator as well as the onlooker in the same process. The relational is about
the onlookers’ participation in the work itself. One might understand this as the art arise
in interaction between the work and the onlooker; actions, interactions and
33
KEYNOTE ADDRESS II
relationships, as Schechner (2002) states.
Incidental impulse is the impulse children get through own experiences or
discoveries. Staged impulse is the impulse the pedagogue has planned for (Gulpinar
2012).
In working with aesthetic/artistic processes in the kindergarten, it has been
important to be serious about the different processes that happens, and as far as
possible try to keep equality in the interaction between the child and the kindergarten
teacher (Hernes 2013). It has been important to approach this with an attitude that
foremost takes the aesthetic process seriously and through that come closer to the
children and their aesthetic processes. As Bae claims, through an honest and involving
approach, our contribution in aesthetic research is about the emotions and the
experiences that emerge in interaction with the children, and the openness and
involvement we can meet the children with (Bae, 2012). Knowledge grows out of
complex responding processes of relations. All learning happens through interaction here
and now.
It is about creating situations where openness and accepting what comes forth
not only becomes methodical principles. To let something emerge is about trusting that
the normative ways regarding play or artistic production not always will work, but the
ideas and actions that breaks with the predictable is what creates the experience, and by
that gives meaning through reflection (Hernes, 2013).
Conclusion
Through our research we see that children with complex learning experiences
have the ability to create possibilities, and are able, in a wider context, to develop own
ideas. We see that the children’s experiences in meeting with contemporary art will
widen the children’s aesthetic experiences through their involvement and the trust of
their own frames of references. Experience with art can widen the children’s cultural
horizon. As the kindergarten encourages children to play with other children, and
experiencing different ways of expressing themselves, children learn to socialize.
Luckily research show that the aesthetic activities also enhance children’s
cognitive abilities as well as their literacy. So in all; working with the aesthetic subjects in
the kindergarten from children are one years of age, do prepare children for challenges
that they will meet later in life – even in transition to school.
Thank you!
34
KEYNOTE ADDRESS II
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KEYNOTE ADDRESS IV
๓ ประสานเพื่องานสร้างคน
Ven.Pha Rajnyanakavi (Piyasophon)
Rama IX Golden Jubilee Temple, Thailand
ท่านผู้มีเกียรติทั้งหลาย
ข้าพเจ้ามีความยินดีเป็นอย่างยิ่งที่ท่านทั้งหลายได้อาราธนาให้ข้าพเจ้ามากล่าวปาฐกถาพิเศษในที่
ประชุมครู นานาชาติ ณ จุฬาลงกรณ์มหาวิทยาลั ยอันทรงเกียรติแห่งนี้ พร้อมกับขอให้ข้าพเจ้ากล่าวถึง
ความสาคัญของครู ว่าด้วยเรื่อง “๓ ประสานงานสร้างคน” ข้าพเจ้าเชื่อว่างานสร้างคนเป็นงานใหญ่ ท่าน
ทั้งหลายเป็นแม่พิมพ์ของชาติ ซึ่งมีหน้าที่ในการสร้างคน หากแม่พิมพ์ดี ก็จะได้คนดี หากแม่พิมพ์แตกหัก
ก็จะได้คนทีไ่ ม่สมบูรณ์ออกมารับใช้ชาติ
เคยมาพบกับท่านแล้วเมื่อหลายปีก่อน คราวนี้มาพบกันอีก ท่านคงจะรู้สึกว่าข้าพเจ้าแก่ลงไป
มากทีเดียว ส่วนท่านทั้งหลายยังเหมือนเดิม
ข้าพเจ้ามีความยินดีที่จะกล่าวว่า การศึกษาในปฐมวัย คือการศึกษาที่แท้จริง โดยเฉพาะอย่างยิ่ง
การได้รับการอบรม บ่มเพาะ จริต นิสัย ใจคอ กิริยา มารยาท ชาติตระกูล จากพ่อแม่โดยตรง การได้รับ
การอบรมเรื่องจิตสานึกตามหลักศาสนา และการได้เรียนรู้วิชาความรู้อย่างเป็นระบบจากโรงเรียน
ข้าพเจ้าจึงขอแบ่งหลัก ๓ ประสานของข้าพเจ้าออกเป็น ๓ ส่วนคือ บ้าน วัด และโรงเรียน ซึ่งเป็น
หัวใจสาคัญของสังคม ในการสร้างคนให้เป็นคนดี
บ้าน
ข้าพเจ้ามีความเชื่อเป็นส่วนตัวมาตลอดเวลาว่า บ้านคืออู่อารยธรรมของโลก อยากให้โลกเป็น
อย่างไร เริ่มต้นที่ลูก อยากให้ลูกเป็นอย่างไร เริ่มต้นที่บ้าน ลูกเป็นสมบัติของชาติ มิใช่สมบัติของพ่อแม่
วินัยของชาติ เริ่มจากกติกาในบ้าน เมื่อบ้านไร้กติกา ชาติก็ไร้กฎเกณฑ์ สิ่งแรกที่พ่อแม่ต้องใส่ใจ
คือวินัยและหน้าที่ การไม่ฝึกวินัยไม่ให้หน้าที่แก่ลูก คือการทาลายชาติอย่างสาคัญ พึงเข้าใจว่า ลูกของแม่
ทุกคน คือสมบัติของชาติ คือเพชรเม็ดงามของมาตุภูมิ
ข้าพเจ้าเห็นบางประเทศอยู่กลางทะเลทรายแท้ๆ ไม่เห็นมีทรัพยากรธรรมชาติใดๆ แต่คนเขามี
คุณภาพ เขาก็สามารถสร้างชาติได้ พ่อแม่พึงภูมิใจว่า ทุกชีวิตที่แม่คลอดออกมาดูโลกนั้น คือเพชรเม็ด
37
KEYNOTE ADDRESS IV
งามของชาติ ท่านทั้งหลายกาลังนาเพชรเข้าประเทศ เหลือเพียงการเจียระไนเพชรให้แวววาว ซึ่งเป็น
ภาระหน้าทีข่ องทุกคน แปลว่าการคลอดคือการนาเพชรเข้าประเทศ ส่วนการเลี้ยงดูเป็นการเจียระไน
ปัญหาอยู่ที่เราจะเลี้ยงดูอย่างไร ข้าพเจ้าไม่คิดไกล คิดใกล้ๆว่า การฝึกวินัยและให้หน้าที่อย่าง
เหมาะแก่ลูก คือการเจียระไนเพชร ยิ่งเข้มงวดกวดขัน ยิ่งได้เพชรเม็ดงาม การสร้างวินัย ต้องเริ่มต้นใน
ปฐมวัย พึงทราบว่าชาติที่มีวินัย แม้จะวิกฤตเพียงใด ก็รอด แต่ชาติที่ไร้วินัย ถึงไม่รบกับใคร ก็พ่าย
อาจมีคาถามตามมาว่า แล้วใครจะสร้างวินัยให้ลูก คาตอบคือใครคลอดเขา คนนั้นต้องรับผิดชอบ
คนสาคัญที่สุดในบ้านคือใคร หากมิใช่แม่ มือที่อบอุ่นและเข้มแข็ง คือมือใคร หากมิใช่มือแม่ มือที่คุ้มครอง
โลกคือมือใคร หากมิใช่มือแม่ เมื่อแม่คือผู้กาหนดชะตากรรมของลูก คือเข็มทิศลิขิตชีวิตลูกเช่นนี้ ความ
เป็นแม่จึงมีความหมายสาคัญอย่างยิ่งต่อโลกใบนี้ ภาระหน้าที่นี้ เป็นของหญิงผู้ทาหน้าที่เป็นแม่
ท่านทั้งหลายคงทราบดีว่าพ่ อแม่สาคัญขนาดไหน สาคัญเท่ากับนายช่างผู้ออกแบบเจียระไนเพชร
นิลจินดาให้ราคาแพง แม้ก้อนหินธรรมดาๆ หากเจียระไนดีก็มีราคา เพชรแท้ๆ หากปล่อยไปตามกรรม ก็ไม่
ต่างจากหินก้อนหนึ่ง การที่เราเห็นเยาวชนมีปัญหา นั่นเป็นเพราะตอนปฐมวัย แม่ไม่เอาใจใส่เท่าที่ควร
บางชนชาติ เมื่อแม่ตั้งครรภ์ แม่ต้องลาออกจากงานมาเลี้ยงลูกจนโต เพื่อให้ได้คนมีคุณภาพออกไปสร้างโลก
ข้าพเจ้าเห็นบางประเทศไม่ค่อยให้ความสาคัญกับลูก พอแม่คลอดลูกออกมาแล้ว กลับจ้างคนอื่นมาเลี้ยงลูก
ตั้งแต่เล็กจนโต บางคนปล่อยให้ลูกอยู่กับพี่เลี้ยงทั้งชีวิต ส่วนแม่มุ่งหน้าเอาแต่ออกไปหาเงินนอกบ้าน
ขอให้ท่านทั้งหลายคิดดูเถิดว่า ระหว่างลูกกับเงิน อะไรมีความหมายมากกว่ากัน คนที่เป็นพ่อแม่
จึงต้องวางแผนชีวิตให้ดี ในสมัยโบราณ คนส่วนใหญ่มีลูกมาก แม่คนหนึ่งอาจสามารถคลอดลูกได้ถึง ๑๒
คน อย่างข้าพเจ้า แม่คลอดออกมาเป็นคนที่ ๑๐ น่าอัศจรรย์ว่าแม่คนเดียว สามารถเลี้ยงลูกได้ ๑๐ คน แต่
ลูก ๑๐ คนอาจไม่มีเวลาให้พ่อแม่. สิ่งที่ข้าพเจ้าพูดนี้ มีตัวอย่างให้เห็นมากมาย ในสังคมตะวันตก ลูกต้อง
ส่งพ่อแม่ไปอยู่บ้านพักคนชรา เพราะไม่มีเวลาให้พ่อแม่ แต่เหตุใดตอนพ่อแม่เลี้ยงลูก ท่านจึงมี เวลาทุ่มเท
เลี้ยงเราได้นับ ๑๐ คน
ข้าพเจ้ายังจาไม่ลืม เคยดื่มนมแม่ตั้งแต่เกิดจนถึงอายุ ๗ ขวบจึงหยุด เพราะแม่ไม่มีนมโรงเรียนให้
แม่ต้องเดินเอานมจากเต้าของแม่ไปส่งข้าพเจ้าทุกวัน ข้าพเจ้าต้องแอบกินนมในที่ลับตาเพราะอายเพื่อน
บางทีก็เอาเสื้อแม่คลุมหน้าตัวเองไว้ไม่ให้ใครเห็น แต่ก็ขาโผล่ บางทีก็แอบไปดูดนมอยู่ข้างหลังแม่ ให้แม่
ตวัดเต้านมไปให้ เมื่อข้าพเจ้าถูกล้อบ่อยๆว่าโตแล้วยังดูดนม จึงตัดใจหยุด
ข้าพเจ้าซาบซึ้งตรึงใจถึงคาว่า ดูดดื่มปลื้มใจ เพราะขณะดูดนมแม่ แม่ก็คุยเรื่องนั้นเรื่องนี้ให้ฟัง
ขณะดูดนมซ้าย ข้าพเจ้าก็นวดด้านขวารอ นับว่าเป็นความผูกพันที่น่าอัศจรรย์ เมื่อแม่จากไป ข้าพเจ้าจึงได้
38
KEYNOTE ADDRESS IV
สร้างอนุสาวรีย์ไว้ให้แม่ โดยแกะสลักหินเป็นเต้านมสองข้าง เรียกว่า“พระธาตุนมแม่” เพราะข้าพเจ้าเชื่อว่า
นมของแม่คือโรงเรียนมีชีวิต น้านมของแม่เจือไปด้วยคาสอนอันงดงาม ซึ่งข้าพเจ้าเรียกเองว่า ศาสนาน้านม
คือศาสนาที่สะอาดบริสุทธิ์นั่นเอง
สมเด็จพระสัมมาสัมพุทธเจ้าตรัสว่า แม่คือครูคนแรก แม่คือพรหมของลูก แต่ข้าพเจ้าอยากบอกว่า
แม่คือศาสดาของลูก คาสอนของแม่คือศาสนาแรกที่ลูกรู้จัก
ที่บอกว่า แม่คือต้นกาเนิดศาสนา แม่คือศาสดาของลูกนั้น ข้าพเจ้ามิได้กล่าวเกินจริง. คิดดู เถิด
ก่อนจะเกิดศาสนาใดๆ ใครเล่าอบรมสั่งสอนมนุษย์ หากมิใช่ แม่ ศาสดาทุกพระองค์ในทุกศาสนาล้วนแต่
เกิดจากแม่ทั้งสิ้น เพราะท่านมีแม่ดีคอยเอาใจใส่ให้การอบรม บ่มเพาะ ปลูกฝัง จริต นิสัย ใจคอ กิริยา
มารยาท ชาติตระกูล เผ่าพันธุ์ อย่างทะนุถนอม ท่านจึงมีหลักคิดพื้นฐานของชีวิตหาไม่ ศาสดาเหล่านั้น จะ
เติบใหญ่ขึ้นมาเป็นคนสาคัญของโลกได้อย่างไร
นอกเหนือจากบ้านเรือนจริงๆแล้ว ข้าพเจ้าอยากให้ท่านผู้ฟังของข้าพเจ้ามองโลกใบนี้เป็นเหมือน
บ้าน คือมาตุภูมิเดียวกัน พวกเราทุกคนที่นั่งอยู่ตรงนี้เป็นพี่น้องกัน ลองสบตากัน ยิ้มให้กัน จั บมือกันดู แล้ว
เราจะรู้ว่า ทุกคนยิ้มสวย มือของแต่ละคนอบอุ่นนุ่มนวลเพียงใด แล้วในดวงใจหล่ะ เราคือพี่น้องกันมิใช่หรือ
เราคือพี่น้องที่มาเกิดบนโลกใบนี้ ซึ่งเปรียบเสมือนอยู่อาศัยในบ้านหลังเดียวกัน
เหตุใด ข้าพเจ้าจึงให้ความสาคัญกับบ้านว่า คืออู่อารยธรรมของโลก ก็ เพราะข้าพเจ้าตระหนักดีว่า
โลกอันกว้างใหญ่ไพศาล ล้วนถูกดลบันดาลด้วยความรัก และถูกทาลายลงด้ วยความโกรธเกลียดเคียดแค้น
ชิงชัง ความรัก และความโกรธ แม้จะเป็นธรรมชาติของมนุษย์ที่ยังมีกิเลส แต่มีแม่คนเดียว ที่สามารถดล
บันดาลใส่อารมณ์รักลงไปในดวงใจของลูกได้ตั้งแต่ปฐมวัย เมื่อคนเป็นแม่มีพลัง ความหวังของโลกก็เกิด
ข้าพเจ้าขอให้สังเกตดูให้ดี หากแม่อารมณ์ดี ลูกก็อารมณ์ดี แม่อารมณ์ร้าย ลูกก็อารมณ์ร้ายตาม
ดวงตาของลูกทุกคน จะจ้องดูพฤติกรรมของพ่อแม่ตลอดเวลา ขณะดูดนมอมขวดน้า หูเขาจะเงี่ยฟัง แม้ว่า
จะยังพูดไม่ได้ ตาจะจ้องดู ว่าพ่อแม่กาลังแสดงอะไรออกมา พฤติกรรมคาพูดของพ่อแม่จึงมีอิทธิพลต่อลูก
อย่างยิ่ง เพราะลูกน้อยจะเลียนแบบเอาอย่างพ่อแม่ทุกกระเบียดนิ้ว ลูกมองเห็นท่านเป็นพระเอกนางเอกใน
ดวงใจของเขาเสมอ
นักจิตวิทยาพูดตรงกันว่า ลูกจะรับรู้และลอกเลียนพ่อแม่ตั้งแต่ปฐมวัย ไม่ว่าดีหรือชั่ว แม้เราจะพูด
ว่า สัตว์โลกมีกรรมเป็นของๆตนก็ตามแต่กรรมปัจจุบันก็มีอิทธิพลอย่างมาก อิทธิพลของบุญกรรมแต่ปาง
ก่อนครึ่งหนึ่ง เช่น เกิดมาแล้วรูปงาม แข็งแรง สิ่งแวดล้อมดี อีกครึ่งหนึ่งเกิดจากพฤติกรรมของพ่อแม่และ
การอบรมบ่มเพาะ เช่น เกิดมายากจน ลาบาก แต่สามารถสร้างฐานะขึ้นมา จนมั่งมี ได้ทั้งยศ ทรัพย์ และ
39
KEYNOTE ADDRESS IV
บริวาร บางคนเป็นนักปราชญ์ของโลก เป็นผู้นาชาติให้พ้นภัย เบื้องหลังความสาเร็จของลูกคนหนึ่ง ส่วนมา
มักมีแรงบันดาลใจมาจากแม่
ด้วยเหตุนี้ข้าพเจ้าจึงเชื่อมั่นว่า บ้านคืออู่อารยธรรมของโลก แม่คือผู้กาหนดชะตากรรมของลู ก
ตั้งแต่แรกเกิดหรือปฐมวัย จิตที่รับรู้อะไรไว้แต่ปฐมวัยมักจะเป็นแรงบันดาลใจให้ก้าวเดิน
วัด
ประการต่อมา คือ วัด
ข้าพเจ้าได้กล่าวเบื้องต้นแล้วว่า พ่อแม่คือศาสดาของลูก คาสอนของท่านคือศาสนาน้านม ประเทศ
ไทยได้ชื่อว่าเป็นเมืองพุทธ พระพุทธศาสนา มีองค์ประกอบสาคั ญคือ ศาสนธรรม ศาสนบุคคล ศาสนพิธี
และศาสนวัตถุ
ศาสนธรรม หมายถึง คาสอนศาสนา ศาสนบุคคล หมายถึง พระสงฆ์ ศาสนพิธี หมายถึงพิธีกรรม
ต่างๆตามเทศกาล และศาสนวัตถุ หมายถึง วัดวาอาราม แต่การดูแลพระพุทธศาสนานั้น พระพุทธองค์ทรง
ฝากไว้กับพุทธบริษัททั้ง ๔ คือ ภิกษุ ภิกษุณี อุบาสก อุบาสิกา คือให้ทุกคนทุกองค์กรรับผิดชอบร่วมกัน
ทอดทิ้งกันไม่ได้ พระเณรที่ดี ก็มาจากลูกที่ดีของแม่
วัด ถือเป็นสถานที่สาคัญยิ่งในสังคมไทย ในฐานะเป็นศูนย์รวมของศิลปะ วัฒนธรรม ประเพณี วิถี
ชีวิต ตั้งแต่เกิดจนตาย วัดในพระพุทธศาสนา มีทั้งที่อยู่ในเมืองและบนยอดเขา มีทั้งวัดเล็กและวัดใหญ่ ไม่
มีอะไรแตกต่างจากวัดในศาสนาอื่นๆ พระเจ้าแผ่นดินไทยทุกรัชกาล ทรงสร้างวังและวัดเคียงคู่กัน พระสงฆ์
เป็นเสมือนปุโรหิต คือที่ปรึกษาของพระเจ้าแผ่นดิน
แม้การจัดการศึกษาสมัยใหม่ พระเจ้าแผ่นดิน ก็ทรงสร้างโรงเรียนไว้ในวัด คือให้วัดกับโรงเรียนอยู่
เคียงคู่กัน ทางานร่วมกัน ไม่ต่างคนต่างอยู่ จึงกลายเป็นวัดประจาโรงเรียน และโรงเรียนประจาวัด เพราะ
ทรงเชื่อว่า ความรู้กับจิตสานึกเรื่องดีชั่ว บาปบุญเป็นของคู่กัน
ความรู้ใดไร้จิตสานึกดี ความรู้นั้นจะนามาซึ่ งหายนะมากกว่าวัฒนะ ความรู้ที่ปราศจากศีลธรรม
กากับ ก็เหมือนดาบที่แหลมคม แต่ไร้ฝัก จะมีแต่โทษภัยตามมา
ข้าพเจ้าขอยกตัวอย่าง การค้นพบไดนาไมส์ของอัลเฟรด โนเบล เบื้องต้นเกิดจากมโนธรรมสานึกดี
ต่อมนุษยชาติ คือเขาแสวงหาอุปกรณ์มาระเบิดหินขยายทางเดินเรือ เจาะภูเขาสร้างทางรถไฟลอดอุโมงค์
เป็นต้น แต่คนที่ไร้มโนธรรมสานึก กลับนาไดนาไมส์ของโนเบลมาผลิตเป็นระเบิด ลูกกระสุนปืน นามาเข่น
ฆ่ามนุษย์ด้วยกัน จนเกิดสงคราม ทาให้ผู้คนจานวนมาก ต้องล้มตายอย่างน่าสยดสยองในเวลานี้
40
KEYNOTE ADDRESS IV
ผู้ผลิตเองเห็นว่า สิ่งที่ตนค้นพบนั้น ถูกนาไปใช้ในทางที่ผิด จึ งตั้งรางวัลโนเบลเพื่อสันติภาพขึ้นมา
กิเลสมนุษย์คืออาวุธที่แหลมคม กิเลสมนุษย์บวกกับศาสตราวุธที่รุนแรง คือระเบิดเวลาที่กาลังทาลายโลก
เห็นหรือยังว่า จิตสานึกดีมีความสาคัญเพียงใด
จิ ต ส านึ ก เริ่ ม ต้ น จากไหน ข้ า พเจ้ า ขอตอบว่ า เริ่ ม ต้ น จากบ้ า นและจากหลั ก คิ ด ทางศาสนา
ยกตัวอย่างเช่น พระพุทธศาสนา มีหลักคิดที่สาคัญคือการไม่เบียดเบียน ไม่แก้แค้น ไม่โต้กลับ ยอมรับกฎ
แห่งกรรม มุ่งแต่สอนให้คนมีเมตตา ให้อภัย อยู่อย่างสันติ ไม่พยาบาทเบียดเบียนกัน ให้เห็นอกเห็นใจกัน
บางที จุดเด่นได้กลายเป็นจุดอ่อน คือทาให้คนที่ขาดมโนธรรมสานึก ใช้ความรุนแรงประทุษร้าย
เอาง่ายๆ เหมือนคนที่คิดแต่แง่ดีของคน จนลืมระวังคนชั่ว ในความเป็นจริง หลักธรรมชาติก็สอนเราอยู่
แล้ว งูต้องมีพิษ สัตว์ต้องมีเขี้ยวเล็บ จึงจะปกปูองคุ้มครองตนเองได้ ศาสนาที่มีแต่การให้อภัย จาต้องมีผู้
คุ้มครองรักษา เหมือนหญิงเป็นเพศแม่ ต้องมีผู้ชายคือพ่อ คอยดูแลปกปูองคุ้มครองให้ปลอดภัย
การที่ประเทศไทยของเรา มีพระพุทธศาสนาเป็นศาสนาของชาติ เจริญรุ่งเรืองเคียงคู่ชาติไทยมา
ยาวนาน จนกระทั่งเข้าไปอยู่ในสายเลือดของคนไทย ทาให้คนไทยมีลักษณะพิเศษคือมีเมตตา อภัย สันติ
ดังจะเห็นได้จากคาพูดติดปากว่า ไม่เป็นไร หรือแม้จะทุกข์เพียงใดก็เห็นรอยยิ้มจากใบหน้า แต่นั่นมิได้
หมายความว่า คนไทยจะไม่ต่อสู้กับใคร เพียงแต่ต่อสู้ปกปูองตนเองด้วยสติด้วยปัญญา มิใช่สู้ด้วยอาวุธ
ท่านทั้งหลายจะเห็นตัวอย่าง ยุคล่าเมืองขึ้นของชาติตะวันตก ชาติต่างๆรอบประเทศไทยตกเป็น
เมืองขึ้นของตะวันตกไปหมด แต่ชาติไทยกลับปลอดภัย นั่นเป็นเพราะอะไร เพราะเขาต่อสู้ด้วยศาสตราวุธ
แต่เราต่อสู้ด้วยปัญญาวุธ ด้วยการทูต ด้วยน้าใจไมตรีจิตมิตรภาพ การพยายามผูกมิตรกับศัตรูให้ได้ เป็น
การต่อสู้ที่สาคัญ สาคัญยิ่งกว่าการต่อสู้ด้วยอาวุธ
พระสงฆ์ไทย ที่มีอยู่ กว่า ๓๕๐,๐๐๐ รูป ทั่วประเทศไทยกับวัดอีก ๓๕,๐๐๐ วัด ได้มีบทบาท
สาคัญอย่างยิ่งต่อการอบรมระบบศีลธรรมของเยาวชน แม้ว่าโลกจะเปลี่ยนไปมากเพียงใด การที่พระสงฆ์
ไทย ยังคงมีบทบาทสาคัญในการหล่อหลอมจิตใจของคนไทย ให้มีความรักชาติ ศาสนา พระมหากษัตริย์ ได้
ทาให้คนมีจิตสานึกดีงามตลอดเวลา ภาระหน้าที่ของพระสงฆ์คือการสร้างสานึกที่ดีให้ประชาชน ซึ่งผลที่
ได้มาคือ ทาให้รัฐสามารถปกครองได้ง่ายขึ้น
ข้าพเจ้าเชื่อว่า คุณูปการที่วัด พระสงฆ์ ได้มีบทบาทต่อสังคมไทย นั่นคือการทาให้คนไทยมีความ
เชื่อในเรื่องพื้นฐานสาคัญของชาวพุทธ นั่นคือ เชื่อว่าบาปมีจริง บุญมีจริง ชาตินี้มีจริง ชาติหน้ามีจริง เชื่อว่า
มีการเวียนว่ายตายเกิดจริง เชื่อว่านรก-สวรรค์หลังตายมีจริง เชื่อว่ากรรมและการให้ผลของกรรมมีจริง
เป็นต้น
41
KEYNOTE ADDRESS IV
ความเชื่อเหล่านี้ ได้หล่อหลอมจิตใจของคนไทย ให้มีจิตสานึกละอายชั่วกลัวบาป คือไม่ทาบาปทั้ง
ในที่ลับและที่แจ้ง หมั่นสั่งสมบุญกุศลด้วยการให้ทาน รักษาศีล เจริญสมาธิภาวนา มีจิตเมตตา เป็นต้น
คนไทยมีจุดเด่นเรื่องจิตเมตตาเอื้อเฟื้อเกื้อกูล แต่สิ่งที่คนไทยขาดแคลนคือระเบียบวินัย การเคารพ
กฎกติกา จึงเป็นเรื่องที่จะต้องหาทางแก้ไขตั้งแต่ระบบครอบครัวและสังคม โลกตะวันตก ใช้กฎหมายนา
เมตตาธรรมตาม แต่สังคมไทย ใช้เมตตานา กฎหมายตาม จึงทาให้กฎหมายไม่ศักดิ์สิทธิ์
ข้าพเจ้าเชื่อว่า หากลูกได้รับการอบรมบ่มเพาะลักษณะนิสัยระเบียบวินัยจากแม่ แล้วส่งต่อมาสร้าง
จิตสานึกเรื่องเมตตาธรรมทางศาสนากับพระสงฆ์ สังคมไทยก็จะสงบสุขร่มเย็นยิ่งขึ้น
ข้าพเจ้าได้เดินทางไปนานาอารยะประเทศ ได้เห็นบ้านเมืองสะอาด เป็นระเบียบ สวยงาม ต้นไม้
ใหญ่เต็มประเทศ คูคลองไม่ถูกบุกรุก น้าใสไหลเย็น บ้านเรือนไม่มีกาแพง ไม่มีรั้ว หน้าต่างไม่มีเหล็กดัด เห็น
แล้วก็ชื่นใจ รู้สึกถึงความปลอดภัยขึ้นมาทันที
เมื่อหันมาเห็นสภาพบ้านเมืองของเราอยู่ในลักษณะตรงกันข้าม ก็ต้องกลับมาคิดทบทวนถึงการจัด
ระเบียบสังคม ให้สอดคลอดกับการอบรมลูกหลาน
ข้าพเจ้าเห็นภาพที่ประเทศของเรากาลังจะเป็นทะเลทราย ต้นไม้ใหญ่ถูกตัดจนโล่งเตียนภูเขา คู
คลองตื้นเขิน ถูกรุกล้า น้าไม่ใสสะอาด ทาให้เห็นความเปลี่ยนแปลงทางด้านจิตสานึกของคนในชาติอย่าง
มาก คือเยาวชนวันนี้ ไม่เหมือนแต่ก่อน โลกแห่งวัตถุนิยมกาลังเข้ามาแทนที่โลกแห่งชาตินิยม
เพราะความรักชาติคือมีชาตินิยมแท้ๆ ประเทศที่อยู่กลางทะเลทรายอย่างอิสราเอล จึงลงทุนคิดค้น
หาทางกลั่นน้าเค็มมาเป็นน้าจืด ทาท่อส่งต่อไปทุกจุดทั่ วประเทศ เพื่อทาการเกษตรเลี้ยงโลก แต่เรากลับ
ปล่อยให้น้าจืดเต็มประเทศ ไหลลงไปเป็นน้าเค็มในทะเล โดยไม่ได้ประโยชน์อะไรจากแม่น้าโขงชีมูล หรือ
แม่น้าเจ้าพระยาแต่อย่างใด
ข้าพเจ้าเห็นว่า ประเทศที่ไม่มีต้นไม้ เขากลับพยายามทุ่มเทสุดชีวิต ช่วยกันปลูกต้นไม้จนมีต้นไม้
ใหญ่เต็มประเทศ แต่บ้านเรากลับตัดไม้ไปขายกันหมด ข้อนี้ก็บ่งบอกถึงจิตสานึกของคนในชาติ ที่กาลังขาด
หายไป ใช่หรือไม่
อีกเรื่องหนึ่งซึ่งเป็นเรื่องสาคัญมาก นั่นคือ ความเชื่อที่ว่าชาวนาคือกระดูกสันหลังของชาติ ครูคือ
แม่พิมพ์ของชาติ เป็นความเชื่อที่ทาให้ข้าพเจ้า ภาคภูมิใจมาตลอด แต่วันนี้ การศึกษาทุกระดับตกต่ามาก
ชาวนาและครู กาลังกลายเป็นภาระของชาติไปเสียแล้ว นั่นเป็นเพราะอะไร หากมิใช่เพราะจิตสานึก
42
KEYNOTE ADDRESS IV
ลองคิดดูเถิด หากครูและชาวนา กลายเป็นภาระของชาติ ใครเล่าจะสร้างชาติ ข้าพเจ้าคิดว่า ถึง
เวลาแล้วที่คนในชาติจะได้ช่วยกันแก้ไขข้อบกพร่อง และหันมาสร้างจิตสานึกแก่เ ยาวชนไทย ตั้งแต่ยังอยู่ใน
ปฐมวัย
โรงเรียน
ประการต่อมาคือ โรงเรียน
ข้าพเจ้ามีข้อเสนอเพียงเล็กน้อย เกี่ยวกับองค์ประกอบที่ ๓ คือโรงเรียน ซึ่งถือว่าเป็นองค์กรที่
สาคัญยิ่งในการสร้างคน ข้าพเจ้าได้กล่าวมาแล้วแต่ต้นว่า บ้านเป็นอู่อารยธรรมของโลก วัดคือสถานที่บ่ม
เพาะปลูกฝังจิตสานึกเรื่องบาป บุญ ดี ชั่ว เมื่อวัดทาหน้าที่ตรงนี้แล้ว โรงเรียนจะทาหน้าที่อะไร
ข้าพเจ้าถือว่า โรงเรี ย นมีความส าคัญมาก ในฐานะเป็นองค์กรที่มีเปูาหมายชัดเจน มีระบบ มี
มาตรฐานในการวัดผล เพื่อให้การฝึกอบรม การให้ความรู้แก่เยาวชนของชาติ ออกมาสู่โลกภายนอกได้
อย่างมีมาตรฐาน
มาตรฐานคืออะไร มาตรฐานคือชาติได้เยาวชนรักดี ได้คนมีจิตสานึกดี และได้คนมีความสามารถดี
ความสามารถดี เป็นภาระหน้าที่ของโรงเรียน เพราะที่นั่นมีครูดี มีวิธีเรียนรู้ดี แต่สิ่งหนึ่งที่ข้าพเจ้า
เห็นว่า เหตุที่การศึกษาไทยตกต่าย่าแย่ ส่วนหนึ่งเป็นเพราะพ่อแม่เร่งผลักเด็กออกจากอก หวังพึ่งโรงเรียน
มากเกินไป เนื่องจากระบบการเรียนรู้ของเด็กปฐมวัยในโรงเรียนแต่ละแห่ง ยังไม่ได้มาตรฐานเหมือนกัน
ทั้งประเทศ เช่น คุณภาพครูและสิ่งแวดล้อม ทาให้เด็กส่วนใหญ่ถูกทอดทิ้ง ที่มีคุณภาพดีจริงก็เป็นส่วน
น้อย
ท่านทั้งหลายลองคิดดู ขนาดพ่อแม่ดูแลลูกหนึ่งต่อหนึ่ง ยังทาไม่ได้ดี แล้วจังหวังให้ครูหนึ่งคน ดูแล
เด็กซึ่งมิใช่ลูกตนห้องละ ๓๐ คน ได้อย่างไร ครูได้กลายเป็นเปูาหมายที่สังคมคาดหวัง ให้แบกรับภาระหนัก
ในการสร้างคน คือแบกทั้งความหวังของพ่อแม่ และความหวังของชาติ
ข้าพเจ้า ได้มีโอกาสเดินทางไปดูสถานศึกษาเด็กเล็กหลายๆแห่งในต่างประเทศ แล้วลองลาดับ
เหตุการณ์เปรียบเทียบกับประเทศไทย สิ่งที่เห็นได้ชัดเจนที่สุดว่า เขากับเราแตกต่างกันอย่างมาก นั่นคือ
สนามเด็กเล่น และห้องทางานฝีมือ
ยกตัวอย่างเช่น เด็กเล็กๆ ต้องเล่นทราย ต้องปีนปุาย ต้องวิ่งเล่น ต้องมีที่โล่ง ต้องมีสิ่งแวดล้อมคือ
ธรรมชาติที่ดี แม้แต่ในสวนสาธารณะใหญ่ใจกลางกรุง เขาก็จัดสนามเด็กเล่นให้เด็กเล็ก เด็กโต ผู้ใหญ่
แยกกันชัดเจน
43
KEYNOTE ADDRESS IV
การเล่นเป็นธรรมชาติของเด็ก การเล่นนั่นเองคือการเรียนรู้ของเด็ก เด็กจะมีความสุข เมื่อได้เล่น
กติกาเกิดจากการเล่น เพื่อนเกิดจากการเล่น อารมณ์เบิกบาน เกิดจากการเล่น การเล่นไม่เคยมีโทษสาหรับ
เด็ก ขอเพียงแต่จัดกิจกรรมให้เหมาะสม
การเล่นในสนามเด็กเล่นที่ดี จึงมีความหมายยิ่งกว่าการเรียนในห้องเรียนสี่เหลี่ยม ข้าพเจ้าเห็นว่ า
ชุ ม ชน หรื อ หมู่ บ้ า น ควรออกแบบสนามเด็ ก เล่ น ส าหรั บ เด็ ก แต่ ล ะวั ย ให้ ชั ด เจน ทั้ ง ในโรงเรี ย นและ
สวนสาธารณะประจาหมู่บ้าน เพื่อให้เด็กๆได้แสวงหาปัญญาและความเพลิดเพลินไปพร้อมๆกัน
ประการต่อมาคือ ห้องทางานฝีมือ ซึ่งถือว่าเป็นหัวใจสาคัญมากในการเรียนรู้ชีวิตจริง ข้าพเจ้ าเคย
เดินทางไปดูห้องฝึกงานของเด็กประถมในบางประเทศ เพียงห้องทางานไม้ ก็เต็มไปด้วยเครื่องมือชนิดต่างๆ
ที่น่าสนใจ ดึงดูดความสนใจของเด็กมาก เมื่อให้เด็กลงมือทางานไม้ เด็กจะจินตนาการออกมา พร้อมกับหัด
ใช้เครื่องมือสร้างจินตนาการให้เป็นจริง
ข้าพเจ้าสังเกตเห็นว่า เมื่อเด็กเข้าห้อง ครูจะบอกชื่อเครื่องมือ วิธีใช้ ที่เก็บเครื่องมือ แล้วให้เด็กลง
มือทางาน ครูออกแบบงานฝีมือให้เด็กทา เมื่อเด็กลงมือทา เขาก็จะมีประสบการณ์ในการใช้เครื่องมือ
การเรียนในห้อง กับการลงมือทา มีความแตกต่างกันอย่างมาก หลายคนเบื่อการเรียนในห้อง เบื่อ
การท่องตารา แต่พอเข้าห้องปฏิบัติการ ก็จะมีความสุขขึ้นมาทันที
การศึกษากีฬาทุกชนิด ต้องมีสนามให้เด็กเล่น เช่น ตีเทนนิส ว่ายน้า ฟุตบอล ปิงปอง ยิมนาสติก
หรือแม้แต่การเล่นดนตรี ร้องเพลง ทุกอย่างต้องมีอุปกรณ์ให้ฝึกฉันใด การเรียนรู้วิชาการทุกสาขา ก็ควร
จัดรูปแบบการเรียนรู้จริงภาคสนาม ให้เหมาะสมกับวัยของเด็ก ฉันนั้น นี่คือหัวใจของการปฏิรูปการศึกษา
ข้าพเจ้าเห็นว่า หากจะปฏิรูปการศึกษาในบ้านเรา ก็ควรจะเพิ่มเติมจุดนี้เข้าไปให้ครอบคลุมทุกวิชา
เพื่อให้เด็กมีทักษะรอบด้านตั้งแต่ปฐมวัย
การเรียนที่เน้นการท่องจา เพื่อตอบเอาคะแนนสูงๆ แม้จะเป็นเรื่องดี แต่ถ้าขาดการปฏิบัติจริง ก็
จะทาให้นักเรียนขาดทักษะในการทางาน ขาดการใช้ความคิดวิเคราะห์ การแก้ปัญหาที่เกิดขึ้นตามความ
เป็นจริง พอจบการศึกษาออกไป เด็กจะขาดประสบการณ์ ขาดความมั่นใจ กลายเป็นเด็กมีปริญญา แต่มี
ปัญหาคือตกงาน เพราะทางานไม่เป็น
ด้วยเหตุนี้ คาว่าโรงเรียนในความหมายของข้าพเจ้า จึงมิได้หมายถึงอาคารเรียน หรือสถานศึกษา
แต่ เพี ย งเท่ านั้ น หากแต่ ห มายถึ ง การเรี ย นรู้ ข องจริง ลงมื อปฏิ บัติ ง านจริง ณ สถานที่จ ริ ง เพื่ อ ให้ ไ ด้
ประสบการณ์จริง หากทาได้เช่นนี้ ก็จะทาให้การเรียนเต็มไปด้วยชีวิตชีว า มีความสนุกสนาน ตื่นเต้น และ
จบแล้วทางานเป็น รัฐเองก็ลงทุนไม่สูญเปล่า
44
KEYNOTE ADDRESS IV
ข้าพเจ้า จึงอยากขอร้องให้สถานศึกษา มีห้องฝึกปฏิบัติงานในรูปแบบต่างๆ ตามวัยของเด็ก ครู
ต้องลงมือทากิจกรรมมากกว่าอยู่ในห้องเรียน เพราะข้าพเจ้าเชื่อว่า สิ่งใดที่เด็กได้ลงมือทา สิ่งนั้นจะเป็ นแรง
บันดาลใจเด็ก สิ่งใดที่เด็กได้ลองถูกลองผิด เด็กจะจาสิ่งนั้นไม่ลืม ตาราทั้งหลาย ก็ล้วนเกิดจากการปฏิบัติ
จริงทั้งนั้น
สรุปได้ว่า หลัก ๓ ประสานกับงานสร้างคน คือการทางานร่วมกัน ระหว่างบ้าน วัด โรงเรียน ซึ่ง
เป็ น แหล่ ง เรี ย นรู้ และฝึ ก หั ด เยาวชน ทั้ง ด้านร่า งกายและจิต ใจ ที่ใ กล้ ชิดกั นที่ สุ ด หากทั้ ง ๓ องค์ กรนี้
ช่วยเหลือซึ่งกันและกันอย่างจริงจัง งานสร้างคนก็จะประสบความสาเร็จ
ปัญจวิทยา
ข้าพเจ้ายังมีหลักปฏิบัติที่เป็นบูรณาการชีวิตที่สาคัญ ในการสร้างคนสร้างสังคม ให้มีความสงบสุข
นอกเหนือจาก ๓ ประสานดังได้กล่าวมาแล้ว
ข้าพเจ้ าเรี ย กชื่อว่า “ปั ญจวิทยา” หมายถึง ความรู้ที่ทาให้ คนเป็นมนุษย์ที่ส มบูรณ์มีอยู่ ๕
ประการคือ ธรรมชาติ ดนตรี กีฬา ปรัชญา ศิลปะ
หลักปัญจวิทยานี้ เป็นแนวคิดของข้าพเจ้าเอง ที่ประมวลแนวทางการดาเนินชีวิตของมนุษย์ว่า
แท้จริงแล้ว เราเกิดมาเพื่อต้องการอะไร เราดารงชีวิตอยู่เพื่ออะไร เราทุกคนทาหน้าที่ของตน ก็เพื่อผลคือ
ความสุขในชีวิต ความสงบในสังคมมิใช่หรือ ไม่ว่าใครๆ ก็ต้องการคนดี ต้องการสังคมที่สงบสุข
การพยายามสร้างคนดีขึ้นมา ไม่ว่าจะอยู่มุมไหนของโลก ก็เพื่อสิ่งเดียวกันนี้ นั่นคือความสงบสุข
ร่มเย็นและความเห็นใจกัน ข้าพเจ้าเชื่อมั่นว่า สังคมร่มเย็น เพราะเห็นใจกัน คนจะเห็นใจกันได้ ก็ต่อเมื่อ
เข้าใจการดาเนินชีวิตตามหลักปัญจวิทยานี้
ข้าพเจ้า จึงขอนาเสนอหลักคิดของข้าพเจ้าว่า หากเราต้องการให้ชีวิตมีความสุข มีความสมดุล
ต้องการให้สั งคมร่มเย็น นอกเหนือจากมีการศึกษา การฝึกอบรมที่ดีแล้ว มนุษย์ไม่ควรลืมเรื่องสาคัญ ๕
ประการ คือ ธรรมชาติ ดนตรี กีฬา ปรัชญา ศิลปะ
ธรรมชาติ หมายถึง ดิน น้า ลม ไฟ วงโคจรของระบบธรรมชาติ ฤดูกาล ไม่ฝืนธรรมชาติ ปรับตัว
ให้เข้ากับธรรมชาติ อิงอาศัยธรรมชาติเป็นที่อยู่อาศัย เป็นมิต รกับธรรมชาติ ใช้ธรรมชาติเป็นยารักษาโรค
เช่น รักษาปุาไม้ ทะเล ภูเขา ให้มีความสมดุลกับชีวิต ธรรมชาติ คือเพื่อนแท้ของมนุษย์ เมื่อใดธรรมชาติ
ขาดความสมดุล มนุษย์จะเดือดร้อน โลกจะร้อนเป็นไฟ
45
KEYNOTE ADDRESS IV
ดนตรี หมายถึง เสียงที่ปราศจากมายา เช่น เสียงนกร้อง เสียงคลื่น เสียงหยาดฝนและสายลม
การที่ตื่นขึ้นมาแต่เช้า ได้ยินเสียงนกร้อง เป็นการฟังดนตรียามเช้า กลางวันได้ยินเสียงจักจั่น กลางดึกได้ยิน
เสียงจิ้งหรีดเรไรร้อง เป็นวงดนตรีมีชีวิตที่ลิขิตโดยธรรมชาติ แม้แต่ดนตรีหรือเสียงเพลง ที่สรรสร้างด้วย
ปัญญาของมนุษย์ ก็นามาซึ่งความเบิกบานใจอย่ างยิ่ง จะเห็นได้ว่า เวลาที่มนุษย์มีความสุขความสบายใจ
คือเวลาที่ได้ฟังดนตรี ดนตรีคือเครื่องบาบัดทุกข์ของมนุษย์ ดนตรี หยุดได้แม้กระทั่งสงคราม
กีฬา หมายถึง การเล่นและการแข่งขัน ซึ่งเป็นที่มาของกฎกติกามารยาท ความเคารพและการรู้
แพ้รู้ชนะรู้อภัยต่อกัน กีฬา สร้ างระเบียบวินัยให้คนในชาติเสมอ ชาติที่รักกีฬา จะเป็นชาติมีวินัย ชาติที่
สนับสนุนกีฬา คนในชาติจะมีความสมัครสมานสามัคคี
ปรัชญา หมายถึง ความรักและจิตสานึกอันดีงาม ซึ่งเกิดจากธรรมชาติ ดนตรี กีฬา และศิลปะ
เพราะทุกอย่างรอบตัวเรา ล้วนมีปรัชญาให้ขบคิดทั้งสิ้น การสอนให้เรียนรู้หลักปรัชญา จะทาให้มนุษย์
สามารถตั้งสติได้ง่าย คาคมเพียงประโยคเดียว อาจแทงทะลุหัวใจคนได้ เห็นนกไล่จิกกัน ก็ได้สติว่า สัตว์โลก
ไม่พึงเบียดเบียนกัน การรู้จักขบคิด จะทาให้คนมีสติ
ศิลปะ หมายถึง ความงามที่เกิดจากธรรมชาติ และเกิดจากการจินตนาการของมนุ ษย์ เมื่อใด
มนุษย์รู้จักความงาม มนุษย์จะมองโลกในแง่ดี และรู้จักทะนุถนอม ศิลปะมี ๒ อย่างคือ ศิลปะจากธรรมชาติ
และจากจินตนาการของมนุษย์
ศิลปะจากธรรมชาติ เช่น ความงามของท้องฟูา ก้อนเมฆ ทะเล ต้นไม้ ภูเขา แต่ละอย่างมีศิลปะ
มีเสน่ห์อยู่ในตัว ศิลปะที่มนุษย์สร้างขึ้นมา เช่น รูปวาด รูปแกะสลักหินอ่อน ก็เป็นความงามที่ชวนหลงใหล
น่าอัศจรรย์ เพียงผ้าใบ พู่กันกับสี ที่มนุษย์แต่งแต้มเป็นรูปภาพ ยังสามารถดึงดูดคนทั่วโลกมาเที่ยวชม
นาเงินเข้าประเทศได้มหาศาล นั่นเป็นเพราะมนุษย์ชื่นชมในศิลปะนั่นเอง
ข้าพเจ้าเชื่อว่าในที่สุดแล้ ว ไม่ว่าจะเรียนรู้อะไร มีความสาเร็จในชีวิตอย่างไร มนุษย์ก็ต้องการ
ความสุข ต้องการสังคมที่ความสงบ ไม่มีใครต้องการความทุกข์ ความวุ่นวายอย่างแน่นอน
ปัญจวิทยา คือคาตอบสาคัญของชีวิตและสังคม
ขอขอบคุณ
46
PANEL DISCUSSION SCHEDULE
Saturday, July 9, 2016 : 10.30-11.50
Panel Discussion: Transition Practice to Formal Schooling:
partnership
with family and community
Moderator: Dr.Laka Piyaarchariya
Speakers:
1. Dr.Jeongwuk Lee
(Duksung Womens University, Korea)
2. Assoc. Prof. Prapapat Niyom
(Roonf-aroon School, Thailand)
3. Dr.Sue Cherrington
(Victoria University of Wellington, New Zealand)
4. Dr.Tomoko Nazukawa
(Hyogo University of Teacher Education, Japan)
47
PANEL DISCUSSION
July 9, 2016 10:30 – 11:50 AM (Poonsapaya Hall)
The continuity1 between early childhood and primary school
curriculum in Korea
Jeongwuk Lee, Ph.D.
Duksung Women’s University
Thank you very much for inviting me to talk about the continuity between early
childhood and primary school curriculum in Korea. I think this is a great opportunity where I
can introduce some issues regarding early learning that spans pre-school through second
grade in Korea. My discussion focuses on the national level curriculum because it affects the
nature and quality of learning experiences in any given grade and the level of continuity
across grades.
I will begin my discussion with a brief introduction about the Nuri curriculum, a
recently developed and implemented national-level early childhood curriculum in Korea.
Following that, I plan to present some issues related to the continuity in children’s
educational experience as they move from preschool through the early primary grades.
The Nuri Curriculum, an integrated curriculum for care and early education
Korea has a “split system” where child care and early education are administered by
different ministries. Kindergartens are the early education institutions for children aged
three to five and administered by the Ministry of Education (the MOE). Child care facilities
derived from the child welfare agenda aim to provide care for children aged zero to five, and
are administered by the Ministry of Health and Welfare (the MOHW). Kindergartens and
child care centers have each implemented their own curriculums, the National Kindergarten
Curriculum and the National Standard Childcare Curriculum. Therefore, children in the same
age group (3-to-5-year-olds) receive different care and education services according to the
institutions that they attend.
Since kindergarten aims to provide an educational program for young children
before entering primary school, the National Kindergarten Curriculum has intentionally
sought connections with primary schools. Safety and basic care are fundamental origins of
child care programs; therefore the curriculum for childcare was weakly linked to primary
schooling, compared to that of kindergarten. In this regard, the split system puts a challenge
in the curriculum continuity.
Although early childhood education and care in Korea have a history of over 100
years, they were one of the least acknowledge areas of policy. Recently however, the ECEC
has begun receiving more attention in the national policy agenda, due to the low birth rate
and increase of working mothers, as well as the recognition of the importance of early
1
The terms “continuity,” “alignment,” “coherence” are used somewhat interchangeably in the literature.
48
PANEL DISCUSSION
childhood development. The Korean government has established policy goals for improving
the quality of ECEC services to promote an equal starting point from the onset of birth. As
an effort to ensure the quality of ECEC services, the government introduced the Nuri
Curriculum nationally, implementing it towards all children between the ages of 3-5 in
kindergartens and childcare centers across Korea. The two ministries (the MOE and the
MOHW) have participated together in developing one common national framework, the
Nuri curriculum, by integrating two separate curriculums from kindergarten and child care
into one. The Nuri curriculum was implemented in 2012 for all children aged 5 and then in
2013, was expanded to cover children aged 3-4 as well. Although the integration of the
curriculum was successfully implemented, the other parts of the ECEC system still remain
split.
The contents of the Nuri curriculum include five areas: physical activities & health,
communication, experience in art, social relationships, and nature & discovery. The
curriculum aims to foster children’s creativity through holistic development and emphasizes
children’s well-being, safety, play activities and citizenship rather than cognitive, academic
activities. It also emphasizes a stronger connection with that of primary schools (grades one
and two) to ensure both vertical and horizontal coherence and consistency in children’s
development and learning experiences.
The Nuri curriculum has contributed to the increase in the enrollment rates of
children in ECEC services. In 2014, 94.5% of children 5 years of age were educated under the
Nuri curriculum before entering primary school (Yoo, Kang, & Cho, 2014). Considering this
increase, the 2015 revised national primary school curriculum also emphasized
strengthening the continuity between kindergarten and primary school. To enhance
consistency, early childhood experts participated in the process of developing the 2015
revision for the first time. Until then, the primary school curriculum had been developed
independently by professionals in primary education only. In addition, the statement that
explicitly requires the connections with the Nuri Curriculum for 5-year-olds was also
included in ‘teaching-learning methods’ sections of the 2015 revision.
Issues regarding the continuity of the Nuri and primary school curriculum
In this section, I will discuss some issues regarding the continuity of the Nuri and
primary school curriculum documents.
Many studies (Chang, Hyun, Park, & Lee, 2014; So, Kim, Kim, Lee, Chang, Jung, Jung,
& Hong, 2014) have suggested to link the contents of Nuri curriculum more thoroughly with
the curriculum of primary schools. They revealed some issues needing to be addressed for
enhancing the continuity in the Nuri and primary school curriculum.
First, learning areas in the Nuri curriculum do not have explicit links to those of the
primary schools. As you see in figure 1, the Nuri curriculum has five learning areas of
physical activities & health, communication, experience in art, social relationships, and
nature & discovery. On the other hand, primary school curriculum for 1 st and 2nd grades has
49
PANEL DISCUSSION
five subject matters: Korean language, mathematics, Disciplined life, Intelligent life, and
Pleasant life. These different learning areas of the two curriculums do not clearly describe
how children’s experiences in kindergarten relate to those in primary school. Therefore,
many researchers have tried to figure out the connections between the learning areas of
the two curriculums although there is no a direct link between them (see the figure 1). They
have suggested that learning areas need to be similar in each respective curriculum to
increase the horizontal and vertical coherence between early childhood and primary school
education.
Nuri
primary
Korean
language
mathematics
Disciplined life
Intelligent life
Pleasant life
physical
activities &
health
communication experience in
art
social
relationships
nature &
discovery
√
√
√
√
√
√
√
√
Figure 1. Learning areas of Nuri and primary school curriculums
Secondly, the contents of the two curriculums are written in the different types of
descriptions that can generally be categorized into input-based or outcome-based
approaches (OECD, 2013). The content of primary school curriculum is written according to
outcome-based descriptions that are based on what children are expected to learn and be
able to do at a specific stage of their education. On the other hand, the content of the Nuri
curriculum is written according to the mixture of expected child outcomes and input from
staff. Some content in the Nuri curriculum specifies what children should know or be able to
do at a certain age, but some content states what activities or tasks should be carried out by
the staff. The inconsistency of curriculum descriptions contributes to the difficulty of
comparing and aligning the contents of the two. Therefore, coherence and consistency need
to be implemented in the curriculum descriptions across early childhood and primary school
settings. In addition, if outcome-based descriptions are used, they need to focus more on
the developmental process outcomes rather than what the child should know at a certain
age.
Third, subject matters for grades 1 and 2, except Korean language and Mathematics,
are integrated into three broad subjects: Disciplined life-the precursor to moral education;
Intelligent life, which integrates social science and science; and Pleasant life, which
integrates physical education, music and fine art. The curriculums of the three subjects are
integrated using eight themes: School, Spring, My Family, Summer, Community, Autumn,
My country and neighboring countries, and Winter. The eight themes are included in the
eleven themes for implementing the Nuri curriculum through theme-based education. Even
50
PANEL DISCUSSION
though the eleven themes for a kindergarten are not mandatory, most kindergartens
provide integrated instruction based on the eleven themes, which are presented in
kindergarten teachers’ guidebooks developed and distributed by the MOE. Consequently,
the eight themes are to be repeatedly taught from three-year-olds in kindergarten to 2nd
graders in primary school. In this regard, the continuity between a kindergarten and a
primary school is strengthened due to using the same themes, as well as the same themebased approaches. However, there are questions to be raised about whether the eight
themes are valuable enough to study for a period of five years. A possible response to this
question is modifying the themes so that the first two grades of primary school use more
expanded or deeper topics than those of a kindergarten. If we continue to use the same
themes, a possible alternative is that the level of complexity in the sub-topics will increase
at subsequent grade levels because each theme encompasses a number of sub-themes.
Lastly, the curriculum continuity between kindergartens and primary schools in Korea
has mostly focused on the contents, even though curriculum refers to the contents and
methods that substantiate children’s learning and development (OECD, 2013). Most primary
teachers have pointed out that young children have difficulties transitioning to 1st grade
because the teaching approaches, daily routines, and the structures of the learning
environment that children experience are not continuous from kindergartens to primary
schools. Therefore, continuity in the content only is not enough to ensure the consistency of
children’s experiences across diverse school settings as they grow up. The curriculum
continuity needs to include both: ‘what to teach’ and ‘how to teach it’. From this point of
view, more attention is needed on the continuity of the instructional approaches, which
emphasizes the interests and needs of individual children, a first-hand experience, a
learning using senses, play, exploration, and engagement.
Some Concluding Thoughts
The continuity issues reviewed in the previous section suggest setting up
a coherent curriculum framework for young children, at least from the ECEC to lower grades
of primary school in Korea. To do it, we need to take steps in aligning Nuri curriculum with
primary school curriculum so as to stimulate continuous development and education as well
as to smooth the transition from ECEC to primary schooling.
However, it is important to remember that the curriculum continuity needs to be
interpreted from a child’s experience rather than from a teacher’s perspective. Educational
experiences could achieve coherence and continuity across grades if early childhood and
primary school teachers share the same pedagogical framework, including individualization,
learning environment, teaching strategies for meaningful learning, planning, and
assessment.
In addition, there are many differences in terminology, expectations, approaches to
teaching and learning, and relationships with families due to the disparate histories of ECEC
and primary schooling. These differences require support for teachers and opportunities for
51
PANEL DISCUSSION
teachers to communicate and work together across grade levels so they better understand
each other’s curriculum, and promote the continuity of learning for children.
References
Chang, M. R., Hyun, J., Park, K. Y., & Lee, J (2014). Strategies for enhancing educational continuity
between early childhood education and elementary education. Korea Educational
Development Institute.
OECD. (2013). Quality matters in early childhood education and care: Sweden 2013. . OECD
Publishing.
So, K. H., Kim, D. W., Kim J. S., Lee, M. S., Lee, S. E., Lee J., Chang., M. R., Jung, K, S., Jung, M. K.,
Hong, W. P. (2014). Improving Curriculums for Kindergarten, Primary school, and Middle
school. Ministry of Education.
Yoo, H., Kang, E. J., & Cho, A. (2014). Achievements and Challenges of Childcare Policies in 2015.
Korea Institute of Child Care and Education.
52
PANEL DISCUSSION
Roong Aroon Kindergarten of the Mindful-Mix-aged Classroom
Associate Professor Prapapat Niyom
President of Arsomsilp Institute of the Arts and Development
Bangkok, Thailand
Background and Rationale
Roong Aroon School (RAS) is a private school established in 1997, on 19.7 acres in
Bangkhunthien, a sub-district of Bangkok, Thailand. In 2000, it was registered as
a foundation for the purpose of being a not for profit organization. The school of 1,200
students with 140 teachers has been operating through 3 sub schools; kindergarten, primary
and secondary, each having a principal in order to cope with the appropriate number of
students and teachers. In 2007, Roong Aroon School Foundation contributed to the
expansion of the higher education institution of the same conceptual direction, "Arsomsilp
Institute of the Arts." It provides 3 major programs of study; Holistic Education, Architecture
for Community and Environmental Development and Social Entrepreneurship. RAS and
Arsomsilp Institute have adopted the concepts of Buddhism to be the main direction for
teaching and learning, academically in the curriculum and pedagogy as well as in its school
culture.
Methodological context
According to Buddha's teaching, the most powerful of human values is the learning
capacity cultivated through proper practices particularly the main concept of ‘life is learning
or learning is (right function of human) life’. RAS has applied some major Buddhist principles
which are actually the heart of all Buddha's teachings to be the main concept of learning at
the school. In doing so, RAS preferred to adapt the basic standard curriculum to be
rearranged and redesigned into the value oriented school based curriculum and pedagogy in
order to enlarge and deepen its goals of learning achievement beyond being merely content
or subject based. The development of the whole child, especially the spiritual wisdom needs
a holistic learning system and process which can be obtained by special learning spaces,
practices and key factors and mindful parents and teachers to comprehend learning
corresponding to the Buddhist principles.
The objective of holistic learning was interpreted into the mindset of "life is learning"
or "learning is human life". This principle helps create the added objectives out of the
contents and skills; the value out-comes such as right view, right intention, right livelihood,
right action, right speech, right effort, right mindfulness and right concentration. In other
words, according to the 4 aspects of development described by Phra Bhrammagunabhorn,
the most recognized monk scholar of Thailand. The value outcomes of 4 major
developments should be expected; firstly, the physical development (mindful seeing,
53
PANEL DISCUSSION
hearing, smelling, tasting, touching and feeling), secondly, the moral development (social
development or the proper interpersonal and environmental relationship), thirdly,
emotional development (higher mentality, such as compassion, kindness, respect to others,
generosity, appreciation with others' achievement), fourthly, wisdom development (such as
self awareness and reflection, learning how to solve problems, etc.). These profound
characteristics of students are practiced and nurtured through both routine activities and
guided learning activities integrated by subject matters.
Roong Aroon Kindergarten: The Mix-aged Classroom for Holistic Learning
Considering the importance of this initial age of learning, as a critical opportunity of
building crucial characteristics of a well-rounded good citizen, the early childhood learning
at RA's kindergarten was developed to create critical learning opportunities. With the
conditions that their parents and teachers are guided to be inspiring and initiative
facilitators, the children themselves are able to learn by doing, considering and wholeheartedly touching.
Basing on its school based curriculum, the RA Kindergarten of 300 students has been
arranged in three main clusters, each consisting of 4 classrooms with 25 mix-aged students
and 2 teachers in each. The mix-aged (4-5-6 year olds) classroom is selected to be the
learning platform of sharing and learning together. This kind of platform has automatically
created the proper relationship, especially of "give and take" among the different age
groups. The elder were challenged to proudly behave as the coach to the younger one while
the younger tried to bring about their capacities to equally share with the elder as much as
possible. Moreover, this mix-aged classroom opens up the opportunity to learn by projectbased units for the children to help each other in different activities and perspectives.
What and how do they learn together? The lesson plans were designed and
integrated into the 5 major learning activities, described as followed.
1. Outdoor learning and free play including swimming allow the children to practice
by themselves as well as share with others through exploration, observation and physical
movement thorough listening and communicating the specific issues such as "climbing up
the big tree together”. They will experience the natural diversity or the unity of
environment as well as the teamwork to achieve a common goal. Furthermore, the teachers
can easily bring them to the deeper link of the valuable relationship between the tree and
the kids themselves or its impact to the environment. In addition to the language skill or
communicative literacy, mathematical literacy and body strength, the kids will be able to
improve their understanding of the interrelationship between nature and themselves and
gradually develop the consciousness of caring for Mother Nature through arts'
interpretation.
2. Tales and story-telling including puppet performances, which are also favorite
activities of every child. They practice and learn to interpret meaningful messages from
inside out through the verbal and non-verbal language or body language, the basic skills of
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PANEL DISCUSSION
communication literacy. Imagination and creative presentation skills are particularly well
nurtured by these activities.
3. Music and movement and role-play activities integrated with English practice are
the special opportunities for the children to naturally learn the second language. The English
teachers for kindergarten need to have the unique capability of integrating music, songs and
phonics with movement or play. Sometimes the English teacher relates their lesson with the
main theme of the term or project, which allows the children to easily recognize that the
words of a different language refer to the same meaningful communication. Considering
that music, songs, visual arts and performing arts are the different ways of communication
of the small children, they learn to communicate or present their inner feelings and
perceptions
through
many
kinds
of
media.
Learning
a different language at the early ages can be perceived as encouraging and imaginative
interpretation. Especially, when the children can have a friendly association and
communication with the artistic native tongue teachers.
4. Cooking and table setting incorporate personal routine and volunteering for the
benefit of others. These are the basic work and social skills appropriate for children of these
ages. They are able to understand how to take responsibility for others and the
environment. They are trained to cook using the vegetables they have planted. It is found
they easily eat all of the vegetable dishes dishes with pride. As well with the recycling of the
milk cartons, they are trained to wash and dry them before taking them to the school
recycling center or ‘Zero-Waste’ center. The elder children proudly take responsibility for
the lunch table setting and service. They are also trained to arrange them correctly from
helping to arrange the tables and chairs and bringing the plates, bowls, fork and spoon and
cups with the exact quantity for the members of each table. They arrange the utensils onto
the table space properly. Once there were some students who recognized the bad smell
from their toilet and bathrooms. They raised this issue in their classroom circle and the
teacher had them discuss how to solve the problem. Finally, the activity of cleaning toilets
has become a favorite voluntary routine activity as much as cooking.
5. Term or seasonal projects are designed according to the different weather
changes and the specific issues related to the climate. Certainly, such amazing and
wondrous things such as trees, insects or small animals and their habitats, or the cooking of
a special menu are interesting to the children as they discover their different aspects. For
instance, a group of students found an old sick goose left lying alone from its flock. The
children all agreed to bring it to the veterinary clinic in front of the school. Even though it
was refused, the students didn't give up trying to help the poor goose by negotiating with
the doctor. They asked why dogs, cats and even rabbits are always accepted as patients but
not a goose. They confirmed their determination through a fund raising activity for the
payment by helping to bake cookies for sale. They received enough money in only one week
and informed the doctor. Finally the veterinarian accepted the goose with the condition that
the children had to bathe it before bringing it into the clinic. They organized to have it
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PANEL DISCUSSION
bathed and carried it to the clinic a few days later. Even though it was clean but accidentally,
when they brought it into the clinic, the goose burst out, ran and made a mess. The children
then understood why the clinic tried not to have a goose inside. However the doctor gave it
an injection and cured its wounded legs. He also asked the children to help prevent
bedsores. Amazingly, they helped tie a stretcher with an opening of 2 holes so the legs could
drop down to prevent sores. Through this project of many weeks the children learned such
complicated knowledge and developed much more sophisticated teamwork and organizing
skills than merely reading and writing in class. The most important lesson learned here was
the development of their grit on the basis of generosity towards the suffering creature.
According to the thematic design lesson plan, the teachers select inspiring issues,
which allow the content and skills to be easily matched and integrated into the small
projects. During each trimester, the small project-based learning units have always been
welcomed with eagerness by all of the students.
Factors of Success
In addition to the value oriented curriculum and pedagogy, the other two major
factors of mindful parents and teachers are a primary concern. Even though it's not easy to
achieve, RAS has continued to provide contemplative practices to inspire proper guides.
The necessary practicum platforms were created and systematically settled into the
work schedule or annual school calendar. The 30 hours of parents' classroom are arranged
for the parents of the first year students to prepare their mindset of being good guides for
their children. Further more, the mindfulness practices are formally provided for all teachers
to participate in by their own choice, during the school holidays. Therefore, the mindful
teachers manage their classroom to be a pleasant space to learn for their students.
Moreover, the mindful teachers are able to integrate the right view of ‘life is
learning’ into the process of teaching and learning and evaluation. The kindergarten
teachers are trained to be able to design the value oriented lesson plans ranging from the
annual roadmap, term plan and weekly schedule. They recognize the ultimate goal and
identify the value objectives as much as the other learning skills necessary in early
childhood. They also have the right imagination of the required learning process
corresponding to those learning objectives. The evaluation processes are arranged in the
form of formative assessments observing through each learning activity. Furthermore, the
most essential practicing platforms for teachers are designed as the After Action Review
(AAR) weekly meeting. In this special platform, the teachers share and learn from each other
on the basis of trust among themselves for they can easily reflect the critical situation from
their classroom, both successes and failures. The important result from this platform is that
the teachers can see their own performances in the real classroom situation and are eager
to find the better ways of learning opportunities for their students. The school principal has
to be a supervisor as well as a coach to train teachers for critical reflection at every AAR
meeting and bring them to the moment of BAR "Before Action Review" and readiness for
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PANEL DISCUSSION
the next class. All of these value oriented systems are our regular operating platform which
have actually turned the routine to research of the classrooms which can be a well rounded
child development center.
The Result of 20 Years of Development at RA Kindergarten
Throughout the 20 years of developing the contemplative learning community at RA
school, the kindergarten has been the most explicit in building a warm and generous family.
The teachers, parents and children always learn side by side. They share their roles as
learning partners with trust and understanding. Most students move on to RA primary and
the secondary schools. Our graduates are distinguished. Most are accepted by the best
higher education institutions, both in Thailand and abroad. The responding feedback from
these institutes reflects the common characteristics of RA students, which we expect. In
addition to the ability to learn and steadily work hard towards the achievement of their
goals and the skills of teamwork, the RA students have the unique mindset to focus on the
value thinking approach and the ability to self reflect. Most of them were asked the same
question, which school did you study at?
The foundation laid in kindergarten provides the essential base for the development
of the reflective, insightful and caring adult.
References
Amornvivat, S. (2003). Buddhist Approached Development of Learning : Skill for Facing
Situation. Nondhaburi ; Sukhothai Thammathirat Open University Press.
Anstey, M., & Bull, G. (2006). Teaching and learning multiliteracies: Changing times,
changing literacies. Newark, DE: International Reading Association.
Caldwell, D., Zulia, E., & Fulghum, R. (1999). Robert Fulghum's All I really need to know I
learned in kindergarten. Woodstock, IL: Dramatic Pub.
Cavallini, I. (Ed.). (2008). We write shapes that look like a book. Reggio Emilia: Reggio
Children.
Chantrasook, A. (2006).Installing morality in early childhood, through the creative process of
the leading Buddhist school. Bangkok: The Moral Promotion Center.
Dhambovorn, N. (2001).The Development of Thinking Process in the Early Childhood.
Bangkok: Chulalongkorn University Press.
Kunchantharuchikon,D.(1997). Project planning and design landscape architecture of Roong
Aroon schools. Bangkok : Chulalongkorn University.
Neuman, S. B., & Roskos, K. (1998). Children achieving: Best practices in early literacy.
Newark, DE: International Reading Association.
Niyom, P. (2001). Roong Aroon School's Conceptual Framework for Holistic Learning
Application 1. Bangkok: Roog Aroon School Foundation.
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PANEL DISCUSSION
Niyom, P. (2001). Working is Dhamma practicing. Learning Research and Development 2.
Bangkok: Roong Aroon School Foundation.
Niyom, P. (2002). Roong Aroon School's Conceptual Framework for Holistic Learning
Application 2. Bangkok: Roong Aroon Scool Foundation.
Niyom, P. (2007). Moral Development Approach in School: Case Study Roong Aroon School
2006-2007. Bangkok: Moral Promotion Center.
Niyom, P. (2008). Be Wise More Than Smart. Bankok: Office of The Basic Education
Commission.
Phra Bhramagunabhorn (Payutto).(2002). Education Made Easy (Thai 2nd edition). Bangkok:
Seou Tawan.
Phra Bhramagunabhorn (Payutto).(2002). The Holistic Development of Thai Children.
Bangkok: Sahadhammika.
Phra Brahmagunabhorn (Payutto). 2008). Buddhadhamma with Practicing Teacher.
Bangkok: The Education Foundation for Peace (P.A.Payutto).
Phra Brahmagunabhorn (Payutto).(2002). The Down of Education. Bangkok: Sahathammik.
Sophonpanich, K., Varoonpitigul, S.,Somroop,C. (2007). Guidelines for morality development
: a case study of Roong Aroon school. Bangkok : The Moral Center.
Tantivongse, B. (2003). Early Childhood Educational Program Corresponding to Thai
Livelihood : Education for Sufficient Life. Bangkok: Center of textbook and academic
documentary, Education Faculty, Chulalongkorn University.
Trancossi, L., Baistrocchi, M. (2001). Il futuro una bella giornata The future is a lovely
day. Reggio Emilia, Italy: Reggio Children.
Vecchi, V., McCall, J., & Bendotti, M. (2011). The wonder of learning: The hundred languages
of children. Reggio Emilia, Italy: Reggio Children.
Vukelich, C., & Christie, J. F. (2004). Building a foundation for preschool literacy: Effective
instruction for children's reading and writing development. Newark, DE:
International Reading Association.
Wichitchaichakorn,S.(2008). The Effect of Project Approach on Young Children’s and Special
Need Young Children’s Social Behavior Development in An Inclusive Classroom.
Bangkok : Srinakharinwirot University.
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Transition practice to formal schooling:
Partnership with family and community.
Perspectives from New Zealand
Sue Cherrington, Ph.D.
Institute for Early Childhood Studies
Victoria University of Wellington, New Zealand
Introduction:
Ngā mihi nui ki a koutou – warm greetings to you all. I would like to acknowledge the
conference organising committee for the generous invitation to contribute to this panel
discussion, and for all the hard work that they have undertaken to plan and host the
conference. Thank you very much.
I begin my presentation with a brief overview of the early childhood (EC) and school
systems in New Zealand in order to situate the research and perspectives I will be sharing
today.
The early childhood education (ECE) sector has a long history in New Zealand with
the first kindergartens opening in 1889. Today, the sector comprises a diverse range of ECE
service types catering for children aged under five years that operate as teacher-led, parentled or whanau-led services within a unified framework of government policy and
regulations. Teacher-led services include kindergartens, primarily for children aged three
and four years who attend “school-day”-length sessions; education and care centres who
provide both sessional and long-day childcare for children from infancy through to schoolage; and home-based services where a qualified teacher leads a network of caregivers who
look after small groups of children in their own home. Playcentres are the core type of
parent-led service, offering sessional ECE for children aged two – five years, where the
centre and programme are run by the parents who undertake training towards recognised
Playcentre qualifications. Ngā Kohanga reo – language nests – are whānau (extended
family)-based services established in the early 1980s to ensure the survival of te reo me ngā
tikanga Māori (the Māori language and culture). Many Kohanga reo are located on marae
(communual facilities that observe tikanga and where cultural activities take place) and thus
are situated within broader Māori community activities. Recent government statistics
indicate that 96.6% of children have regularly participated early childhood education in the
six months prior to starting school (Education Counts, 2016a).
Early childhood services in New Zealand are generally governed by separate
regulations from the schooling context. A small number of ECE services are located on, or
adjacent to, schools. In practice, most EC services feed a number of schools and most
schools enrol children who have attended a number of different EC services. Curricula
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PANEL DISCUSSION
discontinuities also exist with ECE services required to use the early childhood curriculum
guidelines, Te Whāriki (Ministry of Education, 1996) whilst schools implement the National
Curriculum (Ministry of Education, 2007).
New Zealand has a unique system of continuous enrolment with children starting
school across the calendar year. As a result, a child may start school as part of a small group
or on their own, with potential for varying transition experiences. For example, continuous
enrolment frequently results in a child’s relative age ranking in the class varying across their
first year: the class composition changes as new children arrive and older children move on
to a new class when the new entrants’ class gets too big.
Whilst the official age for starting school is six years, in another cultural tradition,
almost every child starts school on (or very soon after) their fifth birthday. As a result,
children in New Zealand are relatively young on entry to school compared to other
countries. For example, Suggate (2009) noted that in a 2006 PISA (Programme for
international student assessment) study children started school before six years of age in
only four out of 56 countries, with New Zealand one of those four countries. Peters (2010)
notes that these practices suggest children in New Zealand may need specific, and perhaps
different, kinds of support to transition to school compared with their older counterparts
overseas. Partnerships between ECE, schools and families and communities may play a
critical role in developing and enacting this support.
Transitions involve changes that children experience as they move from one place or
phase of education to another over time, including changes of relationships, teaching style,
environment, space, time, contexts for learning, and learning itself (Fabian, 2002). Peters
(2010, p. 1) notes that “transitions are not an event but a process. Analysis of success is
most usefully looked at over time, considering long-term learning trajectories rather than
focusing solely on initial skills and adjustments”.
Two of the theoretical frameworks – sociocultural theory and ecological theory –that
underpin Te Whariki (Ministry of Education, 1996) are particularly helpful in informing our
understandings of transitions as a process and the role that partnerships between ECE
services, schools, families and communities can play in supporting successful transitions.
Sociocultural approaches highlight the potential for learning and development that may
occur when teachers and parents scaffold children through their transition process. Such an
approach suggests “school does not have to be the same as prior to school contexts,
provided the child receives appropriate support to negotiate the changes” (Peters, 2003,
p.10). Thus, the nature of support a child receives in dealing with the discontinuities
between their EC service and school may be more important than attempting to maintain
continuity between the two contexts.
Similarly, Bronfenbrenner’s ecological theory can also inform our understandings
about the transition to school. Hill, Comber, Louden, Rivalland and Reid (1998) note that
during the transition process, children are learning about the rules, roles and relationships
that apply in different contexts. They argue that learning to “do school” is necessary before
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children can focus on learning the content of school. However, learning to “do school” can
be problematic when this means “leaving behind what is valued at home and in the
community” (Peters, 2010, p. 16).
So, how well do EC services and schools in New Zealand support children in the
transition to school process? A national evaluation undertaken by the New Zealand
Education Review Office (ERO) found that, of 374 services reviewed in the second half of
2013, only around half “supported children well or very well through their curriculum and
assessment practices, and their relationships with parents and whānau, schools and external
agencies” (Education Review Office, 2015, p. 12). Those EC services who were successfully
supporting transitions to school had implemented curriculum that supported children’s
dispositions, identity and belonging; had collaborative relationships with whanau, schools
and external agencies; and had assessment information that reflected children’s learning
over time. In contrast, services that were less successful in supporting transitions
implemented curriculum that had a poor focus on developing children’s learning
dispositions, social competence, language, culture and identity. Furthermore, their
assessments were of poor quality, being mostly focused on participation rather than
learning, and they did not support children to develop strong learning foundations. Of
concern was that children with Māori and Pasifika heritages – two groups for whom
improving educational achievement is a priority– were disproportionately represented in
these services (Education Review Office, 2015).
The ERO evaluation also focused on the transition practices of 100 schools and found
that successful schools offered a range of opportunities for children to visit prior to starting
school (either with family members or through their EC service); had strong partnerships
with parents and whanau; and valued parents’ input and used this to help improve
curriculum and processes for settling into school. Those schools that were less successful in
supporting children’s transition to school delivered curriculum that bore little resemblance
to the approaches to learning that children had experienced in their early childhood service;
had patterns of mostly one-way communication of information with parents and did not
invite parents to share their aspirations for their children; missed opportunities to build true
learning partnerships with children and their families; and expected children to adapt to fit
the school, rather than the reverse (Education Review Office, 2015).
In summary the ERO evaluation found that “children’s transition to school was more
likely to be successful when:
 leaders and teachers in early childhood services and schools understood the links
between Te Whariki and The New Zealand Curriculum and provided a curriculum
that was relevant and meaningful for children
 children’s previous interests, strengths, prior knowledge and dispositions for
learning were known and used to develop relevant and responsive learning for
children
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
culturally responsive teaching and assessment contributed to children’s sense of
themselves as confident learners
 strong learning partnerships with parents and whānau supported children as
they approached and transitioned to school
 schools’ practices helped children and their families develop a sense of belonging
 teachers from both sectors and external experts were seen as equal partners
with an important role to play as children transitioned to school
 leaders placed emphasis on the importance of transition to ensure continuity of
learning for children”. (Education Review Office, 2015, p. 1 – 2)
Explicit within several of these findings is the importance of developing and
strengthening partnerships with families and communities to support transition processes.
A recent literature review on the transition from ECE to school (Peters, 2010),
focused principally on the New Zealand context, highlighted seven key themes where there
is research evidence to inform our transition practices. These themes are:
 “belonging, wellbeing and feeling ‘suitable’ at school;
 recognition and acknowledgement of culture;
 respectful, reciprocal relationships;
 engagement in learning;
 learning dispositions and identity as a learner;
 positive teacher expectations; and
 building on funds of knowledge from early childhood education and home”
(Peters, 2010, p. 15).
Of particular relevance to this panel discussion are the themes of recognition and
acknowledgement of culture; respectful, reciprocal relationships; and building on funds of
knowledge from early childhood education and home, and these are discussed in more detail
below.
Recognition and acknowledgement of culture
New Zealand has an increasingly diverse population. Whilst just over half of children
enrolled in EC services in 2014 were from European/Pākehā backgrounds, almost one
quarter were Māori, 10% were from Asian heritages and 7.3% were from Pasifika
backgrounds (Ministry of Education, n.d.). Just over 100 languages were reported as being
used by children and adults in EC services in the 2014 EC Census (Education Counts, 2016b).
Whilst little New Zealand research has been undertaken into supporting the transition to
school of children from culturally diverse backgrounds, findings from more general studies
into supporting educational success for children from Māori or Pasifika heritages provide
insights to inform transitional processes. For example, Tamarua’s (2006, cited in ERO, 2015,
p. 5) doctoral study found that Māori children were more engaged in classroom activities
when deliberate efforts were made by teachers to link unfamiliar activities to something
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familiar to them and that tuakana teina relationships (i.e., where an older or more expert
tuakana helps and guides a younger or less expert teina) were important for successful
transitions.
Macfarlane (2004) argues that building strong foundations based on the cultural
strengths and experiences that children bring with them to school will help teachers support
Māori children’s learning. Similarly, McKenzie and Singleton (2009) found that teachers
knowing and understanding children’s cultures and working with the local community were
two important factors for smooth transitions. Both Macfarlane (2004) and McKenzie and
Singleton (2009) also highlight the importance of children being able to use their home
language at school, particularly when they have experienced this in their EC service.
Collectively, these factors contribute towards children developing a strong sense of
belonging in the school context where both their cultural identity and their identity as a
learner are enhanced. Working with parents and communities to support the inclusion of
children’s cultures and home languages in both the EC and the school context are strategies
that teachers can use to support smoother transitions.
Respectful, reciprocal relationships
Respectful, reciprocal relationships are at the core of successful transitions. These
relationships include those between children and their families with both the EC and the
school teachers, and those between EC and school teachers. Whilst international literature
(e.g., Dockett & Perry, 2000) point to the importance of collaborative, respectful
relationships between teachers and parents in supporting positive transitions, Bishop,
Berryman, Tiakiwai and Richardson (2003) highlight that the quality of relationships
between children and teachers is a key influence on Māori students’ achievement and longterm engagement in school. Thus, developing and maintaining strong, positive relationships
with children as they proceed through the transition to school is an important component.
Such relationships are also strengthened when children see positive relationships between
their parents and families and their teachers.
Building on children’s funds of knowledge
As noted earlier, experiencing discontinuities between the EC service and school is a
typical feature of the transition process. In fact, Phillips, MacNaughton and MacDonald
(2004) suggest that discontinuity between the home or EC service and school is inevitable
and that, rather than trying to avoid discontinuity, it is more important to build connections
between school learning and prior learning in order to support children to successfully
navigate these discontinuities. Thomson (2002) argued that children bring with them to
school a “virtual school bag” filled with their prior knowledge, skills and experiences that are
“variously opened, mediated and ignored” (p. 9) by schools. Those children whose virtual
school bags contain the requisite knowledge and skills to be able to “do school” start with
an enormous advantage over those whose existing funds of knowledge fill their virtual
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school bags with different experiences, knowledge and dispositions. Rather than opening all
virtual school bags in order to start with children from where they are at or provide
remedial support for those who come without the knowledge valued within the formal
education system, Thomson argues for a shift so that “more inclusive models of knowing –
and being – are recognised and taught to all” (Thomson Hall, 2008, p. 89).
A three-year Centre of Innovation research project at Mangere Bridge Kindergarten
in Auckland, New Zealand, provides some positive examples of how information about
children’s funds of knowledge can be shared with teachers across the EC service and school
as part of supporting the transition to school (Peters, Hartley, Rogers, Smith & Carr, 2009).
The Centre of Innovation project enabled the three teachers in the kindergarten, supported
by two university researchers, to work collaboratively with the new entrant teachers at their
local school and with children and families to research and strengthen the transition process
for children. Teachers engaged children in the project in a number of ways: discussions
about the transition to school using photographs and children’s assessment portfolios,
making transition books, interviews with individuals and groups of children, and enabling
children to select photos and dictate text for learning stories about what they felt was
important in the transition process. Parents also contributed stories of families’ funds of
knowledge that were included in their children’s portfolios. These portfolios, which also
incorporated learning stories from the kindergarten, went with the children to school
enabling the new entrant teachers to gain insights and knowledge into children’s prior
experiences and knowledge more quickly than they usually would (Peters et al., 2009).
The nature of the New Zealand early childhood curriculum, Te Whāriki (Ministry of
Education, 1996) which positions curriculum as woven by teachers, children and families
within the EC service context, creates ample space for children’s funds of knowledge from
home to be readily incorporated into their curriculum experiences. It is in this space, too,
that early childhood teachers can help bridge the discontinuities between EC and school by
sharing (and supporting children and parents to share) children’s funds of knowledge with
teachers in the new entrant classroom. To conclude, in the words of Sally Peters:
“Responsive, reciprocal relationships between all concerned is a key feature of
a successful transition. Related to this a successful transition will include teachers who
affirm the child’s identity and culture and connect with and build on the children’s funds
of knowledge from early childhood centre and home and hold positive expectations for
success which includes seeing promise in new entrant learners rather than deficits”
(Peters, 2010, p.73).
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References
Bishop, R., Berryman, M., Richardson, C., & Tiakiwai, S. (2003). Te Kotahitanga: The
experiences of year 9 and 10 Māori students in mainstream classrooms. Wellington,
New Zealand: Ministry of Education
Dockett, S., and Perry, B. (2000). Starting school: What does the research tell us? Paper
presented at the annual conference of the Australian Association for Research in
Education, Sydney, December 2000.
Education Counts. (2016a). Participation in ECE. Wellington: Ministry of Education.
Downloaded 3 June 2016, https://www.educationcounts.govt.nz/statistics/earlychildhood-education/participation
Education Counts. (2016b). Language use in ECE. Wellington: Ministry of Education.
Downloaded 3 June 2016, https://www.educationcounts.govt.nz/statistics/earlychildhood-education/language-use-in-ece
Education Review Office. (2015). Continuity of learning: Transitions from early childhood
services to schools. Wellington: Author
Fabian, H. (2002). Empowering children for transitions. In H. Fabian & A.W. Dunlop (Eds.),
Transitions in the early years (pp. 123-134). New York: Routledge Falmer
Hill, S., Comber, B., Louden, W., Rivalland, J., & Reid, J. (1998). 100 children go to school:
Connections and disconnections in literacy development in the year prior to school and
the first year of school. Canberra; Department of Employment, Education, Training and
Youth Affairs.
Macfarlane, A. (2004) Kia hiwa ra! Listen to culture – Māori children’s plea to educators.
Wellington: NZCER Press.
McKenzie, R. & Singleton, H. (2009, October). Moving from Pasifika immersion to Palangi
primary school: Knowing the learner is precious. Paper presented at the Exploring
Effective Transitions Conference, Hamilton.
Ministry of Education. (1996). Te Whāriki: He whāriki matauranga mo nga mokopuna o
Aotearoa: Early childhood curriculum. Wellington: Learning Media.
Ministry of Education. (2007). New Zealand curriculum framework. Wellington: Learning
Media.
Ministry of Education. (n.d.) Annual Early Childhood Education (ECE) census summary report
2014. Wellington: author. Downloaded 3 June 2016,
https://www.educationcounts.govt.nz/statistics/early-childhood-education/annualece-summary-reports
Peters, S. (2010). Literature review. Transitions from early childhood to school. Wellington:
Ministry of Education.
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Peters, S. (2003). Theoretical approaches to transition. Early Childhood Folio, 7, 8-13.
Peters, S., Hartley, C., Rogers, P., Smith, J., & Carr, M. (2009). Supporting the transition from
early childhood education to school: Insights from one Centre of Innovation project.
SET, 3, 4-10.
Phillips, G., MacNaughton, S., & MacDonald, S. (2004). Managing the mismatch: Enhancing
early literacy progress for children with diverse language and cultural identities in
mainstream urban schools in New Zealand. Journal of Educational Psychology, 96(2),
309-323.
Suggate, S.P. (2009). School entry age and reading achievement in the 2006 Programme for
International Student Assessment (PISA). International Journal of Educational
Research, 48(3), 151-161
Thomson, P., & Hall, C. (2008) Opportunities missed and/or thwarted? ‘Funds of knowledge’
meet the English national curriculum, The Curriculum Journal, 19(2), 87-103, DOI:
10.1080/09585170802079488
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Transition Practice to Formal Schooling
-partnership with family and communityTomoko Nasukawa, Ph.D.
Hyogo University of Teacher Education, Japan
Topics
1. Partnership with Teachers and Parents at a Kindergarten. → ‘KIDS Club’
2. Partnership with Family and community at a Rearing center.→ ‘GENKi’
Both are partnerships around young childeren.
Policies of Child-Rearing Support for Parents in Japan
How we can increase the number of children?
• Angel Plan (1994)
• New Angel Plan (1999)
• Plus One Agenda for a Declining Number of Children (2002)
• Plan for Supporting Children and Child-Rearing (2004)
Policy by Ministry of Education
• “Agenda for ECEC based on Changes of Circumstances and Environment Surrounding
Children (Central Council for Education, 2006)”
• 5-year Action Program for ECE (2006) → Revision of “National Curriculum Standards
for Kindergartens (2008)” Description of support for child rearing
(In conjunction with revision of “Guideline for Nursery Care for Day Cares”)
Contents of ‘KIDS Club’ at a Kindergarten
• Observing and participating in the children’s activities
• Volunteering as staff members of “Open Playground for Parents with Young
Children” → Twice a month (1st and 3rd Wednesday)
• Using counseling services on child rearing
• Lectures on child rearing (co-sponsored by the kindergarten and PTA, 5 times a year,
providing child care by volunteers and companies)
• Fathers’ Union (Oyaji no Kai) as a part of PTA activities
Open Playground for Parents with Young Children under 3
• Asking parents to participate as staff Once a month, topics are decided Meetings
before and after the activities
• Parents of each class conduct activities Once a year Parents make out plans,
including enrolled children
67
PANEL DISCUSSION
Lectures on Child Rearing
Co-sponsored by the kindergarten and PTA
No.1 Children and their Play (Lecture)
No.2 Problems of Early Learning (Lecture)
No.3 Let’s Exercise Together!
No.4. Food Education for Young Children (Cooking practice for children)
No.5 Enjoying Piano Concert for Parents and children
How Parents Changed Their Perceptions of KIDS Club?
• Examining the changes of parents’ perceptions through analyzing surveys
From factor analysis
From analyzing comments by parents
＊Individual differences
＊Encounter through activities
＊Effort to convey messages to parents
Changes throughout the 3-year period
Factor 1
Burden of child rearing
2.83 → 2.71
Factor 2
Factor 3
Factor 4
Factor 5
Factor 6
Affirmation of child rearing 3.37 → 3.40
Counseling on child rearing 3.28 → 3.01* (p<.10)
Support by friends
2.03 → 2.31* (p<.10)
Support by relatives
2.75 → 2.68
Responsibility of child rearing 2.43 → 2.68** (p<.05)
Results
After 3 years of practice
・ Finding friends, supporting each other
・ Responsibility of raising child, Awareness as a parent
☆Comparing between parents of 3-year olds and of 5-year olds
・ Burden of child rearing 3-yr olds＞5-yr olds
・ Responsibility of child rearing 5-yr ＞ 3-yr
Meaning and Effect of Open Kindergarten
• Meaning for the participants of KIDS Club
• Meaning for the parents and children under 3
• Meaning for the enrolled children
• Meaning for teachers
68
PANEL DISCUSSION
1. Meaning for the participants of KIDS Club
• Comments after the event
1) “I understood the joy of play through playing with children at the kindergarten.”
2) “I understood good points of children.”
3) “I could reflect upon my child rearing.”
4) “Through communicating with other parents, I felt good about connecting with
parents.”
2. Meaning for the parents and children under 3
• From surveys
1) It was nice to have interactions with children at kindergarten.
2) It is good for my child to extend their experience.
3) I could reflect on myself.
•
Parents are looking forward to the next school year (when their children enter the
kindergarten)
3. Summary and Future Directions
• The (ordinary) relationships between 《Children - Teachers》＋α i.e. Complicated
human relationships
Understanding children’s and parents’ feelings
• Challenges
How to produce encounters of people
How to encourage interactions
How to promote voluntary participation
How to expand counseling on child rearing, etc.
The child care room”GENKi”
<History of Establishment>
• The birth rate 1.42(2016) Rapid aging of the population
• Have not been improved till now In Japan・・・→ Increase of women
employment
The wating list of day care center for children
• Generation Education Nursery Kids
【AIM】
Ⅰ）Healthy development of children from age 0 to 3 and their parents.
Ⅱ）To research curriculum for nursery teachers and child care support coordinators.
Ⅲ）Inter-generational exchange through children based on regional cooperation
“I try it,too” Kouichi (19months)
69
PANEL DISCUSSION
Kouichi watches Tsuyoshi’s action for a long time. After that his mother brings him
a buggy . At first, he sways and he walks with bad balance with buggy. And he tries to walk
up the slope.
The first try, he fell back loosing his balance. The second try, his mother helps him
walk by pushing his hips, but he frowns. The last try he walks up the slope, he smiles with
satisfaction.
<Notes>
Kouichi tries to push the buggy because he admires Tsuyoshi.
Partnership with family and community
1) Space ・・・With Children
2) Time・・・ Free time and Special time
3) Coordinate・・・connect, adjust
4) Control・・・relationship between mothers
5) Condition・・・for child and mother for environment ,for mind・・・
70
PAPER PRESENTATION SCHEDULE
71
ROOM 506
CHAIR: Asst.Prof.Sirichan Sathirakul Techaphahapong, Ph.d.
TIME
CODE
13.0013.20
TW201P
012
Taiwan
AU201P
011
Australia
US201P
035
USA
TW201P
049
Taiwan
13.2013.40
13.4014.00
14.0014.20
14.2014.50
14.5015.10
15.1015.30
15.3015.50
15.5016.10
TITLE
THEME
LEE, Lo-Hsun
PRESENTER
The journey of growth: young children's multicultural
learning
8
ADAMS, Megan
“No, we are not going to do sausages today, darling”:
a cultural historical perspective of expatriate children
entering a new social situation
Build partnerships with families from diverse cultural
backgrounds: On the basis of Understandings of their
perceptions and needs on early childhood education
The impact of preschool and community integrated
curriculum on child development and ecological
system
1
BAE-SUH, Soyoun
HSIEH, Ming-kun
8
2
COFFEE BREAK
JP201P
118
Japan
NZ201P
133
New
Zealand
KO201P
067
Korea
KO201P
074
Korea
NISHIWAKI,
Futaba
The practice of E.S.D in japan; focusing on the
parenting with Japanese folk songs
5
SAUNI, Luama
Saili Manogi: collaboration in Pasifika early childhood
education
5
A-RA, Cho
A study of playful reading on picture book for infants
through Dalcroz Eurhythmics
1
LEE, Jo Eun
A study on children's understanding of picture books
in their 'picture books that I made on my own'
1
72
ROOM 507
CHAIR: Assoc.Prof.Sumalee Chinokul, Ph.d.
TIME
CODE
PRESENTER
13.0013.20
TH201P
106
Thailand
BUTKATUNYOO,
Oraphan
13.2013.40
KO201P
092
Korea
ML201P
008
Malaysia
IN201P
129
Indonesia
YOONJI, Kwon
13.4014.00
14.0014.20
14.2014.50
14.5015.10
15.1015.30
15.3015.50
15.5016.10
TITLE
THEME
The effects of providing book start activities in
Bangkok read for life, world book capital 2013
project to enhance preschoolers and elementary
students' reading in schools
An analytical study of Paratexts on young children’s
picture books in Korea
1
ONG, Puay Hoon
Learning to read in English through simultaneous
multisensory and phonics instruction in preschools
2
INDAH JUNIASIH
Evaluation of dance education learning in arts
education of early childhood education subjects
11
1
COFFEE BREAK
KO201P
136
Korea
HK201P
103
Hong
Kong
GUE, Nam
Analysis of the response pattern of 3 to 5 year-old
children to folk tale picture books by age
1
LEE,
Lai Wan Maria
10
TW201P
076
Taiwan
IN201P
073
Indonesia
LIAO, Mei-Ying
Enhancement of quality in early childhood
education: using the early childhood environment
rating scale- extension (ecers-e) & revised (ecres-r)
as formative assessment tools for professional
development: an experience from Hong Kong
Live concert performances in preschool:
requirements of a successful concert for young
children
Parents’ perception towards school readiness of
children aged 5 to 6
IKA SUBEKTI
73
1
1
ROOM 508
CHAIR: Pornpimol Sukavatee, Ph.D.
TIME
CODE
PRESENTER
TITLE
THEME
An analysis of the features of the 2-year-old young
child’s scientific exploration extracted from their
"words", “facial expressions” and "behavior" during
the sink and float activity
A study on improvement of early childhood’s flow
through forest experience activities
1
SOUVALUG,
Jagabut
Improving caregivers’ skill by using communication
based program
11
TSENG, Sue-Ping
Educational meaning of wheelbarrow in
kindergarten －image analysis to children’s daily
activity of moving the milk in Kui-Shan Preschool
1
13.0013.20
JP201P
085
Japan
TAKUYA, Kotani
13.2013.40
KO201P
086
Korea
TH201P
144
Thailand
TW201P
080
Taiwan
KIM, Se-gon
13.4014.00
14.0014.20
14.2014.50
14.5015.10
15.1015.30
15.3015.50
15.5016.10
3
COFFEE BREAK
JP201P
010
Japan
SANO, Mina
1
PENG, Yanfei
Quantitative analysis of the body movement with
the recognition of musical elements in musical
expression of nursery schoolers during their
practical process of the "MEP"
How to improve buffet manners in kindergarten
CH201P
122
China
PH201P
113
Philippines
TW201P
059
Taiwan
TEJADA, Juliene
Yoga and children’s attention span
1
TANG, Fu-Mei
Young makers-toys from nature: innovative
preschool projects
2
74
1
ROOM 509
CHAIR: Asst.Prof.Apasara Chiwonno, Ph.d.
TIME
CODE
PRESENTER
13.0013.20
TW201P
036
Taiwan
ML201P
054
Malaysia
HK201P
101
Hong
Kong
CH201P
125
China
CHEN, Shu-chin
A day in a 2-3-yr olds classroom in Taiwan
2
SING, Hwa Mee
Legacy successful of Teochew nursery rhymes in
Kampung sungai Burung Malaysia
8
CHUNG,
Fanny Ming Yan
Music teacher education in Hong Kong: the impacts
of music teacher education on teachers' self-efficacy
11
WU, Jiaqian
On the development of children's imagination in art
education
1
13.2013.40
13.4014.00
14.0014.20
14.2014.50
14.5015.10
15.1015.30
15.3015.50
15.5016.10
TITLE
THEME
COFFEE BREAK
TW201P
004
Taiwan
JP201P
051
Japan
TH201P
139
Thailand
HK201P
013
Hong
Kong
CHEN, Yu-Ting
Early childhood educators’ aesthetic literacy,
aesthetic teaching beliefs, and aesthetic teaching
practices in Taiwan: a mix-methods study
An attempt to develop student teachers’ empathy
towards parents of kindergarten students
11
SATHIRAPHAN,
Wanlapa
Enhancing kindergarteners' empathy by using the
sociodrama
1
CHEUNG,
Hun Ping Rebecca
The challenge of promoting creativity in Hong Kong
early childhood context
2
MURAI, Naoko
75
11
ROOM 510
CHAIR: Maneerat Ekkayokkaya, Ph.d.
TIME
CODE
13.0013.20
JP201P
094
Japan
JP201P
018
Japan
AU201P
037
Australia
KO201P
079
Korea
13.2013.40
13.4014.00
14.0014.20
14.2014.50
14.5015.10
15.1015.30
15.3015.50
15.5016.10
PRESENTER
TITLE
THEME
11
SAKAKIHARA,
Yoichi
An attempt to absorb the reality shock in the teacher
education program – from the perspective of
realistic teacher education
Interdisciplinary approach for better curriculum
development in ECEC
GRIESHABER,
Susan
A changed agenda for early childhood education in
the Asia-pacific region
10
Moon, Mugyeong
Financing in early childhood education and care in
Korea: challenges and strategies
10
MURAI, Naoko
9
COFFEE BREAK
ML201P
047
Malaysia
CH201P
126
China
TW201P
077
Taiwan
CH201P
114
China
FOONG, Lydia
Group dialogic reflection as a pedagogical approach
in early childhood practicum: Together we grow
11
YAN, Ting
Home to kindergarten cooperative innovation cases
6
LIAO, Mei-Ying
A collaborative action research on the teaching of
music learning center in Taiwan's preschool
12
DONG, Yongjie
The perspective and exploration of the network
public opinion under the background of kindergarten
safety management
10
76
ROOM 511
CHAIR: Ruedeerath Chusanachoti, Ph.d.
TIME
CODE
13.0013.20
TH201P
034
Thailand
13.2013.40
CD201P
007
Canada
PH201P
109
Philippines
13.4014.00
14.0014.20
14.2014.50
14.5015.10
15.1015.30
15.3015.50
15.5016.10
IN201P
009
Indonesia
PRESENTER
TITLE
SIRIPRICHAYAKORN, A study of factors that affect the development of
Ravee
children at child care centers in Nakonnayok
province according to developmentally appropriate
practice: dap
ELISABETH, Jacob
Using videos in an ethnographic methodology with
young children: challenges and opportunities for
researchers and early childhood teachers
DIAZ, Leonor
Use of alternative forms of assessing child
development understanding among graduate
students: weaving the funds of knowledge of teacher
and student
ANITA YUS, Anita
How teachers comprehend and support children’s
Yus
needs to be scientists
THEME
1
1
11
1
COFFEE BREAK
IN201P
058
Indonesia
SOFIA, Hartati
The influence perception of work environment and
emotional intelligence toward pedagogical
competence of the kindergarten of teachers in
Semarang district at 2016
Perceptions of outdoor as a learning environment for
children under the age of three years in Norway
5
NW201P
057
Norway
CH201P
052
China
CN201P
021
China
HAUGEN, Arne
Sveinson
LI, Hui
Misunderstanding and countermeasures of class
rules management in the kindergarten
5
Asyriawati binte
Evaluating teaching and learning practices of early
childhood programs in China
2
77
5
ROOM 606
CHAIR: Asst.Prof.Suwithida Charungkaittikul, Ph.d.
TIME
13.0013.20
13.2013.40
13.4014.00
14.0014.20
14.2014.50
14.5015.10
15.1015.30
15.3015.50
15.5016.10
CODE
SP201P
033
Singapore
TH201P
038
Thailand
HK201P
032
Hong
Kong
KO201P
137
Korea
PRESENTER
MARCHANT,
Shaireen
TITLE
THEME
What is early childhood leadership? Perspectives
from practitioners in Singapore
9
BANGPOOPAMORN, Contemplative early childhood leadership
Mongkonrat
9
WANG, Mo
Teacher leadership in early childhood education in
china: a literature review and research agenda
10
HUH, Jung Kyong
The teacher leadership type and the organization
effectiveness in the early childhood education
institution
11
COFFEE BREAK
IN201P
115
Indonesia
PH201P
116
Philippines
TH201P
134
Thailand
AU201P
110
Australia
SYAMSIATIN, Eriva
Early childhood teacher assistant in-service training
model
11
ALCAZAR, Yvette
Mentoring kindergarten to grade 2 pre-service
teachers in reflective practice
11
ANUSSORNRAJAKIT, The coaching process for promoting the 21st century
Haruethai
skills of early childhood teachers in eastern of
Thailand
GOMES, Judith
Scientific Perezhivanie: play and scientific concept
development in the early years
78
11
1
ROOM 607
CHAIR: Phannapha Modehiran, Ph.d.
TIME
CODE
13.0013.20
TH201P
078
Thailand
KONGRUANG,
Supatthara
13.2013.40
SP201P
0141
Singapore
PH201P
056
Philippines
PH201P
022
Philippines
GAUATRO, Devi
13.4014.00
14.0014.20
14.2014.50
14.5015.10
15.1015.30
15.3015.50
15.5016.10
PRESENTER
TITLE
THEME
The results of constructivism an dialectic reasoning
towards critical thinking in language and literacy
subject for student teacher in early childhood
education major, faculty of education, Phanakhon Si
Ayutthya Rajabhat University
How intentional teaching can support inquiry-based
learning: Ideas for practitioners
12
MINGOA, Thelma
Social stories for children with ADHD
12
ALONTAGA, Jasper
Vincent
Online safety awareness of pre-service early
childhood teachers
4
11
COFFEE BREAK
SP201P
016
Singapore
KO201P
063
Korea
TH201P
140
Thailand
TH201P
145
Thailand
TAN, Xin Yi
Cynthia
Infant-toddler child observations: teachers’ views
and perspectives about learning
1
HONG NAM, Im
Changes in the attitude of infants towards life:
Focusing on walking activities
3
KHAYANKIJ,
Sasilak
Mandalas as a tool to enhance self-awareness for
early childhood student teachers
1
NACHPAPA,
Kwanhien
Improving parents’ and caregivers assessment skill
through family and community participation
1
79
ROOM 611
CHAIR: Rungrawee Samawathdana, Ph.d.
TIME
CODE
PRESENTER
13.0013.20
KO201P
084
Korea
NZ201P
065
New
Zealand
JP201P
111
Japan
KO201P
117
Korea
KYUNG AE, Kim
13.2013.40
13.4014.00
14.0014.20
14.2014.50
14.5015.10
15.1015.30
15.3015.50
15.5016.10
16.1016.30
KUMARI, Sadhana
TETSUHITO,
Sakata
KIM, Soo-dong
TITLE
THEME
Implementing the nonidentity and mimesis
rationality of Adorno in early childhood education :
Focusing on narrative-based aesthetic class
Developing teacher-student relationships in an early
childhood teacher education program
1
A study of organizational management and
development in nursery schools -- from the
perspective of human resource development
Current trends and tasks of the policies for afterschool elementary care program in Korea
11
10
10
COFFEE BREAK
TH201P
142
Thailand
HOSUPHA,
Thunvarat
Effects of organizing provision by task-based
approach integration on English vocabulary
understanding of kindergarteners in school under
department of education Bangkok Metropolitan
Administration
Perceptions of uninterrupted play for international
students in an early childhood teacher education
program
11
NZ201P
069
New
Zealand
AU 201P
098
Australia
CH201P
053
China
TW201P
000
Taiwan
WIDGER, Susan
YIM, Bonnie
Early childhood professionals’ use of social
networking resources in the 21st century
4
ZHANG, Yu
The factors influencing the novice teachers'
professional identity
11
LI-TIEN, Wang
A case study of the child-centered school campus:
Taipei Kuei Shan School
1
80
11
CONCURRENT
PAPER PRESENTATION
CONCURRENT
PAPER PRESENTATION
THEME 1: CHILD DEVELOPMENT AND LEARNING
TW201P000
A CASE STUDY OF THE CHILD-CENTERED SCHOOL CAMPUS:
TAIPEI KUEI SHAN SCHOOL
Li-Tien WANG
Taiwan
Abstract
Taipei Kuei Shan School was founded in 1963 by Professor Hui-Ying Hsiung, a wellknow scholar in early-childhood education. Professor Hsiung believed that students should
be the epicenter of the educational operation, and that the school environment should
address and satisfy the developmental needs of students. Professor Hsiung thus established
Kuei Shan School to carry out experiments that would be able to verify her theories and
education philosophy. Kuei Shan school features unique facilities such as a 6-story tall slide,
a zip line, a rope-bridge, and a real tree house. Not only do students operate their own
vegetable-garden and raise Chickens, they are also encouraged to climb trees to harvest
fruit. With greater focus on the 3 types of trees Hsiung designed to be found on campus,
this article will highlight Hsiung's child-centric education philosophy, as manifested in the
design of the school environment.
Keyword: child-centered, campus design, educational philosophy
81
CONCURRENT
PAPER PRESENTATION
CONCURRENT
PAPER PRESENTATION
CD201P007
USING VIDEOS IN AN ETHNOGRAPHIC METHODOLOGY WITH YOUNG CHILDREN:
CHALLENGES AND OPPORTUNITIES FOR RESEARCHERS
AND EARLY CHILDHOOD TEACHERS
Jacob ELISABETH
University of Quebec at Montreal
Canada
Abstract
Young children are capable of demonstrating a sense of civic agency, i.e., having a
sense that they can act in ways that contribute to the betterment of their immediate
community, which are of course appropriate to the context and their developmental level.
This is to be expected within TeWhāriki, the New Zealand early childhood curriculum. For
example, in the strand belonging, children should develop the capacity to discuss and
negotiate rules, rights, and fairness (New Zealand Ministry of Education, 1996, p. 62). In a
current research project, to better understand the ways that young children try to solve
social problems at their learning setting and in their community, we are using an
ethnographic approach with young children in three early childhood care and education
settings (in New Zealand, Australia, and the USA respectively). This methodology was
inspired by the multi-vocal video-cued ethnography developed in the Preschools in three
cultures’ studies (Tobin, Wu Davidson, 1989; Tobin, Hsueh Karasawa, 2009). In two
different types of videos, we collected efficiency data in order to better understand the
social development of children. The first type involved the daily routine of children at
kindergarten. The second type of videos involved narrative scenarios of civic action. These
videos, in addition to collecting important data on civic agency, were helpful in
understanding differences across cultures and were a reflective practice tool for early
childhood care and education teachers. This presentation will be restricted to the context of
New Zealand and will describe the ethnographic approach used in one kindergarten for
children aged two to five years. The challenges and opportunities faced by a researcher
using a camera with young children will be discussed as well as how early childhood
teachers might use the videos to see their children as social actors in their environment and
to help them in their social development.
82
CONCURRENT
PAPER PRESENTATION
CONCURRENT
PAPER PRESENTATION
IN201P009
HOW TEACHERS COMPREHEND AND SUPPORT CHILDREN‘S NEEDS
TO BE SCIENTISTS
Anita YUS
Universitas Negeri Medan
Indonesia
Abstract
Several Elementary Schools (SD) favored by parents, especially those live in big cities
in Indonesia, implicitly demand each child enrolled in the first grade of SD to be able to read,
write and calculate. This condition urges the parents to push the teachers in PAUD
(Kindergarten) to train their children to read, write and calculate so they have a set of
knowledge.
According to Piaget, each child is capable to acquire knowledge when he is given the
opportunity to interact with his environment (things, people, and atmosphere). Teachers
can make the interaction occur. There are several learning approaches suitable with the
characteristics and needs of child’s growth. This paper talks about a research result
conducted to investigate how twelve teachers of early childhood program comprehend the
constructivist theory of Piaget, and how they inquire, how the children acquire and
construct a number of knowledge through occurred interactions. This is a qualitative
research with an observation method followed up by a focus group discussion. Data were
analyzed descriptively qualitative.
The research result showed that there was a reciprocal interaction between the
behaviors of teachers and children affected by the size of the classroom and learning
source, teaching experiences, education background, teachers’ attitude and motivation, as
well as the way the teachers interpret and support the children’s needs. The teachers
involved in this research came up with varied perspective on how knowledge acquired by
children at first and how they construct it. This research brought a new perspective in
understanding children as scientists.
Keywords: constructivist approach, young children as a scientist, teacher practice, teacher
education.
83
CONCURRENT
PAPER PRESENTATION
CONCURRENT
PAPER PRESENTATION
JP201P010
QUANTITATIVE ANALYSIS OF THE BODY MOVRMENT WITH THE RECOGNITION OF
MUSICAL ELEMENTS IN MUSICAL EXPRESSION OF NURSERY
DURING THE PRACTICAL PROCESS OF THE "MEP"
Mina SANO
Osaka-Shoin-Women's University
Japan
Abstract
This study aimed to inspect the change of musical expression of nursery during the
practical process of Musical Expression Program (MEP) from viewpoints of the elements of
movement with the recognition of musical elements. MEP was devised by the author to
encourage development of children's musical expression with reference to dramatic
methods (Bolton, 1979; Rubin & Merrion, 1996). The author had applied the MEP to five
year-old children (n=69) in three nursery schools in different childcare forms for one year.
After practicing every phase of MEP, collected data of body movements in musical
expression was quantitatively analyzed by the MVN system as 3D motion capture. The
children also took the music test constituting of 60 contents devised by the author before
and after the practice of "MEP". As a result of the movement analysis, the change of the
moving average of distance, velocity, and acceleration were similar in different childcare
forms. The moving average of acceleration in a play-centered childcare form remarkably
increased and their action of make-believe precede to recognition of musical elements. The
moving average of acceleration was 0.9357m/s2 in the first phase increased to 2.1321m/s2
in the second phase during MEP in the Montessori Method concerning sensory training of
everyday-life with music experience. Furthermore, the scores of the music test after the
practice of MEP were significantly higher than those of before the practice. Specifically, the
score such as numbers, duration and rhythm concerning the regularity so increased in the
childcare form of the Montessori Method concerning sensory training of everyday-life with
music experience. It was found that a relationship between the change of elements of body
movement and the advance of recognition of musical elements was close.
84
CONCURRENT
PAPER PRESENTATION
CONCURRENT
PAPER PRESENTATION
AU201P011
―NO, WE ARE NOT GOING TO DO SAUSAGES TODAY, DARLING‖:
A CULTURAL HISTORICAL PERSPECTIVE OF EXPATRIATE CHILDREN ENTERING
A NEW SOCIAL SITUATION
Megan ADAMS
Monash University
Australia
Abstract
There is an increasing trend for expatriate families with young children to experience
multiple moves in the child’s early years (Adams, 2015). The complexity of everyday life in
the home, school and social situations appear to have limited research as families begin life
in a new country. An aspect of transition research often overlooked is learning and
development that occurs as children experience entering a new peer group in a classroom
during the early phase of a transition.
A multiple case study approach was used to research five families with thirteen
children in total, aged between three and seven years (mean= 6.2 years) while transitioning
to and from Malaysia. Data collected were 90 hours of digital video recording, interviews,
field notes and photographs to capture the everyday lives of children in transition. Findings
reveal that as children enter new social situations, they need to be able to read and use the
signs (language) and cultural tools (Vygotsky and Luria, 1994) of the established children in
the class. If the new children do not comprehend, the peer group ‘shapes’ the new child
using implicit and explicit signs. Adults may understand this as inclusionary and exclusionary
strategies of the established child, however using a Vygotskian perspective it is argued that
learning and development is occurring, where being social leads to individual understanding
and conscious awareness of what is expected in a new social situation. This work adds to the
limited research on young children moving countries and theorization reveals that degrees
of inclusion and exclusion during transitions may be transformative for the new children in
the class.
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SP201P016
INFANT-TODDLER CHILD OBSERVATIONS:
TEACHERS‘ VIEWS AND PERSPECTIVES ABOUT LEARNING
Cynthia TAN
The Caterpillar’s Cove Child Development and Study Centre
Singapore
Abstract
The early year’s curriculum in Singapore for infants and toddlers remains diverse and
the quality across centres is elusive. This presents an ongoing challenge in the sector to
uplift local standards. A centre in Singapore implemented a weekly writing of infant-toddler
child observations, envisioned as one of the ways to strengthen teacher competencies and
understandings about the early years. The presentation shares findings and implications
from
a study intended to address the following curiosities: what are teachers’ views about writing
infant and toddler child observations?, what perspectives about infants and toddlers’
learning are evidenced through teachers’ written observations of children?
The research findings was based on qualitative data collected from seven teachers
working with infants and toddlers aged two months to three years. The presentation
discusses the views of teachers on writing infant-toddler child observations including its
intentions, outcomes and challenges encountered. This provided insight into the relevance
of child observations in the centre’s curriculum, and the mindset of teachers. Child
observations written by teachers over a school term of three months were also gathered
and examined for perspectives about infants and toddlers’ learning. Perspectives related to
behaviorism, constructivism and social learning were evident. Some teachers included their
pre-observation, in-observation and/ or post-observation thoughts along with their child
observations. This suggested an emerging awareness of teacher meta-cognition and
subjectivity, in relation to children’s learning reflected in written documentation.
The qualitative findings presented several considerations for future practice,
including teacher development, support systems for effective and meaningful observation
and writing, and the role of child observations in an infant-toddler curriculum.
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TH201P034
A STUDY OF FACTORS THAT EFFECT THE DEVELOPMENT OF CHILDREN AT
CHILD CARE CENTERS IN NAKONNAYOK PROVINCE
ACCORDING TO DEVELOPMENTALLY APPROPRIATE PRACTICE
Ravee SIRIPRICHAYAKORN
SuanDusit University
Thailand
Abstract
The purpose of this research was to study the development of early childhood
students and factors that effected the development at child care centers in Nakonnayok
province. The study group was the 362 students aged three to five year-old children
studying at child care centers in Nakonnayok province. The research evaluated the
developmentally appropriate practice of gross motor development, fine motor
development, language and communication development and social and emotional
development with the reliability of .913, .944, .954 and .880 respectively. The factors that
affected the development of early childhood students were nurturing, learning environment
and learning activity which had the reliability of .876, .891 and .904 respectively. Statistics
used in this research was Canonical correlation analysis.
The research findings indicated as follows;
1. The basic statistics of factors which were nurturing, learning environment,
and learning activity, perceived the overall contributed to developmentally appropriate
practice at high level of appropriateness.
2. The Canonical correlation of factors which were nurturing, learning
environment, and learning activity that effected the development of early childhood
students were equal to .412, .372, .188 and .106 respectively. The first function and the
second function were significantly correlated at .01. However, the relationship of the third
function and the fourth function were not statistically significant.
3. The weight of importance of the Canonical correlation on factors which were
nurturing, learning environment, and learning activity that contributed to developmentally
appropriate practice affected in two functions. The first function was related to nurturing,
learning environment and learning activity. However, the second function was related to
only nurturing and learning environment.
Key words: Child Development, Child Care Centers, Developmentally Appropriate Practice
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KO201P067
A STUDY OF PLAYFUL READING ON PICTURE BOOK FOR INFANTS
THOUGH DALCROZ EURHYTHMICS
Cho A RA
Lim BOO YEUN
Kim KYUNG AE
Pusan National University
South Korea
Abstract
Reading picture books to infants has the benefit of simultaneously promoting
language development and music development in infants, and this is because the language
of infants has rich musical rhythmic elements. Therefore, it is important to employ a
teaching method that utilizes musical rhythm when reading picture book to infants.
Dalcroze Eurhythmics can be a very playful method. The essence of Dalcroze Eurhythmics
makes infants feel rhythm by taking their body as an instrument; it can be applied more
efficiently to infant picture books that have more pictures and less writing. When reading an
infant picture book to the infant, the teacher conveys the text—both written and pictorial—
of the picture book, and when the text is conveyed in a manner that assimilates
spontaneous rhythm in the teacher’s language, infants can happily immerse themselves in
understanding the picture book by integrating its texts through rhythm. In this study, eight
picture books applied Dalcroze Eurhythmics were used with 25–36 month-old infants,
selected by the experts of the People’s Committee of Promoting Reading Culture.
The results showed that the picture book text was expressed through simple
language rhythm or body rhythm. For pictorial texts, language rhythm system was created
in which infants are able to express a subject through language rhythm or body rhythm in
relation to its characteristics —color, size, shape, etc.— as shown in the picture. Through
this, rhythmic picture book reading was revealed to be significant as a fresh and creative
approach to both teachers and infants. The discussion was included that this method could
extend infants’ interest and concentration for reading as well as gave a positive impact on
their vocabulary development.
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IN201P073
PARENTS‘ PERCEPTION TOWARDS SCHOOL READINESS OF CHILDREN AGED 5 TO 6
Ika SUBEKTI
Universitas Negeri Jakarta
Jakarta
Abstract
School readiness becomes a crucial topic of children aged five to six years in the
transition period from preschool to elementary school, whereas school readiness becomes
a prerequisite on reaching educational success. This study aimed to obtain data on the
perception of parents towards school readiness of their children in Pulogadung district, East
Jakarta. Research was conducted by using survey method. The research population was the
parents of the five to six year-old children. Sample was selected using the cluster random
sampling technique, so that the parents in Rawamangun area, the part of Pulogadung
district were chosen as the sample. Data collection using a questionnaire with the 27 items
and non-structured interview was also conducted. The proportional technique was used for
the data analysis. The result showed that the perception of parents towards school
readiness of children aged five to six years was considered in good enough category in five
aspects including physical well-being and motor development, social and emotional
development, approaches to learning, language development and communication, cognitive
development and general knowledge. Good perception was shown on social and emotional
development aspect by 60% while other aspects were dominantly in the good enough
categories as well. The biggest less category of perception was in the aspect of approaches
to learning, which reached 48%, and the language development and communication aspect
reached 36%. This study was practically shown that parents were at a good enough level in
understanding, interpreting and giving responses to school readiness of children aged five to
six years.
Keywords: Parents, Perception, School Readiness
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KO201P074
A STUDY ON CHILDREN'S UNDERSTANDING OF PICTUREBOOKS
IN THEIR PICTUREBOOKS THAT I MADE ON MY OWN
Lee JO EUN
Jo HEA SOOG
South Korea
Abstract
The purpose of this study was to explore how children understand picture books by
investigating some picture books that they made themselves. Participants of the study were
11 five-year-old children. Their works with 24 picture books that the children made on their
own were surveyed. The study was analyzed how those picture books were externally
constructed. First, the picture books that the children made themselves included various
genres of children’s picture books, such as realistic fairy tales, illusive fairy tales, informative
picture books, and wordless picture books. Secondly, during making their own picture
books, some children acted as a writer as well as an illustrator; while as other children help
each other by one being one writer and the other one being an illustrator. Thirdly, some
children made only one picture book that was complete itself, but others made several
picture books each of which was in a series. Moreover, this study found that the surveyed
picture books had the following characteristics inside. First, those picture books had textimage relationships that were characterized as icon-text or inter-texuality. Secondly, the
picture books that children made on their own had plenty of paratexts that were used in
unique ways. Some children put comments in the cover or the end of their paper to make
readers interested and others purposely used unusual sizes of title and design. Thirdly, some
of the picture books included cartoon images that were made with techniques for comics.
Some children made those images look more vivid by using time frames or relationships
between neighboring cuts. Like these, the findings of this study showed that children were
capable of being a picture book author who made a new story based on a better
understanding of picture books beyond being an active reader who interpreted and
understood literature in their own way.
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TW201P076
LIVE CONCERT PERFORMANCES IN PRESCHOOL:
REQUIREMENTS OF A SUCCESSFUL CONCERT FOR YOUNG CHILDREN
Mei-Ying LIAO
Ming Hsin University of Science and Technology
Taiwan
Abstract
The main purpose of this study was to examine the requirements of a successful
concert for young children in preschool in Taiwan. This study reports a case study of a
preschool’s experience which undertook 10 concerts for young children. The main
audiences were young children who were two to six years of age. The performers, including
children’s family, amateurs and professional performers, were invited to perform music
instruments or singing twice a week. The performers participated in these concerts
separately, as a solo or ensemble performance. The structure of 10 concerts included the
performance, musical activities, questions and answers, song requests, and exploration of
instruments. Data collection included interviews of children, teachers and performers,
concert observations, and footnotes. The research results showed that the requirements of
a successful and meaningful concert for young children were suggested to include concert
preparation, concert, and post activities. The concert organizers, hosts and classroom
teachers played vital roles for a successful concert. The organizers had to organize the
programs and prepared for the concerts based on the needs and interests of young children
as their audiences, engage their attentions and offer the potential to expand their musical
worlds. The hosts had to build a bridge between performers and young children who had to
know how they could delight and educate children. Concerts combined games, storytelling,
instrument exploration and great music had great effects. Finally, the classroom teachers
had to do the extension activities after the concerts so that the children involved more and
get more enthusiasm in concerts.
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TW201P080
EDUCATIONAL MEANING OF WHEELBARROW IN KINDERGARTEN:
IMAGE ANALYSIS TO CHILDREN‘S DAILY ACTIVITY OF MOVING
THE MILK IN KUI-SHAN PRESCHOOL
Sue-Ping TSENG
Graduate Institute of Early Childhood Education
Ming-Shiang NI
Institute of Early Childhood Education
Li-Tien WANG
Taiwan
Abstract
By analyzing and interpreting the documentaries of Kuei-shan Kindergarten which let
children use wheelbarrow to transport milk, this study illustrates the educational meaning
of wheelbarrow’s existence. Generally speaking, using the daily practice of transporting milk
by wheelbarrow, the study try to examine the learning process in different aspects, such as
children’s perception, children’s social interaction, and laboring body experience.
First of all, from the perspective of wheelbarrow’s cultural history to clarify the
symbolization of human laboring. In the second place, by introducing Kuei-shan
Kindergarten’s 51 years history and the founder (Miss XiongHui-Ying)’s background, to
demonstrate how she established “Socialize Integrated Curriculum through experiments.
Socialize Integrated Curriculum use transporting milk as an example, to accomplish such
difficult work; the three children cooperate with each other to transport the milk back to
their classroom daily by nearly 400 meters way.
In other words, by making 12 documentaries of how children transport milk by
wheelbarrow, the educational meaning of their daily practice was observed. Three
documentaries were analyze and interpreted. Furthermore, the interview was conducted
with six Kuei-shan elementary school students; three were from the third grade and the
other three were from the sixth grade. Those students graduated from Kuei-shan
Kindergarten. To sum up, the study suggested that kindergartens should help children
construct personality through Socialize Integrated Curriculum, including perception,
challenge, labor and sociability, in order to fulfill modern children’s needs.
Key words： Socialize Integrated Curriculum, Wheelbarrow, Labor, Children Body
Movements, Social Interaction, Sociability
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KO201P084
IMPLEMENTING THE NONIDENTITY AND MIMESIS RATIONALITY OF ADORNO
IN EARLY CHILDHOOD EDUCATION:
FOCUSING ON NARRATIVE-BASED AESTHETIC CLASS
Kim KYUNG AE
Cho A RA
Lim BOOYEUN
Korea
Abstract
This study aims at designing narrative-based esthetic class as a teaching method of
implementing the nonidentity and mimesis rationality of Adorno in early childhood
education. Adorno considers that limitations of conceptual thinking could be supplemented
through artistic rationality of observing human personality after catching arts like the place
where mimesis behavior patterns are remained. Such artistic rationality becomes to have
moral executive power by making esthetic experiences called mimesis expressed after
connecting it with the scope of reason like rationality through reasonable forms of artistic
work. The approach saw that esthetic actions modern people should be charged with
nonidentity with present-day life, and scientific reason could jump over the fence that
controls human only when non-identical principles were applied. Human individuality shall
be various and abundant naturally. Esthetic activities, it considered, could newly show
human desires having been lost by intermediating actuality of human and ideals. Arts shall
orient nonidentity of actuality or denial certainly because actuality and human ideals are far
apart so much.
This study set up collected qualitative datum for analytical evidences through
research period of approximately six months as an execution research. In relation with
research results, infants were experiencing pleasure and immersion with free bodies, and
making inner motive induction and knowledge in person while playing the boundary of the
imaginary and symbolic world. Discussions were made such like the curriculum should have
artistic nature through narrative-based esthetic class, and the teacher could consider the
curriculum as one artistic object, and also supports had to be made so that infants would be
grown up to more balanced esthetic human after getting out of reason instead of teacher’s
proceeding the class by utilizing reason only. The contents and meaning of this study offers
implications to the education for recovering estranged personality by calling attention to the
infant curriculum centered on existing conceptual thoughts and utilizing arts and esthetics.
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JP201P085
AN ANALYSIS OF THE FEATURES OF THE 2-YEAR-OLD YOUNG CHILD‘S SCIENTIFIC
EXPLORATION EXTRACTED FROM THEIR "WORDS", ―FACIAL EXPRESSIONS‖,
AND "BEHAVIORS" DURING THE SINK AND FLOAT ACTIVITY
Kotani TAKUYA*
Taketoshi KENICHI
Osaka Ohtani University
Japan
Abstract
The purpose of this study is to propose Scientific Activity Program for young children,
“Sink and Float”, and to extract the developmental features of the two year-old word
explorations, facial expressions, and behaviors during floating various objects on water. Four
young children aged two years were selected as a subject by their homeroom teachers.
Their word explorations, facial expressions, and behaviors were recorded for 30 minutes
using four digital video cameras at a private kindergarten in Osaka, Japan.
The main results are as follows;
1. There was no statistically significant difference in Binominal test; two-sided
test (p=0.8714) and one-sided test (p=0.4357) ns (.10<p) between the total average number
(n=18) of putting 6 sorts of materials which float into water and the one (n=20) of putting 7
sorts of materials which sink into water. This present investigation indicated that four two
year-old children could not predict which materials can float on water or not. Their inquiry
skills such as prediction could be increased if they were provided many opportunities of
scientific inquiry as early as possible.
2. The main actions of those children occurred were an observation, a mixture,
a poke, a touch, a shake in water, a hold, a push, a slap, rolling materials, dividing materials
into several pieces, sinking materials into the water, falling materials into water, taking
materials in and out and placing materials which sink on ones which float. This probably
means that they were curious to make a sense of materials. So it is likely that those four
young children had a curiosity not only observing phenomena of floating, but also
controlling the sink and float of materials.
3. In more than 75% of the actions, they rarely communicated with one
another and continued their learning without facial expressions. This showed that they may
need more time to for their true understanding.
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AU201P110
SCIENTIFIC PEREZHIVANIE:
PLAY AND SCIENTIFIC CONCEPT DEVELOPMENT IN THE EARLY YEARS
Judith GOMES
Monash University
Australia
Abstract
There are a growing number of studies that have examined science learning for
preschool children. The literature predominantly presents research into concept
development in science for example, light, sinking and floating and the concept of air.
However, we need to understand more about the relationship between children's
emotional experiences and scientific concept development in science. This paper focuses on
preschool children’s scientific concept development through lived emotional experiences.
For studying this challenging issue, we consider the relationship between the environment
and the child is the most important aspect that determines development. This paper is part
of a larger project in which 36 children from a preschool setting (aged between 3.3 to 5.3
years) participated.
This paper focused on one child’s everyday experiences in the home and preschool
context. Drawing upon cultural-historical theory, data were analyzed in relation to
children’s everyday and scientific concept development of plant growth. In this study,
perezhivanie has been used as the unit of analysis to examine the emotional experiences in
the everyday interactions of preschool children for science learning. Video data were
gathered over four weeks in play based settings at home and in the preschool context.
Findings showed that the concept of scientific perezhivanie is needed to explain how
children develop scientific concepts over time through lived emotional experiences. It is
argued in this paper that lived emotional experiences in the everyday context are integral to
concept formation, and more attention should be directed to emotions. This study
contributed to a more subtle understating of this less investigated area to find out more
about children’s science learning. The findings of this study had implications for teacher
education, play pedagogy and science learning in the early years.
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PH201P113
YOGA AND CHILDREN‘S ATTENTION SPAN
Julienne TEJADA
De La Salle University
Philippines
Abstract
With the Age of Technology upon hand, the researchers perceived that children from
this generation are more exposed to, and are frequent users of, gadgets compared to
previous generations. Thus, as technology continuously develops in the 21 st century, more
children began to use gadgets at an earlier age. With the features of technology being
stimulating and fast, it posts a new threat to the short and limited attention span of
children. Researchers confirmed this problem of attention during a visit to a private
preschool. With continuous visits and observations in the private preschool, it was observed
that the six to seven year-old students exhibited behaviors of limited and short attention
span as they were easily distracted, in need of redirection and refocusing of attention, often
looked around the classroom, and frequent restating of instructions. Due to the
effectiveness of yoga in improving the attention span of adults, this study aimed to
determine whether yoga would be an effective tool in improving the attention span of
children. Thus, a fifteen-minute children’s yoga routine, adapted and modified by the
researchers, was implemented to 20 students, aged six to seven, from the private school. A
mixed method explanatory research analyzed the quantitative data from Test of Variables of
Attention, using Wilcoxon Signed-Rank Test, and gathered anecdotal records were used, as
the qualitative data. After the four-week implementation, both the qualitative and
quantitative results showed that yoga was effective in improving the attention span of the
students. With these results, future studies may want to investigate the efficacy of yoga on
other age groups, with the revised yoga routine from this action research. A longer
implementation of the yoga routine may also be investigated upon, whether the duration of
the revised routine would be less effective, as effective, or more effective in improving the
attention span of children.
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CH201P122
How to improve buffet manners in kindergarten
Yanfei PENG
China Welfare Institute Kindergarten
China
Abstract
Nowadays, there are many celebrations of festivals In Chinese kindergarten, such as
Chinese New Year, Christmas, Halloween, and so on. In these festivals, kindergartens will
hold a big party for children and offer buffet dinner for them. We wish children can enjoy
the buffet time. However, our children have few experience of buffet dinner because it is a
western tradition. Some children may unintentionally take others’ food. Some children may
take too much food to eat. Therefore, it is an urgent and important problem for our
teachers to improve children’s buffet manner. The document analysis and interview were
used. The qualitative researcher found that there are three main problems: teachers have
not provided them enough knowledge of buffet manners; children do not have a basic
understanding of buffet manners; some other objective factors influenced child buffet
manners, respectively.
The improved practices and conclusions were as following:
1. Pay attention to the education of manners before joining a buffet event
2. Take a full advantage of the multimedia to make the classroom alive
3. Introducing a process of buffet manners to children step by step according
to their age group
4. Introducing each kind of tableware and being sure that the children can tell
the differences between public spoon and private spoon
5. Teaching them not to pick up too much food and need to lineup when
wanting to get foods
6. Cleaning up the desk after finishing their eating and returning the tableware
are needed.
7. Let the children eat by themselves, and teachers should not help them to
grab foods.
8. Providing enough food, and put it in dispersion to avoid scramble.
9. Planning the place reasonably, and making signs in drawing to avoid chaos.
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CH201P125
ON THE DEVELOPMENT OF CHILDREN'S IMAGINATION IN ART EDUCATION
Jiaqian WU
China
Abstract
Kindergarten children's imaginative play is an extremely important part of education.
Children's imagination potential is enormous. Their childlike innocence, unique ideas often
gives new inspiration, especially in art education. Children's imagination was always
developed through Art education activities. This qualitative research paper focuses on
material imagination provided by teachers in Art activities, art appreciation education,
creative process of children's art, and evaluation and extension activities in Art education
such as four aspects of art education activities in the development of early childhood
imagination. The research reflected four aspects: (1) art activities provided the imagination
of the material to mobilize the imagination of children; (2) Art appreciation education was
conducive to the development of children's imagination and creativity; (3) the development
of children's imagination in the process of artistic creation; and (4) appreciation of the works
of art education activities and the extension of the activity is also conducive to the
development of children's imagination. The research results were that practice was the end
result of the development of imagination. Children in the art practiced in a good exercise
and improved their imagination. Children's imagination was a huge potential, their innocent
and childlike, unique ideas often gave people a new enlightenment. This art activities
carried out smoothly was guaranteeing certain effect.
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TH201P139
ENHANCING KINDERGARTENERS‘ EMPATHY BY USING THE SOCIODRAMA
Wanlapa SATHIRAPHAN
Sasilak KHAYANKIJ
Thailand
Abstract
This study aimed to propose the process of using the sociodrama in order to
enhance kindergarteners’ empathy which was a part of the research “Effect of using the
sociodrama on the kindergarteners’ empathy”. The samples were 15 kindergarteners of K2
class in public school in Bangkok. The research design was one group ABAB design. Forty
sociodrama lesson plans were used in 12 weeks. Research instruments were an assessment
of kindergarteners’ empathy and kindergarteners’ empathy behavioral observational form.
The researcher developed 4 steps implementing sociodrama concept were
1) listening to a story – teacher told a story to children using picture books. The stories were
selected from Grimm’s fairy tales and then adjusted to include all 4 basic emotions, i.e.,
happiness, sadness, fear and anger. All of this process was used 2 stories, each story was
divided into 2 scenes, each scene duration was 2 weeks. 2) making discussion – teacher and
children talked about characters from the story and feelings expressed by each characters.
3) playing according to the role - teacher introduced drama games in order to warm up
before starting role play in small group. They rotated to play all characters in order to
experience all 4 emotions. 4) reflecting about what they have learned – teacher asked
questions about the experiences from the play and how to implement in daily routine.
After 12 weeks of using the sociodrama, it revealed that children gained more
abilities of both cognitive empathy and emotional empathy. Moreover, they showed
compassionate to their classmate such as sharing, helping, and praising other. This teaching
method seemed to be an effective tool to promote empathy for kindergarteners.
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THEME 2: INNOVATION OF CURRICULUM AND INSTRUCTION
ML201P008
LEARNING TO READ IN ENGLISH THROUGH
SIMULTANEOUS MULTISENSORY AND PHONICS INSTRUCTION IN PRESCHOOLS
PuayHoon ONG*
Dyslexia Associationof Sarawak
PuayTee ONG
Multimedia University Malaysia
PuayLiu ONG
University Kebangsaan Malaysia
MALAYSIA
Abstract
Reading is an unnatural act. Many children do not learn to read easily (Gough &
Hillinger, 1980). Although some children learn to read with apparent little difficulty and
were able to read anything put in their hands before they commenced their formal primary
education, the statistically average child who is normally endowed and normally taught,
learns to read only with considerable difficulty. The statistically average child does not learn
to read naturally and almost never learn to read without instruction.
The United Nations Sustainable Development Goals 2015 upholds the principle of no
one to be left behind. Goal number four on quality education seeks to ensure inclusive and
equitable quality education and promote lifelong learning opportunities for all by 2030
(United Nations, 2015). The UNESCO-led Education for All movement 1990 is a global
commitment to provide quality basic education for all children, youth and adults. All
children have a right to quality education that provides them with literacy and/or vocational
skills so as to be skilled or professional human capital in the future.
The ability to read has become a critical skill in today’s modern society. Reading is
the key to learning. Ability to read helps children to spell, write, do arithmetic and learn
other subjects. Undeniably, awareness and knowledge of print and the seeds for interest
and ability to read are planted in preschool education. This paper presents a model of
reading instruction program using a simultaneous multisensory and phonics approach which
can be adapted for teaching English in preschools. The paper will discuss the quantitative
evidence of its effectiveness through the adoption of such an instructional program to teach
English to 40 nine year-old poor readers who were in remedial education in primary schools
in Sarawak, Malaysia. Improvement in the number of phonetic and sight words read
correctly in one minute and spelt correctly in two minutes has increased from pre-test to
progressive test and post-test.
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HK201P013
THE CHALLENGE OF PROMOTING CREATIVITY IN
HONG KONG EARLY CHILDHOOD CONTEXT
Hun Ping Rebecca CHEUNG
The Education University of Hong Kong
Hong Kong
Abstract
With rapid changes in our knowledge-based globalised society, the development of
creativity is seen as a vital policy in many countries around the world. Hong Kong, has
officially issued educational policies that call for promotion of creativity underpinning the
reform process. Despite vital policy has been made for more than ten years, promoting
creativity is still challenging for Hong Kong preschools as traditional teacher-centred Chinese
pedagogy is still predominant. To actualize creativity in education reform, a good
understanding of teachers’ beliefs about creative pedagogy and its influence on their actual
pedagogical practices is an important first step for policymakers and educators dedicated to
pedagogical change. Research findings revealed a relatively weak relationship between the
Hong Kong preschool teachers’ beliefs and their actual classroom practices. While most
teachers beliefs about good creative practice are similar to those suggested in the literature,
their pedagogical practices appeared not to be based on their beliefs. The pressure of
insufficient time and the need to teach a prescriptive and overloaded curriculum were
found as major barriers to the promotion of creativity in Hong Kong preschools. Based on
the Western creative pedagogy found to be important for the development of creativity in
the literature, a pedagogical framework for creative practice (PFCP) was developed to help
preschool teachers to move their practice from strongly teacher-centred to a more childcentred pedagogy.
Findings demonstrated that the PFCP had the potential for advancing teachers’
understanding of creative practice and developing competencies in using creativity-fostering
pedagogy, even though in teacher-directed activity. Changes in teachers’ perception and
pedagogical practice were evident. As creative practice is complex, changing, and
developmental, more effort in searching for culturally and contextually appropriate
pedagogies that may involve some fusion of Chinese and Western creative pedagogies is
needed for the Hong Kong early childhood context.
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CN201P021
EVALUATING TEACHING AND LEARNING PRACTICES OF EARLY CHILDHOOD
PROGRAMMES IN CHINA
Asyriawatibinte Mohd Hamzah
Cherie Hearts International Education Group (China)
China
Abstract
This research aim to investigate to what extend and how do teachers pedagogical
knowledge shapes their teaching and learning practices in early childhood classrooms. The
research highlights the various decisions teachers make to provide meaningful experiences
for children from didactic teaching to active learning. It shed light to the importance of
helping educators’ link everyday decision making in curriculum decisions. It will also explore
key principles in Reggio Emilia which can be contextualized in China preschools. Social
constructivism theory about learning and development would be discussed as
fundamentals. Teachers view and beliefs of how children learn best would be evaluated to
engage teachers in reflective practices. A qualitative research methods using participant
observations and in depth interviews with teachers would be collected, analyzed and
interpreted. 30 teachers from different preschools in China were involved. A letter of
consent written in English and translated in Chinese was provided to participants. Identities
were protected and replaced with pseudonyms. Information collected was kept
confidential. The research showed the paradigm shifts of the teachers’ initial beliefs about
how children learn best and the importance of reevaluating the teaching and learning
practices. It also addressed how key principles of Reggio Emilia approach are embedded in
the classroom to improve teaching and learning. Findings lead to improved teaching and
learning pedagogy which teachers adopt to advocate for active learning in a meaningful
context. Teachers demonstrated increased abilities to plan and facilitate learning instead of
didactic teaching.
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TW201P036
A DAY IN A 2-3-YR OLDS CLASSROOM IN TAIWAN
Shu-Chin CHEN
National Taichung University of Education
Taiwan
Abstract
Kindergartens and nursery schools used to be separate institutions in Taiwan. In
2011, these two types of early childhood education and care institutions were merged and
start to share the title “preschool”. They provide early childhood education and care to two
to six year-old children. The Curriculum Guidelines for Preschools was promulgated in 2012,
in order to cope with the changes of ECE system in Taiwan. However, the task of “educare”
(ECE and care giving) is always the most challenging for practitioners, especially those
involved in teaching children aged two to three year-old. The purpose of this research is to
identify a developmentally appropriate practice for two to three year-old through close
examination and documentation of the daily routine activities in a two to three year-old
classroom. A 2 two to three year-old class in a private preschool was invited as the target
setting for this research, and the two classroom teachers were the subjects for interview.
The methods used included literature review, classroom observation, in-depth interview,
and documentation. Data collection lasted from August 2015 to January 2016. Triangulation
method was used to analyze the data in order to ensure the truthfulness of the results.
The findings of this research were as follows:
1. The teachers believed that the appropriate curriculum for two to three
year-old is a set of well-designed authentic daily life activities.
2. Both teachers emphasized the importance of respecting individual
children’s develop mental pace, and helping each child do one’s own work.
3. The framework of the curriculum for two to three year-old includes four
domains: daily routine activities, taking care of environment, language
learning, and sensory motor activities.
4. There were culture activities deliberately provided by the teachers,
including festival activities, arts activities, and both local and multiple
culture activities.
5. The daily routines in the target classroom included greeting, toilet training,
cleaning up, eating, outdoor activities, nap, brush and wash, saying
goodbye, etc..
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TW201P049
THE IMPACT OF PRESCHOOL AND COMMUNITY INTEGRATED CURRICULUM
ON CHILD DEVELOPMENT AND ECOLOGICAL SYSTEM
Ming-kun HSIEH
Taiwan
Abstract
This study aims to investigate the impact of the implementation of community
integrated curriculum in a preschool. The purposes of the study include: (1) discussing the
social-psycho development of children from sociology viewpoint; (2) analyzing the
development of children’s ecological system from Educational Ecology viewpoint; and (3)
examining preschool practitioners’ reflections on the implementation of community
integrated curriculum from postmodernism viewpoint.
This study was conducted in the affiliated preschool of Plum Elementary School. This
preschool has only one mix-aged, two children with developmental delay in the class,
inclusive class which consists of 25 children. There are two teachers and one care provider.
This preschool has been adopting community integrated curriculum approach to plan and
implement curriculum since 2006. The data sources are from curriculum documentation,
interviews and classroom observations. This study focused on the analysis of the thematic
curriculum “Grandpa Dang’s Lamb Pen.”
Three major findings emerged from this study. First, the preschool used the
community resources to name the thematic curriculum children explored. The daily routine
included free-play, experience sharing activity, creation and invention activity, and again
experience sharing activity. This practice was not only related to children’s life experience
but also closed to open education. It helped children develop trust, confidence, autonomy
and initiative. In addition, it weakens teachers’ ideology of controlling children’s
socialization and schools’ reproduction of social and economy class. Second, children had
first-hand experience with community environment; as a result, the number of their
microsystem increases, the connections of their mesosystem were strengthened, the
knowledge of their exosystem, macrosystem and chronosystem were deepened. Finally, the
first-year teacher in this study thought this curriculum approach helped her professional
development. She also recommended that this approach be adopted by mix-age and
inclusive classes.
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TW201P059
YOUNG MAKERS-TOYS FROM NATURE: INNOVATIVE PRESCHOOL PROJECTS
Fu-Mei TANG
Season Arts Children Education Institution
Yi-Ling CHEN
Jia-Yi YE
Chia-Hsiu WU
Season Arts Preschool, Shi Tun
Taiwan
Abstract
A revolution in education has begun with the coming of the new era. Viewpoints on
education are changing all over the world, which in turn has led to thriving innovative
educational modes and courses. This revolution das spread widely to early learning.
“Maker” is now the most widely term in discussions related to the trend nowadays. Some
schools in the USA have involved this concept in campus, which initiated the maker
movement in schools to cultivate potential innovative capabilities of students.
This study focuses on a project from a middle and senior class in our preschool as an
example. By describing the learning progress of exploring, inferring, verifying and modifying,
we discovered more about how the maker spirit merges into both kindergarten projects and
the curriculum of learning. Using the topic of “Toys”, kids start with an exploration of
natural elements, and gradually come up with various games using those elements.
Students even create their own toys and game rules. For example, a board game using fruit.
Children’s interest in hand-made toys was also stirred up; to a point where they begin using
hand tools to make wooden toy cars. As the process continues, children integrated their
learning experiences by working together to turn the classroom into an indoor-play-area
which allows interactive play. Teachers were helpers and facilitate the process, providing
children with meaningful learning environments, encouraging them to think independently,
and supporting children to put their thoughts into practice.
With this project example, it is realized that an open learning area and a practical
class project will help children to discover and solve problems. Through independent
creativity, children’s experiences became internalized and giving them a core competence
when faced with challenges in the future.
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THEME 3: ENVIROMENTAL EDUCATION
KO201P063
CHANGES IN THE ATTITUDE OF INFANTS TOWORDS TOWARDS LIFE:
FOCUSING ON WALKING ACTIVITIES
Im HONG NAM
Kim EUN JU
Korea
Abstract
This study aimed to inquire the possibility of life education from infancy and to
consider the future direction of life education by observing the changes in the attitude of
infants towards living things during walking activities. Case studies were conducted for this
purpose. Study participants included ten of one year-old babies from B Nursery facility that
offered eco-early childhood education to infants. The researcher participated in and
observed the walking activities of these babies for a year, and recorded everything from
how they treated living beings to their speech. The results of this study indicated that babies
were interested in every living thing; they treated living things as toys; they regarded all
living things as friends; and they communed with and cherished all living things. We found
that during walking activities, infants approached living things with curiosity and interest,
and played with them and treated them as toys. However, as they gradually spent more
time in nature, they started to recognize every living creature and naturally learned that
they were engaged in a symbiotic relationship with them, that they were in commune with
all living things. This showed that their ethical consciousness and awareness of respect for
life have more value when they are developed in nature, instead of through theoretical
education. Rather than regarding nature as a subject to teach children, life education should
strengthen its focus on recognizing and respecting the diversity of every living thing based
on the idea that we are in a symbiotic relationship with nature.
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KO201P086
A STUDY ON IMPROVEMENT OF EARLY CHILDHOOD‘S FLOW THROUGH
FOREST EXPERIENCE ACTIVITIES
Se-gon KIM
Seong-eun YOUK
Dongguk University-Gyeongju
South Korea
Abstract
The purpose of this study was to improve young children’s flow ability through forest
experience activities. Flow ability specified in this study is an operational concept combining
observation ability, attention concentration, and optimistic attitude. This study made and
applied an early childhood forest experience program based on these three variables, and
verified its effects through experimental procedures. For the program, all the drafts were
divided into three stages, introduction, developing, and closing, and each stage was
performed in sequence of observation, flow, and optimism for the teaching-learning
process. The program had three main goals. First was to encourage young children to do
experience activities using their five senses in various ways so that they could improve their
observation ability and attitude. Second was to provide space and time for young children to
move their bodies freely and thereby improve their attention concentration through play
flow experience. Third was to help young children improve their sense of accomplishment,
satisfaction, self-fulfillment, and challenging spirit through diverse and interesting forest
experience activities. In order to examine the effects of this program, pilot test, prior
consultation, pre-test, draft application, and post-test were conducted in order. The
experiment was performed targeting 84 young children aged six year-old (29 for
experimental group, 28 for control group 1, and 27 for control group 2) at two kindergartens
for seven weeks (12 sessions). The data of pre- and post-test for the three groups were
analyzed using ANCOVA. The study results can be summarized as follows. Early childhood
forest experience activities turned out to have statistically significant effects on
improvement of young children’s flow ability, that is, observation ability (attitude), attention
concentration, and optimistic attitude (emotional intelligence). Thus, it is concluded that the
early childhood forest experience program has positive effects on enhancing young
children’s flow ability.
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THEME 4: EDUCATIONAL MEDIA
PH201P022
ONLINE SAFETY AWARENESS OF PRE-SERVICE EARLY CHILDHOOD TEACHERS
Jasper Vincent ALONTAGA
De La Salle University – Manila
Philippines
Abstract
The critical role of Information and Communication Technologies (ICTs) will continue
to grow in early childhood education. However, these technologies also post various social
and ethical issues especially for the young digital citizens. Pre-service teachers have to be
equipped not only with ICT skills but with knowledge on safe, effective and responsible use
of ICT (SERU-ICT) in order to support their future students. This study aimed to examine the
online safety awareness of thirty seven (37) pre-service early childhood teachers. Results
from the survey indicate that their level of awareness was relatively high despite limited
adult supervision. Students were frequently engaged in an array of online activities using
multiple devices. They had good knowledge of what cyber bullying is and the various
concerns associated with internet use, though majority never had personal experience of it.
Cyber bullying knowledge and internet concerns were correlated with the protective actions
students take. They took necessary actions to protect themselves and feel safe online, e.g.
multiple and strong password protection. Password sharing was also linked to the number
online activities they engaged in and to internet concerns. Recommendations focused on
strengthening the integration of SERU-ICT in the teacher education curriculum focused on a
more collaborative approach to online safety.
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KO201P092
AN ANALYTICAL STUDY OF PARATEXTS ON
YOUNG CHILDREN‘S PICTUREBOOKS IN KOREA
Kwon YOONJI
Korea
Abstract
The purpose of this study was to analyze the paratexts of picturebooks in Korea in
order to help readers enhance their visual literacy that is supposed to be very helpful to
understand the complicate meanings of the pictures in books. For this purpose, three
picture books for young children, “Wave” (Lee, 2009), “Room in the Heart, BIUM” (Kwak,
2009), and “My Sajik-dong” (Han, 2003), were chosen and analyzed. The three authors were
well known in Korea and tend to use various paratexts as devices in the books. The results of
this study showed that the features of the paratexts in three books are to have the beauty
of space, to reflect cultural value, to make readers think more, and to consider the dual
readers. Based on these results, this study discussed following meanings; First, teachers and
parents should more understand the importance of paratext in the picture book, and they
should teach children to be interested in the meanings of the visual images. Children might
be more focused on reading the books because of the genius literary devices used by
outstanding authors. Second, we need to pay more attention to teaching skills of reading
picture books that might mostly have abundant devices. When we know more about
complicate structures of the books, we can gain more enjoyment from reading by
understanding the author’s intentions. Third, we need to understand cultural differences by
reading books from other cultures. Author’s cultural backgrounds have an effect on the
creation of a picture book, so there are always significant meanings more than what we
habitually notice. Young children could learn others’ cultural features by reading picture
books and understanding how literary devices such as paratext could be used. This study
implies that teachers should be more interested in developing new and proper methods of
reading books focusing on paratext.
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AU201P098
EARLY CHILDHOOD PROFESSIONALS‘ USE OF SOCIAL NETWORKING RESOURCES
IN THE 21ST CENTURY
Bonnie YIM
Maria LEE
Korea
Abstract
The term ‘social networking’ is widely used nowadays by academics and
practitioners. In 2014, for example, there were over 3 billion internet users in the world
(Internet World Stats, 2015). Recent study in the US (Duggan & Smith, 2013, para 1) also
confirms that some 73% of online adults now use a social networking site of some kind, and
some 42% of online adults use multiple social networking sites. This presentation focuses on
exploring innovative and practical social networking resources which may be used by early
childhood professionals to facilitate their professional standards. Expectations and demands
on teachers’ professional engagement, practice and knowledge have been increasing in
most countries (e.g., Australian Institute for Teaching School Leadership, 2015). However,
limited research has been conducted in exploring ideas about using social networking
resources to support professional growth in the early childhood educational contexts.
Research on the use of social networking resources in supporting early childhood teachers’
professional development is still emerging. In this present study, a content analysis of
metadata records collected from an early childhood social networking site was used to
explore ideas and patterns of early childhood professionals’ use of online resources
(including online applications and social media). Content analysis and descriptive statistical
analysis were used to allow in-depth analysis. The project findings will support professional
growth and build collaborative networks. The project findings will also highlight the need for
the provision of professional learning opportunities in the 21st century. The knowledge
gained about the use and availability of online resources may be of benefit to early
childhood researchers and practitioners in informing their continuing role in engaging with
colleagues and the community professionally. Participants are encouraged to bring along
their mobile or handheld devices (with internet access) to this presentation.
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THEME 5: ETHICS AND VALUE OF EARLY CHILDHOOD EDUCATION
CH201P052
MISUNDERSTANDING AND COUNTERMEASURES OF CLASS RULES MANAGEMENT
IN THE KINDERGARTEN
Yongjie DONG
Hui LI
China
Abstract
No rules, no standards. In the kindergarten, the class rules play an important role in
the management and coordination. However, worthy for early childhood educators to
concern is that the rules education impact on children's growth and development.
Researchers believe that disciplined small citizens should be voluntary to obey and comply
with the rules. Therefore, the awareness of the rules is a fundamental goal of education.
When children feel the real freedom, they will understand and participate in the process of
running the rule and obey the rule from the heart.
This study was to observe rules of the kindergarten class processes running on-site
observations, individual case studies and interviews with investigating ways of combining
the quantitative statistics and qualitative analysis of the combination. This study was the
rule of the kindergarten classes on-site observations during the operation, individual case
studies and interviews. Quantitative statistics will combine with qualitative analysis. This
study was to explore the kindergarten classroom rules errors during the rule process of
formulation, implementation, maintenance, and repair, to suggest and enrich the
theoretical material. After statistical analysis found that there were some errors like light
education weight management, unitary form of rule-making, relies on the authority of
teachers to maintain rules and so on. For analysis, the researchers focused on teachers'
professional and comprehensive literacy thinking and made a number of recommendations.
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NW201P057
PERCEPTIONS OF OUTDOOR AS A LEARNING ENVIRONMENT FOR CHILDREN
UNDER THE AGE OF THREE YEARS IN NORWAY
Arne Sveinson HAUGEN
Karen Marie EID KAARBY
Cato TANDBERG
Oslo and Akershus University College of Applies Sceinces
Norway
Abstract
Norway has a long tradition in outdoor life and outdoor play, even in nurseries and
early year settings. Still today outdoor life and play are important parts of the daily routines
of Norwegian kindergartens. Included here is that many kindergartens let children under the
age of three years sleep outdoor in their pram even in winter.
Since the great majority of children in Norway under the age of three years are in
kindergartens, it is interesting to see how the general picture of outdoor life and play apply
to them. Results from a major research project about quality in Norwegian early childhood
education and care show that most of the children under the age of three spend
considerable time outdoor both in summer and in winter.
Importantly then is the quality of this outdoor life and play with regard to the
children’s education and care. Recent surveys show that pedagogues working with children
under the age of three quite often give children experiences with varied movements
outdoor and in nature. Many of them also quite often give children experiences in and
about natural science. These practices are supported by the parents. One noteworthy
observation in this connection is that nature in the Norwegian kindergarten context
primarily is seen as an arena for achieving experiences through play. Nature is as such not
seen as a living classroom for systematic learning of science and movement skills.
Interesting for the future in an increasingly more urbanized and multicultural
Norway is if these traditionally positive positions towards outdoor life and play will be
maintained in the future. Another even more epistemological question is how outdoor life
and outdoor play actually can be said to be or be documented to be good for children’s
education and care.
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IN201P058
THE INFLUENCE PERCEPTION OF WORK ENVIRONMENT AND EMOTIONAL
INTELLIGENCE TOWARD PEDAGOGICAL COMPETENCE OF THE KINDERGARTEN
OF TEACHERS IN SEMARANG DISTRICT AT 2016
Sofia HARTATI
M.Si SUGIANA
Indonesia
Abstract
The purpose of this study was to look at how influence the perception of the work
environment and emotional intelligence to the pedagogical competence of kindergarten
teachers in Semarang district. This study used a technique stratified multistage random
sampling. Subject was distributed of the study is 100 kindergarten teachers in Semarang
district, as measured using tests and questionnaires. The method used is survey with causal
techniques. The results suggests that: 1) perception of the work environment positive direct
effect on emotional intelligence kindergarten teachers in the Semarang district. This
suggests that the good perception of teachers’ to the work environment has impact to
improvement positive emotional intelligence of teachers’, 2) perception of the work
environment negative direct effect on pedagogical competence kindergarten teachers in the
Semarang district. This suggests that the good perception of teachers’ to the work
environment can decrease the pedagogical competence of teachers, 3) emotional
intelligence have positive direct effect on pedagogical competence to kindergarten teachers
in Semarang district. This shows that good emotional intelligence has impact on the high
pedagogical competence of teachers, 4) positive perception of the work environment
indirect effect on the pedagogical but through emotional intelligence of kindergarten
teachers in the district of Semarang. It is clear that through good emotional intelligence, the
teacher's perception of the working environment has impact on the high pedagogical
competence of teachers.
Keywords: pedagogical competence, perception of work environment, emotional
intelligence
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JP201P118
THE PRACTICE OF E.S.D IN JAPAN; FOCUSING ON THE PARENTING
WITH JAPANESE FOLK SONGS
Futaba NISHIWAKI
Jumonji University
Japan
Abstract
This presentation is about the Japanese Education for Sustainable Development
(ESD) of parenting with Japanese folk songs. It is very difficult to get the vocabularies of
parenting as the nuclear family is increasing in Japan. But it is easy to get it as you use folk
songs for parenting. Japanese folk songs have three characters as follows: 1) as you sing it
you can soothe your mind spontaneously; 2) be easy to get light physical contact with the
child; 3) useful for children's discipline without excess of the children's development. I will
show that with a case study of the Kodomonomori day care center Matudo city Chiba Japan.
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NZ201P133
SAILI MANOGI: COLLABORATION IN PASIFIKA EARLY CHILDHOOD EDUCATION
Luama SAUNI
Whitireia Polytechnic Institution
New Zealand
Abstract
The term ‘Pasifika’ describes people living in New Zealand who have migrated from
the Pacific Region, with a vision to provide their children with better education. However, in
recent research Pasifika children have been identified as ‘underachievers’. Furthermore, the
roles and attitudes of teachers have hindered the advancement of children in early
childhood education. Creating a culturally responsive pedagogical approach is necessary to
inspire children to achieve and be successful in their early years of development within early
childhood services.
Pasifika people are governed by values, which have significant differences from
Western cultures. This paper presents a methodological framework, the ‘Ula’ (lei) model
(Sauni, 2011) which is based on cultural values and principles of ‘Fa’asamoa’ (Samoan
culture). It provides a platform for the terms of engagement, focusing on the ‘manogi’
(fragrance) that is produced when positive and collaborative relationships are established.
The concept of ‘teu le va’ (relational space) will be explained and shared. The purpose of
this paper is to generate discussion and continue to develop networks of understanding that
becomes powerful knowledge and deepens our understanding of collaboration.
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THEME 6: FAMILY-SCHOOL CO-PARTNERSHIPS
US201P035
Build partnerships with families from diverse cultural backgrounds:
On the basis of Understandings of their perceptions
and needs on early childhood education
Soyoun BAE-SUH
William Paterson University
United States of America
Abstract
In order for early childhood teachers to build partnerships with families from diverse
cultural backgrounds, they first need to understand how to families perceive education of
their child in Korean society and what they want from Korean early childhood teachers and
institutions. The purpose of this study was to identify perceptions and needs of mothers
with multi-cultural backgrounds on early childhood education. One hundred two mothers of
young children attending different types of early childhood institutions in Seoul and Kyunggi
Province participated in this study through the questionnaire developed by the researchers.
Mothers with diverse cultural backgrounds experienced difficulties in their children’s
processes of education due to the cultural conflict and language barriers. They want early
childhood teachers to inform and consult with them about education of their children even
though they have language barriers, to be friendly to them, and to provide more
information and support for education of their children at home. There were significant
differences in some difficulties and needs as a function of the mothers’ demographic
backgrounds. Implications for early childhood teachers to build partnerships with families
from diverse cultural backgrounds and for the policy makers to support these partnerships
were drawn based on the results of this study.
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CH201P126
HOME TO KINDERGARTEN COOPERATIVE INNOVATION CASES
Ting YAN
China
Abstract
"Bottle" is the Middle Ages people’s means to communicate through the vast sea,
we refer it to their homes in the interaction. Through the drifts interaction and transmission,
it can strengthen the parents and the children, the family and the kindergarten, family and
family’s connections, and the triadic interactive relations. Its theme is that with the help of
a bottle’s form, to share the different children education ideas and methods between
teachers and parents. In the drift bottle activities, it highlights the role of parents in
education, and also can improve the family’s educational skills. Then it can enhance the
forces of family-kindergarten’s cooperation, combined the force of family and kindergarten,
build a good interactive atmosphere of the family and kindergarten.
Through the large, medium and small three different ages project implementation.
We found that, as parents in addition to provide a good environment and resource, also
need to give the child enough to accompany at the same time, the parents have more
interactive, time can be more close. Children can't back to childhood, in the process of the
growth of children, no one can replace the "parents" this important role. Are parents
accompany is not urge, behavioral demonstration, collaboration, help and support. Spiritual
confusion when guidance, encouraging success, failure, understanding, ongoing
maintenance. Company can be accompanied the movement, with the content of the game,
with reading and so on.
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THEME 8: MULTICULTURAL/CROSS-CULTURAL PERSPECTIVES
TW201P012
THE JOURNEY OF GROWTH: YOUNG CHILDREN'S MULTICULTURAL LEARNING
Lo-Hsun LEE
National Academy for Educational research
Taiwan
Abstract
After a two-year study on the curriculum practice of multicultural education in a
kindergarten, many children get used to the diverse age, ability, ethnicity and language in
their classroom. This study aimed to explore what young children have learned from
multicultural curriculum and examines its impacts in the classroom. The researcher assisted
the teachers to incorporate multicultural education into kindergarten curriculum through
forming a study group, making teaching plans, and offering review after teaching. Data
collection methods included classroom observation, group discussions, interviews, and
teachers' logs. The subjects were thirty three to five year-old children in a mixed age class.
The results revealed that through picture books, games, cooking, dramatic-play, field
trip, and parent involvement, children became aware of culture diversity and enjoy the
cultural related activities. Both aboriginal and new inhabitant children felt comfortable and
were proud of their own languages and cultural norms. A positive self-perception was
developed; self-confidence and pride was instilled. In the mixed age and ability groups,
older children volunteered to care for the younger ones, they were also attentive to the
needs of peers with emotional disorder and mild mental retardation. After visit Atayal
School, Hakka Museum and nursing home. The children expressed how the experiences had
broadened their perspectives. Active parent involvement encouraged the children to
venture beyond their niches and come to appreciate and respect different cultures and its
people. In conclusion, the two-year learning has confirmed the positive effects of multiculturalism and diversity exposure in the subject classroom. A multicultural curriculum also
effectively supports the children's overall intellectual and social/emotional growth.
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ML201P054
LEGACY SUCCESSFUL OF TEOCHEW NURSERY RHYMES IN
KAMPUNG SUNGAI BURUNG MALAYSIA
Hwa Mee SING
Ming-Shiang NI
National ChengChi University/ Graduate
Taiwan
Abstract
Teochew nursery rhymes originated from Chao Shan area, in Canton, China. When
the immigrants moved to Malaysia, this type of nursery rhymes was once widely sung, for
several generations, and had educated many Teochew immigration children. However, with
social change traditional nursery rhymes no longer play the role in the childhood now.
Therefore, this study was dedicated to the Teochew nursery rhymes by completing a
research and a collection of Teochew nursery rhymes, which spread between 1940 to 1970
in the hometown of the researcher--a Teochew fishing village in Kampung Sungai Burung,
Perak state, Malaysia. From this research, the reader can know how these rhymes had
grown and transformed among the immigrants/villagers based on the sociocultural
understanding. Furthermore, the research also discovers that Teochew rhymes contains a
special meaning within the hearts of the overseas Teochew people.
After one and a half year’s field research, 42 Teochew nursery rhymes are collected.
There were four sources to spread these nursery rhymes in the past: (i) learnt from the
singing of the immigrants especially women; (ii) promoted by a radio DJ named Heng ZhengJing through his dialect program; (iii) children’s inter-learning game; (iv) the young girls
learnt the lullaby from their mother. Being a medium of traditional education, Teochew
rhymes portraits the learning scenarios of the village children in the early days, as well as
representation the unique, historical value of the Teochew nursery rhymes. As an important
carrier of culture, even though these rhymes originated from China, there had shown a
diverse interpretation of meanings when they arrived to South-East Asia. Standing on a
point between the present and the past, captured by the writer’s personal growing
experience in a Teochew fishing village in Malaysia, this study possesses ‘intentionality’ that
tries to comprehend the traditional culture, and to disclose the evolvement history of
Teochew nursery rhymes outside China; the most important part of the study perhaps lies in
preserving (and rescuing) the precious cultural asset of the Malaysia’s Teochew community
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THEME 9: MULTI-DISCIPLINARY PERSPECTIVES/CROSS-DISCIPLINARY
JP201P018
INTERDISCIPLINARY APPROACH FOR BETTER CURRICULUM DEVELOPMENT IN ECEC
Yoichi SAKAKIHARA
Ochanomizu University
Junko OGAWA
Aiping LIU
Child Research Net, Benesse Holdings, Inc.
Japan
Abstract
We developed an interdisciplinary group discussion approach in order to improve
the quality of early childhood education and care in Japan. We invited 74 participants
with different expertise related to child care and education as well as parents with
children attending kindergartens or day-care centers. Participants included kindergarten
and day-care center teachers, professors of pedagogy or developmental psychology, and
administrative officers.
Before the group discussion, participants attended lectures on well-known good
early childhood education and care practices in Sweden, UK, the Netherlands and South
Korea, followed by a lecture on practices in Japan today. Participants were then divided
into 8 groups for semi-structured discussion and asked to freely address two questions.
The first question was what they had learned from the presentations on good practices,
and the second was whether they could find unique examples of good practices in early
childhood education and care in Japan.
Discussing these issues with members from different disciplines led to a broad
range of views. For example, ECEC in Japan is highly evaluated for its lunches that are
planned and cooked by professional dietitians and cooks, thus allowing children to enjoy
authentic Japanese food. In addition, frequent cultural seasonal events enable children
to learn traditional value systems and history of the country.
The problems and limitations of Japanese practices were also identified. Lack of
citizenship education was the most cited limitation of Japanese practices. Interesting
differences in the views of professionals and parents were found. Discussion in each
group was recorded and subject to analysis.
This approach will further serve to improve our curriculum since we were able to
bridge the different fields of early childhood education and care through interdisciplinary
discussion.
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SP201P033
WHAT IS EARLY CHILDHOOD LEADERSHIP?
PERSPECTIVES FROM PRACTITIONERS IN SINGAPORE
Shaireen MARCHANT
University of Warwick
Singapore
Abstract
Within the last decade, the early childhood education field has witnessed the rise
of international evidence-based research highlighting the importance of quality provision
for the young (Gupta, 2014). It has also been widely accepted that effective leadership is
central to achieving improvement in educational provision (Muijs, Aubrey, Harris &
Briggs, 2004). Inevitably, interest in leadership research has grown as issues related to
quality regulation; manpower and sustainability progressively emerge with the
development of the field.
Although the relationship between quality and leadership is well understood in
educational leadership discourse, the conceptual and theoretical understanding of
leadership in early childhood education is still at its infancy. Largely informed by
Western-based case study , a review of early childhood leadership research reveals a
shift from the exploration of leadership traits to a contextual understanding of leadership
through case studies and subsequently a focus on distributive leadership approaches
(Waniganayake, 2012). More recently, there has been growing awareness about the
multi-dimensional aspects of leadership in terms of culture, diversity and its relation to
effectiveness (Aubrey, Godfrey & Harris, 2012; Woodrow and Busch, 2008; Hujala,
2013;Siraj-Blatchford & Manni, 2007).
This paper aims to contribute an Asian case study perspective of early childhood
leadership. The preliminary findings of a questionnaire survey completed by 258 early
childhood teachers and leaders in Singapore will be presented. This study was conducted
as the first phase of a 3 part sequential study for an in-progress doctoral thesis. The
survey adopted a combination of scaled, ranked and open ended questions to explore
the following areas of concern 1) key leadership traits 2) the roles of leaders 3) leadership
challenges and 4) leadership practice.
The findings revealed the characteristics of leadership most valued by early
childhood teachers and leaders in Singapore. Perspectives on key work challenges faced
by early childhood leaders will also be discussed within the current context of quality
improvement measures in the industry. The assessment of effective leadership practices
in relation to local policy standards will also be addressed. The presentation will also
include visual representations of leadership as seen through the eyes of early childhood
practitioners.
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TH201P038
CONTEMPLATIVE EARLY CHILDHOOD LEADERSHIP
Mongkonrat BANGPOOPAMORN
University of Nebraska at Omaha
United States of America
Abstract
Contemplative preschool has a unique character and background that
incorporates contemplative philosophy into early education. Contemplative early
childhood leaders have also played a major role in synchronizing contemplative pedagogy
with leadership skills in a unique school culture. These leaders have a direct impact on
the quality and productivity of the student’s education. Studying the leaders’ professional
growth will benefit early childhood educators in understanding contemplative leadership
roles in a historical and contextual environment.
The purpose of this collective case study was to understand how contemplative
school leaders implement contemplative education in their personal and professional
lives. This study was an exploration of school leaders who had adopted contemplative
practices in their life and implemented these techniques throughout the whole school in
a preschool setting. The study explored qualities of school leaders most significant to
creating transformation in schools.
The findings of this study included themes relating to implementation of
contemplative practices to early childhood leadership; synchronizing a strong foundation
of contemplative principles and practicality, contemplative staffing, and application of
the mandala principle and five-qualities. Additionally, qualities of contemplative early
childhood leaders that emerged included focus on present moment interaction, leading
from inside out, and community engagement. Implications for further research are also
included.
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THEME 10: POLICY ISSUES
HK201P032
TEACHER LEADERSHIP IN EARLY CHILDHOOD EDUCATION IN CHINA
: A LITERATURE REVIEW AND RESEARCH AGENDA
Mo WANG
Choi Wa, Dora HO
The Hong Kong Institute of Education
Hong Kong, China
Abstract
The purpose of this study was to outline a research agenda for future work in
teacher leadership in early childhood education in Chinese contexts. Since 2010, the
Chinese government has initiated a comprehensive education reform to improve the
quality of early childhood education. Developing teacher leadership has been used as one
of the reform strategies to promote teaching quality. Apparently, there is a gap between
the policy initiative and its implementation. On one hand, teacher leadership is promoted
and driven by reform policies. However, on the other hand, there is lack of leadership
preparation and development at school level. How to narrow the gap between policy and
practice in teacher leadership has become a critical issue of quality early childhood
education in China. It suggests that ‘formal or informal role’ and ‘role or practice’ are the
important dimensions of teacher leadership in a Chinese, policy-driven context. In this
regards, it is worth to explore how teacher leadership is conceptualized and enacted in
the process of quality improvement and its related contextual factors. In doing so, a
research agenda could be identified for future work in order to contribute to theory
development of teacher leadership in global discourse.
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AU201P037
A CHANGED AGENDA FOR EARLY CHILDHOOD EDUCATION
IN THE ASIA-PACIFIC REGION
Susan GRIESHABER
Monash University
Australia
Abstract
Over past years, early childhood education and care (ECEC) in the Asia-Pacific
region has changed significantly due to the influence of globalization, human capital
theory and the investment that has occurred in ECEC. Part of these changes have
resulted in the adoption of standards in several countries, which has had flow-on effects
related to professionalism. This paper discusses some of these changes and what it might
mean for ECEC. The effects of globalization and the application of human capital theory
can mean an instrumental focus on producing children/citizens who will contribute
meaningfully to the economy. However, these effects can also mean that the intrinsic
value of learning can become subsumed by market principles. Standards have been
widely adopted throughout the region and based on approaches from the USA, often
with the expectation that standards will improve quality. Nevertheless, the use of
measures developed in the west and adopted in other countries where there are
significant cultural, contextual, and content differences has been questioned. The use of
standards has also brought a focus on professionalism because of the association
between the quality of early childhood services and more highly educated staff.
However, standards can contrast with ways in which early childhood educators
themselves understand professionalism, such as where educators are required to
implement certain practices and procedures in the expectation that set outcomes
(standards) will be met. The paper grapples with these issues and the general question of
the place of western/European inspired research in countries and territories of the AsiaPacific region that have Indigenous and Confucian heritages and histories (i.e., nonEuropean heritage cultures)
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KO201P079
FINANCING IN EARLY CHILDHOOD EDUCATION AND CARE IN KOREA:
CHALLENGES AND STRATEGIES
Mugyeong MOON
Korea Institute of Child Care and Education
South Korea
Abstract
The purpose of the study is to review financing systems and policies of early
childhood education and care (ECEC) in Korea, and to discuss current challenges and
strategies in securing public funding for the Nuri Curriculum subsidies. In 2012-2013,
Korea government initiated the Nuri Curriculum for children at age 3 to 5 in order to
lessen parental financial burdens and to provide quality ECEC services to children
regardless of which early childhood institutions they attend.
Due to split system of ECEC in Korea, the kindergarten tuition were subsidized with
Financial Grants for Local Education while the childcare center fees were assisted
through the central government’s and local governments’ public expenditures before the
Nuri Curriculum initiative. However, beginning from 2012, both the kindergarten tuition
and child care fees have been supported through the Financial Grants for Local
Education. The amount of subsidies to be paid on a monthly basis was planned to steadily
increase from 200,000 KRW (about USD 200) per month per child in 2012 to 240,000
KRW in 2014 and 300,000 KRW in 2016. Unfortunately, the subsidy amount remains at
220,000 KRW since 2013 due to shortage of funding. Moreover, starting from 2014, 17
Local Offices of Education in Korea have been facing serious challenges in securing the
finance for the Nuri subsidies.
In this context, both finance securing and delivery systems in ECEC in Korea are
analyzed and roles and responsibilities of central and local governments in financing ECEC
are discussed. In order to resolve current challenges, some strategies are suggested
including increasing the financial grants of local education by special tax revenues,
allowing individual institutions a more flexible budget allocation, promoting public
transparency of private institutions, and consolidating administration auspices of ECEC.
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JP201P094
AN ATTEMPT TO ABSORB THE REALITY SHOCK IN THE TEACHER EDUCATION
PROGRAM – FROM THE PERSPECTIVE OF REALISTIC TEACHER EDUCATION
Naoko MURAI
Kyoto Women’s University
Tetsuhito SAKATA
Teikyo University
Japan
Abstract
It is common issue that Linking between initial teacher training and working in
Kindergarten and/or Nursery schools. And we, in Japan, face a serious problem of high
ratio of early turning over in their early career. Even though this is a difficult issue to
solve, but we hope, as teacher educators, that the student teachers will keep highly
motivated and do well with their kindergarten and/or nursery schools organization and
their children after they graduated from teacher training institute.
In order to realize it, we tried to introduce “Realistic Teacher Education (RTE)”
program as a part of curriculum in “Teacher Training Seminar (TTS)” at Osaka-Shoin
University. TTS has been provided as a final program of whole teacher training course.
RTE has been propounded by Fred A.J. Korthagen who is a Dutch teacher education
researcher. The essence of RTE is linking practice and theory and it leads to be expected
to drive down reality shock when student teachers begin their career.
In this paper, we are going to present the process and experience what and how
do we introduce RTE into TTS. In Realistic Teacher Education, student teachers attain to
retrieve their various experiences and learn practical knowledge and wisdom facilitate
with “actual sensation”. However we, in Japan, do not have enough opportunity of
teaching experience in kindergarten and/or nursery schools, so that for student teachers
it is hard to treat their experiences and imagine themselves in the future (when they
become teachers). We think through how we help them to handle their experiences and
see beyond. We arrive at the conclusion of the ingenuity of educational assessment and
hand over learning ownership to student teachers. This presentation emphasizes the
detail process of our trials and our own opinion concerning Realistic Teacher Education
through the practice of teacher education.
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HK201P103
ENHANCEMENT OF QUALITY IN EARLY CHILDHOOD EDUCATION:
USING THE EARLY CHILDHOOD ENVIRONMENT RATING SCALE-EXTENSION &
REVISED AS FORMATIVE ASSESSMENT TOOLS FOR PROFESSIONAL DEVELOPMENT:
AN EXPERIENCE FROM HONG KONG
Lai Wan Maria LEE
PECERA Hong Kong
Na Na HUI
City University of Hong Kong
Hong Kong, China
Abstract
Previous research on assessing early childhood education quality in Hong Kong has not
been much focused on adapting validated and reliable pre-primary education environment
assessment instruments. The local practice is that all kindergartens under the Pre-primary
Education Voucher Scheme (PEVS) in Hong Kong conduct ongoing school self-evaluation and
undergo quality review for the sustainable development of kindergartens. Each kindergarten
would collect information for the self-evaluation at the end of the school term. However, school
self-evaluation might subject to subjectivity and ineffectiveness without adapting a standardized
assessment instruments.
The current research focused on the introduction and implementation of two of the
standardized instruments, The Early Childhood Environment Rating Scale-Extension (ECERS- E)
and The Early Childhood Environment Rating Scale-Extension-Revised (ECERS-R), to the early
childhood education in Hong Kong to equip the educators with the mentality and resources to
review and evaluate the learning environment systematically. With permission from the authors,
PECERA-HK translated and published these scales into Chinese. The ECERS–R consisted of 43
items with seven subscales named as space and furnishings, personal care routines, languagereasoning, activities, interaction, program structure, and parents and staff. For ECERS-E, it is an
extension of the ECERS-R with 15 items organized into 4 subscales named as literacy,
mathematics, science and environment, diversity. Five selected registered kindergartens were
recruited and received assessment trainings by the PECERA-HK (ECERS) professional team, using
the Chinese version of the scales, and completed three pilot assessment trials in three different
phases respectively. For each trial, by using the ECERS-E and R, teacher representatives from each
kindergarten completed assessment together with the trainers, and discussed the observations
and evaluation after each assessment. Qualitative findings suggested that the ECERS-E and
ECERS-R provided clear directions towards improving or strengthening the areas of the preprimary environment as well as identify weaknesses that have been overlooked.
To conclude, the three assessment trials could serve the purpose of formative
assessment using a standardize measurement to assist ongoing evaluation for the practitioners
and taking solid actions in creating a quality early childhood learning environment for young
children.
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JP201P111
A STUDY OF ORGANIZATIONAL MANAGEMENT AND DEVELOPMENT
IN NURSERY SCHOOLS - FROM THE PERSPECTIVE OF HUMAN RESOURCE
DEVELOPMENT
Sakata TETSUHITO
Teikyo University
Japan
Abstract
In Japan, we face a deep problem of not only shortage of nursery teacher but also
highly ratio of turning over. From the point of view from school management, it causes
difficulties in managing human resource development and build relationships among
teachers. The study aimed to retrieve the effects of organizational management and
development for improving quality of childcare and the professional development of
teachers.
In Japanese nursery schools, it seems to less of concerns in organizational-level
management. School managers are concerning in improving the quality of childcare and
improve nursery teachers’ skills and competencies, however a number of schools
managers do not have a viewpoint of organizational development. In terms of
organizational development, it means not only building personal relationship among
teachers and/or between manages and teachers, but also organizational climate what
cultivate various community of practice and learning community. The presentation will
emphasize that this issue is not only for school managers, but also for researchers and
teacher educators, because there is insufficiency of discussions and/or study about
school management in nursery schools. Therefore, this study revealed the picture of
learning communities particularly focused on human resource development -- the career
and professional
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CH201P114
THE PERSPECTIVE AND EXPLORATION OF THE NETWORK PUBLIC OPINION
UNDER THE BACKGROUND OF KINDERGARTEN SAFETY MANAGEMENT
Yongjie DONG
China
Abstract
There are frequent untruthfulness public opinions that relate to kindergarten
safety management on the network, which lead to the loss of both benefits between
kindergartens and kids. Also, the false public opinions are deeply affecting the normal
education order. This qualitative research, through the method of literature induction
and case analysis, gave a perspective of network public opinions from connotation and
the difficulties when kindergartens deal with those network public opinions. The research
made a point that under the new media era, mastering the voice of network public
opinions had been the major part of kindergarten safety management, which would be a
profound self-revolution. In addition, this research will make a statement about the
methods and strategies to deal with the network public opinions, which puts emphasis
on the conflict between kindergarten safety management and new media from legal
respect, and explores how to solve the problems from kindergarten’s point.
After sorting out literature and case analysis, this research found that there were
some reasons of kindergarten delayed response to public opinions such as management
philosophy errors, powerful force of public opinion, characteristic opposition between
kindergarten management and public network media and so on. This research was to
explore a good interactive relationship between kindergarten and network media, and to
suggest that supervision from network media should be recognized correctly, public
response to public opinion from the kindergarten manager’s perspective and to establish
coordination mechanisms. This research perspective rarely studied before.
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KO201P117
CURRENT TRENDS AND TASKS OF THE POLICIES FOR
AFTER-SCHOOL ELEMENTARY CARE PROGRAM IN KOREA
Soo-dong KIM
Se-gon KIM
Dongguk University-Gyeongju
South Korea
Abstract
The purpose of this study was, by using literature research, to examine the
meanings, current trends, and tasks of “elementary care program” that has been
performed for 12 years from 2004 to 2016. The present government announced a
national agenda to “let people safely raise their children”. To do so, they have tried to
“provide after-school elementary care program until 5 pm and additionally 10 pm for
free”. Elementary care program is provided during weekdays, Saturdays, and vacations
for 1st-2nd graders. In addition, it provides quality education and protective programs for
elementary school students at safe and educational places who belong to double-income
families or families of socially disadvantaged class or who have nowhere to go after
school. Although it was mainly provided for first and second graders before, it started to
target third and fourth graders in 2015 and even fifth and sixth graders in 2016. However,
there was a difference between 1st-2nd graders and 3rd-6th graders in terms of the
operation method on account of the ending time of school teaching and developmental
stages of children. In this process of rapid expansion of its operation, this program had a
merit of greatly satisfying the needs of policymakers and school parents, but many
difficulties and problems also occurred to schools and teachers. In order to overcome
these difficulties and solve the problems, it is necessary to draw and analyze related tasks
and suggest appropriate solutions. To this end, this study will examine the backgrounds
and meanings of elementary care program, grasp its current trends, analyze it, and then
suggest its prospects and tasks. The typical tasks can be summarized as 1) laws and
institutions, 2) purposes, 3) accountabilities and effects, 4) main bodies of operation, 5)
places of education, 6) lecturers, 7) finances, and 8) program contents.
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THEME 12: ACTION RESEARCH
TW201P004
EARLY CHILDHOOD EDUCATORS‘ AESTHETIC LITERACY,
AESTHETIC TEACHING BELIEFS, AND AESTHETIC TEACHING PRACTICES IN TAIWAN:
A MIX-METHODS STUDY
Yu-Ting CHEN
Nanhua University
Taiwan
Abstract
Using mixed methods, this research aimed to explore early childhood educators’
aesthetic literacy, aesthetic teaching beliefs, and aesthetic teaching practices in north
Taiwan. Survey and interview methods were employed. Total 541 questionnaires were
distributed to the public and private early childhood educators in Taipei City and New
Taipei City areas in Taiwan. 490 effective ones were retrieved, with the retrieval rate of
90.6%. Moreover, 10 early childhood educators were volunteered to participate in the
interviews. Quantitative data were analyzed by descriptive statistics, one-way repeated
measures, t-test, one-way ANOVA, Scheffe’ method, and Pearson correlation. Qualitative
data were analyzed by coding and categorizing.
The findings were as follows; (1) the average of early childhood educators’
aesthetic literacy, aesthetic teaching beliefs, and aesthetic teaching practices was high.
Their aesthetic teaching beliefs were stronger than aesthetic teaching practices and
aesthetic literacy; (2) there were significant differences in aesthetic literacy and aesthetic
teaching beliefs in terms of positions. Years of teaching experience had significant
differences on aesthetic literacy; (3) there was a significantly positive correlation among
aesthetic literacy, aesthetic teaching beliefs, and aesthetic teaching practices; (4) the
interviewed early childhood educators believed that their aesthetic teaching beliefs and
aesthetic teaching practices were influenced by aesthetic literacy. They agreed with the
importance of aesthetic education in daily life. The early childhood educators played an
important role to guide young children to perceive the beauty in life. They also provided
various materials for young children to explore, create, and appreciate the visual arts,
music, and drama.
This study leads to better understanding in early childhood educators’ aesthetic
literacy, aesthetic teaching beliefs, and aesthetic teaching practices in Taiwan. It also
provides references in aesthetic education and related research in the future.
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ML201P047
GROUP DIALOGIC REFLECTION AS A PEDAGOGICAL APPROACH
IN EARLY CHILDHOOD PRACTICUM: TOGETHER WE GROW
Lydia FOONG
Md Nor MARIANI
University of Malaya
Malaysia
Abstract
This paper presents a research study that aimed to explore and understand the
processes in Group Dialogic Reflection as a pedagogical Approach to support early
childhood pre-service practicum students. Reflective practice requires dialogues to
engage student teachers in deep reflection. Group Dialogic Reflection conducted with
student teacher, placement mentor and college supervisor at the placement centre
provides a platform that supports student teachers' practice. This study was conducted
using a qualitative case study method. A Malaysian teacher training College was selected
as the Case using the purposeful sampling method. Eleven participants were involved in
the study consisting student teachers, college supervisors and placement mentors.
Sources of evidence from interviews, direct observations and documents were collected.
A hybrid method consisting inductive and deductive thematic analysis was used to
analyze the data collected.
The results showed that individual reflection strategies such as journaling and
group reflection strategies such as shared reflection, peer reflection and three way
dialogues were used. The framework of reflective thinking with six levels of reflection
thinking processes (Boud, Keogh and Walker, 1985) was used to assess student teachers'
reflection during practicum. Through a variety of seamless reflection activities, student
teachers who were novice teachers were engaged in deeper reflective thinking at the
integration, validation and appropriation levels. Group Dialogic Reflection also provided
multiple perspectives to issues faced by students which facilitated situated learning and
informed practice. Cross-category analysis of data resulted in a continuum in the
facilitation style of the supervisor: the facilitative and instructive; and
a continuum in the climate for deep reflection: open and closed atmosphere for
dialogues. The Group Dialogic Reflection space is recommended as a pedagogical
approach to be used alongside conventional reflection strategies to engage student
teachers in deep reflection during practicum as they develop and grow as novice
teachers.
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JP201P051
AN ATTEMPT TO DEVELOP STUDENT TEACHERS‘ EMPATHY TOWARDS
PARENTS OF KINDERGARTEN STUDENTS
Naoko MURAI
Kyoto Women's University
Japan
Abstract
Most student teachers in Japan are young (median age 20-22), single and
childless, and therefore do not have experiences of raising their own children. However,
they have to get along with their students’ parents and sometimes they have to
encourage the mothers and fathers to become better parents. It is therefore important
for student teachers to gain an understanding of conflicting challenges of parenthood. It
means that student teachers need to undergo training in order to cultivate empathy for
parents.
In this presentation, I examine the possibility of how we can nurture student
teachers’ sensibility for parental care (love, anxiety, fear, hope, etc.) towards children in
teacher training course. I planned a one semester course of 15 weeks. During the
semester, 93 student teachers had opportunities to listen about their own birth history
from their parents, to watch drama films to understand the emotions of an abandoned
child and mother, to examine the miracle of birth, etc. Students then used their
experiences to develop parent psychology topics that they explained in poster
presentations. In this procedure I employed Fred Korthagen’s Realistic Approach to
enrich students’ imagination for the parents’ point of view.
I examined the effectiveness of the course by analyzing students’ self-evaluation
responses of empathy development, and by qualitatively comparing the differences of
two essays that were written by students about the same topic before and after this
course. Their essays became longer, discussed more complex topics and include many
points of view. The result of their post-course self-assessment surveys showed a
statistical increase. The number of valid responses was 81 and more than 90% of the
participants scored in the upper half of the survey in self-confessing the development of
empathy for parents’ feelings.
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CH201P053
THE FACTORS INFLUENCING THE NOVICE TEACHERS' PROFESSIONAL IDENTITY
Yu ZHANG
Soong Ching Ling Kindergarten
China
Abstract
This paper uses a questionnaire on the professional identity of kindergarten
teachers to understand the status of self-professional identity. The subjects in this study
were chosen from novice teachers, who have 0~3 years working experiences, of model
kindergartens in Shanghai. The questionnaire was designed from eight aspects, which
were school, job, learning and promotion, working rewards, school management,
working environment, interpersonal relationship and social environment to analyze the
factors that influence the novice teachers' self-professional identity and non-identity. The
researcher would like to help novice teachers to find methods to solve problems they
may face during the first few years of working. By promoting self-professional identity,
novice teachers’ working and living quality will be improved, and will eventually promote
the development of novice teachers’ level of child education. The researcher has drawn
four conclusions: (1) “Like the teacher, like the job” was the primary factor for novice
teachers to identify themselves with their career, followed by the stability of working and
harmonious interpersonal relationship; (2) “High working stress” was the most important
factor for the dis-identification in self-occupation of novice teachers then is disproportion
of income and pay out and excessive demands with lower social status; (3) Novice
teachers had highly recognition of schools’ reputation (model kindergarten in Shanghai)
and development prospects. They thought the schools could provide relatively equal
opportunity and they had positive attitude toward personal development; (4) Novice
teachers were mostly satisfied with the current teachers' professional work, while there
were still some differences in the recognition of the working pressure, working reward,
and the evaluation methods of school.
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NZ201P065
DEVELOPING TEACHER-STUDENT RELATIONSHIPS IN
AN EARLY CHILDHOOD TEACHER EDUCATION PROGRAMME
Luama Sauni SEIULI
Sadhana KUMARI
Whitireia New Zealand
New Zealand
Abstract
Developing teacher-student relationships in an early childhood teacher education
programme. Research has shown that teachers who hold deficit attitudes towards
students from diverse backgrounds do more harm by not taking responsibility for the
tensions and problems that occur in the classroom. Often, these students struggle in
their relationships with the teacher, and they often fail to achieve successfully in their
studies. Teachers’ understanding of both their learners and the curriculum is
fundamental for developing positive teacher-student relationships. This paper aims to
describe the notions and perspectives of two lecturers, from different Pacific islands, who
are working with international students in an early childhood pre-service teacher
education programme in Aotearoa, New Zealand. Discussions from this paper will
generate a deeper awareness of the experiences and perceptions of international
students and highlight implications of cultural pedagogical approaches as significant
elements for developing student achievement outcomes.
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NZ201P069
PERCEPTIONS OF UNINTERRUPTED PLAY FOR INTERNATIONAL STUDENTS
IN AN EARLY CHILDHOOD TEACHER EDUCATION PROGRAMME
Susan WIDGER
Whitireia New Zealand
New Zealand
Abstract
Research has shown that early childhood teachers who do not understand the
complexity of their interactions do more harm by not taking responsibility for the
importance and implications of their interactions with infants, toddlers and young
children. Sometimes, early childhood teachers hold philosophical beliefs that do not
translate into respectful interactions with children. Therefore, teachers’ understandings
of how their philosophical beliefs translate into respectful interactions are fundamental
for developing quality pedagogy. This paper aimed to describe the complexity involved
when working with international students in an early childhood pre-service teacher
education programme in Aotearoa, New Zealand. The complexity involves, not only the
discourse around the concept of play, but also delves into the challenge of imparting the
importance of play to students who have been brought up to understand that play does
not equate to learning. Discussions from this paper will generate a deeper awareness of
the experiences and perceptions of international students and highlight implications of
cultural pedagogical perspectives around the importance of children participating in
uninterrupted play and learning experiences.
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HK201P101
MUSIC TEACHER EDUCATION IN HONG KONG: THE IMPACTS
OF MUSIC TEACHER EDUCATION ON TEACHERS' SELF-EFFICACY
Fanny Ming Yan CHUNG
The Chinese University of Hong Kong
Hong Kong
Abstract
“Arts” has been identified as one the six major learning domains in early
childhood education in Hong Kong, in which music is recognized as an important area
(Hong Kong Curriculum Development Council 2006). It is well documented that the early
childhood teachers are often non-specialist music teachers, and many in-service early
childhood teachers lack confidence in teaching music to young children when compared
with teaching other subject areas (Vannatta-Hall, 2010). Being a seasoned music
specialist and music teacher educator, with specialization in early childhood music
education, the researcher has developed music pedagogy courses, to tailor the
professional needs of early childhood teachers.
This study involved thirty in-service early childhood teachers who were enrolled in
the music pedagogy course. This study aimed to examine this research question: “What is
the impact of a music pedagogy course on in-service teachers’ self-efficacy in teaching
music to young children?” This study employed an exploratory quantitative design
embedded within a teacher research paradigm. Qualitative data were also amassed to
provide further insight.
Bandura’s self-efficacy theory (2006) was used as lens through which to explore
the teachers’ views. The influence of Bandura’s (1977; 2006) four sources of self-efficacy,
i.e. (a) mastery experience, (b) vicarious experience, (c) verbal persuasion, and (d)
physiological and affective states, were also investigated. Research findings reported a
significant increase in the teachers’ self-efficacy after completion of a one-semester
course. Aligning with Bandura’s social cognitive theory (1977; 2006), each of the four
sources of self-efficacy contributed to various degree to the change of teachers’ selfefficacy, with mastery experience being the most significant source.
This study suggested that an appropriately designed music pedagogy course could
significantly boost in-service early childhood teachers’ self-efficacy. There are only a
limited number of studies on early childhood teachers’ self-efficacy in teaching music.
The findings have significant implications for music teacher educators, universities, and
policymakers in the planning of future education in music for early childhood teachers in
Hong Kong and worldwide.
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PH201P109
USE OF ALTERNATIVE FORMS OF ASSESSING CHILD DEVELOPMENT
UNDERSTANDING AMONG GRADUATE STUDENTS: WEAVING THE FUNDS OF
KNOWLEDGE OF TEACHER AND STUDENT
Leonor DIAZ
University of the Philippines
Philippines
Abstract
Tapping the funds of knowledge of young children to make learning meaningful
and relevant has been acknowledged in a lot of literature and research. Studies have
shown that there are strong differences in the knowledge brought by the teachers and
the students in the classroom. The key is to be aware and reflect on how teacher’s
assumptions influence classroom learning. The influence of one’s funds of knowledge
has to be recognized as well in the delivery of teacher education. This paper explored
the use of alternative forms of assessing child development understanding among
graduate students. Courses in child development make use of varied forms of assessment
that range from outputs from collaborative work, application of knowledge through
discussions, case studies or selected-response and constructed-response items. The
teacher brings her/his own fund of knowledge as s/he designs these tools. However,
these measures may not necessarily capture the nature of understanding of various child
development concepts of students. With the use of character profiles, group-selected
SmartArt figures, an interactive media platform, and free-selected format of a case study,
this paper will showcase graduate students’ nature of understanding of selected topics in
child development. Participants in the study were four classes of graduate students
enrolled in child development courses at the University of the Philippines, College of
Education. Individual and collaborative group outputs were gathered in a span of two
years. It is concluded that the diversity and richness of the graduate students’
submissions captured their understanding of the course in ways which regular content
delivery, class discussions, and structured assessments would not be able to draw out. It
is recommended that we rethink the delivery of teacher education such that we could
weave the funds of knowledge of both teacher and students for these to meet at a
common point.
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IN201P115
EARLY CHILDHOOD TEACHER ASSISTANT INSERVICE TRAINING MODEL
Eriva SYAMSIATIN
Indonesia
Abstract
The research purpose is to map out teacher assistant competencies based
Indonesian government standard (PERMENDIKBUD 137). The teacher assistant
educational qualification is high school and short training which was provided by ministry
of education and culture. The training is divide into three steps are; beginner,
intermediate and advanced. The participant of this study is teacher at least follow
beginner program. The research was divided into three steps. First was a developing
teacher assessment instrument. The instrument was develop by analyzing teacher
standard and literature studies and then next continued by expert judgment. Second step
is instrument test. The instrument will be tested to a small group of teacher assistant
using descriptive survey method. The third step is mapping out of teacher assistant
competencies in Jakarta by implementing cluster sampling procedure. The result of the
research was to develop teacher assistant assessment instrument and mapping out
teacher assistant profiles would be grouped based on early childhood education services
where these teacher worked and children’s ages. The research future is the
enhancement of teacher competencies through in-service training.
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PH201P116
MENTORING KINDERGARTEN TO GRADE 2 PRE-SERVICE TEACHERS
IN REFLECTIVE PRACTICE
Yvette ALCAZAR
University Of The Philippines
Philippines
Abstract
In the early 20th century, Dewey already saw the importance of reflective
teaching. He also believed that the reflections of teachers could be an avenue to
effectively nurture the learning of children. Researches worldwide prove the effective
early childhood practice is reflective in nature. Reflective practice makes the teachers
critical of their own teaching style and methods, depending on their teaching/learning
beliefs and educational philosophy. Pre-service teachers also need to understand that
the learning to teach young children does not end after graduating from their Bachelor’s
degree. Reflective teaching would make them understand that learning to teach is an
ongoing process that happens, as long as the teacher is still in the classroom facing a
class. Participants in the study were graduating students from the undergraduate
program of the University of the Philippines College of Education, taking up Bachelor of
Elementary Education with specialization in Teaching in the Early Grades. Data were
gathered from individual outputs in a span of two semesters. Individual outputs were all
done during their practicum period where these students are deployed in the laboratory
school of the university (K-2 department). The said outputs all manifest reflective
practice: 1) web blogs, where the students input their daily journal entries; 2) revisiting
their reasons for teaching; and 3) auto-ethnography. It was concluded that using
different strategies in building reflective practice was essential in the pre-service training
of teachers of young children. It was recommended that different strategies for
developing reflective practice should be included in major courses in the pre-service
curriculum of Early Childhood Education, especially in teaching the methods courses.
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IN201P129
EVALUATION OF DANCE EDUCATION LEARNING IN ARTS EDUCATION OF
EARLY CHILDHOOD EDUCATION SUBJECTS
Indah JUNIASIH
Indonesia
Abstract
The purpose of this qualitative research is to assess the achievement of learning
objectives through a dance education program. The purpose of learning 2nd arts
education of early childhood education subjects is to improve the ability of college
students, including students' ability in dance creation for early childhood, the ability of
student in dance performance, and the ability of students in the learning process of
dance in early childhood education. The method used in this study is a summative
evaluation method. Sample were taken using random sampling that resulting samples on
75 college students who majoring in early childhood education at Universitas Negeri
Jakarta that attend arts education of early childhood education subjects in 2015. Based
on the students' scores which drawn as a sample, can be said that the entire sample of
students have improve their ability to creation of dance, show a good performance in the
stage, and manage dance learning for early childhood well through learning 2nd arts
education of early childhood education subjects.
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TH201P134
THE COACHING PROCESS FOR PROMOTING THE 21ST CENTURY SKILLS
OF EARLY CHILDHOOD TEACHERS IN EASTERN OF THAILAND
Haruethai ANUSSORNRAJAKIT
Rambhai Barni Rajabhat University
Chanthaburi
Abstract
This research was 1) to develop coaching process for promoting the 21stcentury
skills for early childhood teachers in the eastern of Thailand, and 2) to study the teachers’
learning in terms of knowledge attitude and professional skill. The research participants
were twenty early childhood teachers from schools in three provinces in the eastern of
Thailand. This study was a qualitative research with intervention. The research consisted
of two phases as follows: Phrase 1: the development of process consisting of three steps
which consisting of (1) construction of the initial process; (2) preliminary field study of
the process; and (3) analysis and revision of the process. Phrase 2 was the conclusion of
the research results.
The findings were as follows:
1. The coaching process for promoting the 21stcentury skills learning
process for early childhood teachers integrated the coaching concepts, adult learning
concepts and the 21st century skills. The process consisted of four steps: 1) pre-coaching
2) coaching plan 3) coaching and 4) post-coaching.
2. The learning for early childhood teachers was consisted of 3 domains:
1) knowledge domain ; The teachers had learned and understudied about the 21st
century skills and the designing of the learning plan; 2) Attitude domain; the teachers had
good attitude of the learning activities and coaching; and 3) professional skill; the
teachers had developed of the learning skills and the self-development skills.
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KO201P137
The Teacher Leadership Type and the Organization Effectiveness in
the Early childhood Education Institution.
Jung Kyoung HUH
Seoul Digital University
Korea
Abstract
This study was to grasp the presidents and students' leadership types, who
engaged in the early childhood education institutions, and investigate the differences of
characteristics by the variable about the type and intervention of early childhood
education institution. Also, this study was to make clear what the leadership patents are
related to the organization effectiveness. This study was to select 100 kindergartens and
children's homes located on the downtown in Seoul at random, and select total 299
presidents, vice-presidents, and teachers as a research object. It was to correct and
complement the four fields of questionnaire.
The research result was summed up as follows:
1. The non-effective type, effective type, task-oriented type, and harmonyoriented type in order. In case of the early childhood teachers, it found the effective type,
non-effective type, task-oriented type, harmony-oriented type in order. Accordingly, all
the chiefs in the organization and teachers were high in the effective type and noneffective type. On the contrary, it found that the task-oriented and harmony-oriented
leadership types were low. But, there was no significant difference statistically between
the two groups. Also, there arose no significant difference according to the school career,
personal history, and organization type that became the teachers' variables of
background.
2. The president had higher recognition in the organization effectiveness
than the teachers. In particular, it presented the high scores in the job performance and
organization adaptation among the subdivisions of organization effectiveness, and it
found the job satisfaction and organization devotion in order. Accordingly, there arose
differences in the whole filed in the organization according to the teachers' position,
history, and school career. But, there was no significant difference statistically in the
recognition of organization effectiveness according to the type of institution for the
persons engaged in the early childhood education institutions. Generally, the higher the
teachers' personal history and school career were, the higher the organization
effectiveness was recognized.
3. The effective leadership type had the highest organization effectiveness.
There arose the task-oriented leadership, harmony-oriented leadership, and noneffective leadership types in order.
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TH201P140
MANDALAS AS A TOOL TO ENHANCE SELF-AWARENESS
FOR EARLY CHILDHOOD STUDENT TEACHERS
Sasilak KHAYANKIJ
Thailand
Abstract
The purpose of this study was to develop process of applying mandalas to
enhance self- awareness of student teachers. Research targets were 16 senior students
majoring early childhood education who studied Assessment and Enhancement of Young
Children’s Development and Learning Course, first semester of academic year 2014.
Mandalas were applied to develop 6 lesson units on assessment of young children’s
development and learning. There were 3 steps of teaching processes including;
step 1: preparation to create mindfulness by observing surrounding attentively.
There were consisted of 2 activities which were arranging learning space and identifying
ones’ state of being.
step 2 learning on assessment of young children’s development and learning
step 3 mandalas creation an empty circle was drawn individually and in small
group. Then the circle was filled freely using color pencils, markers, crayons, etc. After
that, the mandala was described on another sheet of paper to state ones’ experiences
and thoughts behind the drawing.
Data were selected by using group interview at the end of the course and the
reflective journal of each student, and then analyzed by using content analysis. Research
targets developed self understanding. This was because mandalas as a mirror, reflected
individual self clearly, leaded to raising of self awareness in term of seeing and accepting
themselves and understanding others. Moreover, their understanding of assessment
concepts were inculcated on personal bias awareness, judgmental suspension,
mindfulness, fairness, and child-respect.
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SP201P141
HOW INTENTIONAL TEACHING CAN SUPPORT INQUIRY-BASED LEARNING:
IDEAS FOR PRACTITIONERS
Devi GAUATRO
Hougang Mt First Skool
Singapore
Abstract
The purpose of the presentation is to share some recent qualitative research in
Singapore which investigated the role of an intentional teacher in developing an inquiry
based curriculum. The presentation will assist participants to understand intentional
teaching and inquiry based learning. Examples using videos from a local Singaporean K2
Kindergarten class of 21 five year old children and 2 teachers will be shared and
participants given the opportunity to examine the meaning of intentional teaching and
inquiry based learning and relate these to their own class room contexts.
Qualitative research results in a study over a period of 3 months showed that
bilingual teaching was possible enabling children to help the Mandarin teacher to
translate vocabulary used in documenting inquiry based projects from English to
Mandarin. Children were viewed as equal partners in the learning journey. Results
showed that the teachers as a team decided that if the same inquiry based topics were
conducted in both English and Mandarin during class time, children were able to learn
two languages effectively and were able to express themselves in a confident,
competent way. . The teachers decided that documentation in dual language should be a
feature in the environment as well as in the children’s learning outcomes.
Ways of working with the teachers as co-researchers will also be presented
showing how they changed their practices and gained deeper understanding of
intentional teaching and inquiry based learning as their classroom projects developed.
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TH201P142
FRAMEWORK OF ORGANIZING PROVISION BY TASK- BASED APPROACH
INTEGRATION TO ENHANCE ENGLISH VOCABULARY UNDERSTANDING
OF KINDERGARTENERS
Thunvarat HOSUPHA
Thailand
Abstract
Presently, learning a foreign language plays an important role in Thai society;
especially, in education so Thai children have to be developed both knowledge and skill in
foreign language since they are at kindergarten. Concerning their language skills, young
learners are often less self-conscious and less anxious about beginning to learn a new
language than adult are and they are used to making sense of things without
understanding everything; they often have very good memories, and are good at
imitating. In addition, many kindergarten teachers feel that teaching foreign language to
kindergarteners need to be taught some grammar or memorizing vocabularies without
doing tasks or activities; moreover, they are expected to produce perfectly with formed
grammatical sentences. (Willis, 1996)
The aim of this paper is to present the process of organizing provision by taskbased approach integration to enhance English vocabulary understanding of
kindergarteners. The researcher develops the organizing provision by task-based
approach integration by bringing the principles of organizing provision, Essa (2003) and
the principles of task-based approach for young language learners, Willis (1996). This
process consists of 4 steps as follows: 1) Meeting up 2) Opening experience 3) Expanding
Experience and 4) Summarizing
This process will be created according to this framework and 3 domains of
understanding English vocabulary will be assessing “The instrument of understanding
English vocabulary”, details as follows: Follow one step direction , making connection
between picture, objects or people with vocabularies and naming picture, objects or
people
The samples are 60 kindergarteners at the age of five to six years old in school
under department of education Bangkok metropolitan administration, divided into the
experimental group and the control group: 30 each. The research duration is 16 weeks.
The statistics used in this research are arithmetic mean, standard deviation and paired ttest.
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PH201P056
SOCIAL STORIES FOR CHILDREN WITH ADHD
MINGOA Thelma
De La Salle University Manila
Philippines
Abstract
This action research used social story as a sole intervention to help decrease the
disruptive classroom behaviors of children with Attention Deficit Hyperactivity Disorder
(ADHD). It allowed students to be visually exposed to correct behavior and reinforced
them to follow rules and regulations. It allowed problematic students to cope with peers
therefore allowing social acceptance. This study sought to answer the following
questions: (1) Can we use of social story help decrease these following disruptive
behaviors: (a) outburst when not called by teacher; (b) walk around and/or shout
offensive things; (c) throw toys and cry; (d) jumping off chairs, (e) tantrums; and (2) Will
teachers be willing to use social story in their classroom?
An ABAB design was used to find out if there is a relationship between social story
intervention and desirable behavior. Results showed that social story alone was effective
in three out of the five participants, with significant decrease in disruptive behaviors
during the first and second implementation of the social story interventions. Whenever
social story intervention took place, their disruptive behavior decreased, but increased
when it was withdrawn. Although the two participants showed a decrease in number of
incidences, these figures are insignificant as indicated by the Percentage of nonoverlapping data (PND). Perhaps social story will be more effective if combined with
other interventions such as video (Thiemann & Goldstein, 2001), or prompting (Scattone,
2002).
The social story intervention was rated as highly acceptable to teachers that they
are willing to recommend it to others and reaply to other students.
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TW201P077
A COLLABORATIVE ACTION RESEARCH ON THE TEACHING OF
MUSIC LEARNING CENTER IN TAIWAN‘S PRESCHOOL
Mei-Ying LIAO
Lee-Ching WEI
Ming Hsin University of Science and Technology
Abstract
The main purpose of this study was to explore the process of planning and
execution of the music learning center in preschool. This study was conducted through a
collaborative action research method. The researchers included a university music
professor, a teaching guide, a preschool director, and a preschool teacher, leading a class
of five to six year-old children to participate in this study. Five teaching cycles were
performed with a subject of bird. In the whole process that lasted three months, the
research members would maintain conversation, reflection and revision repeatedly. A
triangular validated method was used to collect data, including archives, interviews,
seminars, observations, journals, and learning evaluations to improve research on the
validity and reliability. It was found that a successful music learning center required
comprehensive planning and execution. It is also important to develop good listening,
singing, respect, and homing habits at the beginning of running the music learning
center. By timely providing diverse musical instruments, learning materials, and activities
according to the teaching goals, children’s desire to learning was highly stimulated.
Besides, peer interactions improved their ensemble and problem solving abilities. The
collaborative action research enhanced the preschool teacher’s confidence and
promoted professional growth of the research members.
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TH201P078
THE RESULTS OF CONSTRUCTIVISM AND DIALECTIC REASONING TOWARDS
CRITICAL THINKING IN LANGUAGE AND LITERACY SUBJECT FOR STUDENT
TEACHER IN EARLY CHILDHOOD EDUCATION MAJOR , FACULTY OF EDUCATION,
PHANAKHON SI AYUTTHAYA RAJABHAT UNIVERSITY
Supatthara KONGRUANG
Phranakhon Si Ayutthaya Rajabhat University
Thailand
Abstract
This research was to compare critical thinking in language and literacy subject
focusing on constructivism and dialectic reasoning of Early Childhood Education major
students from Faculty of Education, Phranakhon Si Ayutthaya Rajabhat University (ARU).
The participants were 30 students studying in Early Childhood Education major from
Faculty of Education, ARU who enrolled in semester one, year 2015. The research
instruments were the 40 hours lesson plans on critical thinking in language and literacy
focusing on constructivism and dialectic reasoning, the test on critical thinking ability and
the evaluation survey on critical thinking ability. The data were analyzed by using
descriptive statistics and T- test.
The researcher synthesized and designed the constructivism and dialectic
reasoning learning method which was the learning procedures focusing on using
learners’ prior experiences. The learners’ prior experiences were used as foundation for
learning, interaction between people and environment by investigating rationale of
problems, issues and arguments from different perspectives. The teachers’ role was to
propose the argumentative questions. The students’ roles were to answer the given
questions by themselves using reasons and supported evidences. There were 4 steps in
learning management; 1) introduction step which is teachers indicate objectives and
motivate learners by using argumentative questions or tasks, 2) revising prior knowledge
step which is learners express their background knowledge regarding the topic and/or
teachers do some related activities such as mind mapping and asking for what learners
want to know, 3) adjusting ideas steps which is learners share and learn from each others
from group discussions which leads to create new knowledge or better understanding,
and 4) transferring knowledge to real life and revision step which is learners use the new
knowledge in their real life in different situations and learners revise and compare how
their perspectives have changed since the beginning of the lesson.
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TW2016002
PARENTS‘ PERCEPTION OF CHILDREN‘S SOCIAL PROBLEM-SOLVING STRATEGIES
USE AND THEIR TEACHING APPROACHES
Li WenWANG
Yu-Jun CHEN
WunJyun LI
Shu-TeUniversity
Taiwan
Abstract
Decades of research have shown the essential role of young children’s social
problem-solving skills in relation to later interpersonal relationship and adjustment. In
order to examine how young children interpret and react to social situations, researchers
usually applied hypothetical vignettes to ask young children to generate responses to
that situations. This line of studies aimed to examine the development of social problemsolving skills and has indicated that children’s responses to such vignettes correlated to
with differences in age, socially competent behavior, and socio-metric status. Further,
studies of Pettit, Dodge, and Brown (1988) had indicated the relationship between early
family experience and children’s social competence and social problem-solving skills. It is
important to understand parents’ perspective about their child’s social problem-solving
strategies and parental teaching strategies when their child encounters social conflict
situations.
The goal of this study was to examine parental perceptions of their child’s social
problem-solving strategies. By applying same hypothetical vignettes used in other
studies, parents of preschoolers were asked to predict their child’s responses and
parents' strategies while teaches their child during those social situations. The four
socially challenging situations which commonly occur in preschool include competing for
a desired toy, conflicting play goals, gaining entry into a peer group, and damaging
another child's favorite toy. Forty parents and their children were participated in this
study.
The results indicated parents thought the most often strategies their child would
use were ask politely, authority intervention/ask other’s help, manipulate affect, trick,
and take turns/play together which were somewhat different with the answers their
child provided. When responded to how to teach their child to handle social conflicting
situations, parents were more likely to teach their child to wait, ask politely, take
turns/play together, and trade. Although some parents said they would not interfere
with child’s conflicts, other parents indicated a direct role during peer interaction.
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TW2016006
SOCIAL PROBLEM-SOLVING STRATEGIES USE IN YOUNG CHILDREN
Wu PEI-CHIN
Shu-Hui LEE
Hung MIN-SHAN
Shu-TeUniversity
Taiwan
Abstract
The purpose of this study was to describe which social problem-solving strategies
young children used most often during four types of peer-related conflict situations.
Forty preschoolers from different preschools were participated in this study. Children
were asked to respond to hypothetical vignettes about four socially challenging
situations: competing for a desired toy, conflicting play goals, gaining entry into a peer
group, and damaging another child's favorite toy. Interviews were conducted by
researchers and individually. After hearing each story, the target child was asked to think
about what can the child in this story say or do. Probes and clarification questions were
meant to ensure that each child’s capacity to generate alternative solutions as much as
possible. The hypothetical vignettes and interview protocol were adapted and similar to
those used in previous studies (Mayeus & Cillessen, 2003; Spivack & Shure. 1974).
Responses to these vignettes were coded. Results indicated that all children provided
relevant non-force solutions (88%) and only one child provided relevant force solution
once. Among categories of relevant non-force solution, children were most likely to use
take turns/play together, loan, authority intervention/ask other’s help, and ask politely
strategies with occurrence of 21%, 16%, 14%, and 12% respectively. However, few
strategies were applied by these children, such as trade, manipulate affect, trick, plan for
future. The provision of variety of categories and numbers of responses were related to
their age.
Finally, provision of problem solving strategies was related to types of socially
challenging situations. During conflicting play goals situation, children were more likely to
use negotiation/compromise and avoidance strategies. Whereas during gaining entry
into a peer group situation, they were more likely to ask and introduce themselves in
order to gain an opportunities to entry into a peer group. Suggestions regarding to
teaching and future research are provided.
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JP2016024
HOW CHILDREN MAKE SOUNDS INTO MUSIC
Shiho YOKOI
Nagoya Gakuin University
Japan
Abstract
In the past the author has conducted a study of five years-old children’s
expression mainly through drumming activity. In the study, the author has experienced
that when an image of expression arise from children, possibility of children would be
explicitly elicited. The author has reported this at an academic conference and etc..
This study conducted an empirical practice in a four years-old kindergarten class
to search what children find out and were amused by upon making sounds and rhythm
using familiar objects (ex. plastic bucket, trash box, empty plastic bottle; hereinafter
musical objects), what could be drawn out from children through interaction with adults
as well as among children themselves. This study aimed to clarify what was going on as
the children create the sounds they make into music. As well as five years-old, four yearsold children began to search sounds when they first encountered with musical objects.
Children not only changed the places they drum or changed the way they drum, or made
sounds by slapping with their hands, they made sounds with empty plastic bottles
provided as musical objects as mallet. Some children made sounds by using only one
musical objects but those who had an image of percussion performance; they arranged
two to three musical objects in line and search sounds. In this case, there was a playing
performance in the children’s action and their sound searching behavior was shifting
more toward the performance. Gradually the performances again shifted towards sound
searching and this repetition continues. Seemingly children were playing music but they
had no such intention and remain as searching activity. Also children made sounds by
using musical objects together with other children nearby. However there was no direct
relationship between the increases of number of musical objects children use with them
affecting each other.
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JP2016028
PSYCHOSOCIAL EFFECTS OF PHYSICAL PLAY IN EARLY CHILDHOOD
：FOCUSING ON DODGEBALL GAMES AMONG 5-6YEAR-0LD CHILDREN
Yuko SUZUKI
Aichi University of Education
Japan
Abstract
Various studies have been done on the importance of the experience of physical
play during early childhood. In recent years, physical activities and physical strength
among children have been on the decrease. As a result, goals and studies of physical
activities have been weighted on improving physical strength and athletic abilities. This
research aimed to study the psychosocial effects of physical play among young children.
It focused on the effects of dodge ball games among five to six year-old children at
kindergartens. The Playability Evaluation Scale of Young Children was used for the
assessment of the five year-old class, with strong focus on one boy in the class, boy A.
This scale consists of five factors and 23 items: smooth transition between reception,
empathy and reaction, adaptability to surroundings, motivation for exploration, creativity
and imagination with focus and affinity and cooperation. Through qualitative review, the
process of becoming fully playable during physical play was considered from three
aspects: psychological and social effects, dodge ball playing skills and the reaction of
other children. As a result, the following six stages were seen in the dodge ball games of
five year-old children observed from October 2015 to March 2016 : caregiver
intervention phase, caregiver assistance phase, initiative-taking phase, early trial-anderror phase, late trial-and-error phase, game development phase. In the case of boy A, it
was found that each factor rose at different phases and through the encounter of people
(other children), things (ball, rules) and situations (trouble), he become fully playable. It
was also found that children could learn in a short time the game of dodge ball, but it
took much longer for them to truly learn to work with others, learn from experience and
come up with strategies. It was shown that physical play during early childhood has
psychosocial effects and helps to nurture a resilient mind and inquisitive body.
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TW2016029
CHILD DEVELOPMENT, LEARNING AND EFFICIENCY OF EARLY MUSIC EDUCATION
IN TAIWAN
Mei-Lin CHEN
National Taiwan University of Art
Taiwan
Abstract
Music education is an important part in early education. Researcher tried to
implement Multiple Assessments and aimed to realize child development, learning and
efficiency of early music education in Taiwan. Researcher designed an action research
using unit teaching and setting three learning goals: sight-reading, music movement and
instrument performance for about 100 second grade children who are eight to nine
years-old. Shadow song was chosen for the lesson. Children who study elementary school
in Taiwan accepted one class for a month and the class took 40 minutes per week.
Learning of Sight-reading adopted Rhythm Syllables System of ZoltánKodály approach
and music movement used the Dalcroze Eurhythmics. Instrument performance, in
addition, built on Bruner’s System of Representation Theory and Gardner‘s Multiple
Intelligences. Child study arranged for enact, iconic and symbol and connected Bodilykinesthetic intelligence for assisting learning of Musical intelligence and promoting
integrated development of eight Multiple Intelligences. Children were asked to make a
group and learned together. Music teachers observed during class and gave responses
after class. Children had a paper- and- pencil test to evaluate learning of Sight-reading.
Music movement and instrument performance, on the other hand, were evaluated by
authentic assessment.
The study showed as follows:
1. Children could read the score and understand the meaning of five-line
musical staff.
2. Children could achieve music orders what teacher assigned.
3. Children could play the miniature xylophone, marimba and met allophone
of Orff instruments or other similar tonal percussion instruments.
Keywords: Early education, Dalcroze Eurhythmics teaching method, Rhythm Syllables
System, Multiple Intelligences, cooperative learning, Orff instruments
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JP2016031
MOTOR ABILITY AND TEACHING STYLE IN PRESCHOOL-AGED CHILDREN
Enji OKUDA
Shiga University
Japan
Abstract
Purposes: While physical fitness and motor ability were considered an important
indicator of health in young children, little was known about a relation between physical
fitness, motor ability and teaching methods. The purposes of this study were to
investigate whether motor ability was correlated with kindergarten’s teaching style in
preschool-aged children. The teaching style refers to the management strategies used to
instructions for play in the kindergarten.
Methods: This study investigated 3,129 preschool children aged four to six yearold from 43 kindergartens and nursery schools in the rural area of Japanese. The
preschool children were assessed by using the motor ability test consisted of six subtests
(25-meter dash, standing long jump, tennis ball throw, dipping endurance, continuous
jump over, ball catching). The kindergarten’s teaching styles were assessed by the selfreported questionnaire for 43 principals or chief teachers in a kindergarten. The he
questionnaire is consisted of ten items using five Point Likert type scale from teacher
decide to children decide about the teaching style in a kindergarten.
Results: The score of motor ability test was calculated a total score for each
kindergarten. The motor ability scores for 43 kindergartens were significantly correlated
with two teaching styles; the one style meant that children chose one's play behavior
voluntarily in the kindergarten. The other style meant that the children decided the rules
and roles to play.
Conclusions: The motor ability score was positively correlated with the teaching
styles of children-centered approach. This result suggested kindergarten teacher
facilitated preschool-aged children playing physical activities to developing the motor
ability.
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KO2016039
THE STUDY OF MEANING IN YOUNG CHILDREN'S OUTDOOR PLAY:
FROM THE PERSPECTIVES OF CHARACTER EDUCATION
Jiryung AHN
Uiduk University
Korea
Abstract
Recently, the interests of character education in early childhood have increased.
The aim of this study is to investigate the meaning of young children's outdoor play
experiences from the perspectives of character education. So, this study attempted a
qualitative exploration on the teachers’ and mothers’ stories of their experiences with
young children. The subjects were 22 five-year-old children and five teachers who were
with young children. For this research, the research methods were observation of
children and an in-depth interview with teachers. The results of this study revealed that
the children’s and teachers’ experiences that the outdoor play of young children supports
the development of social relationships, pro-social behaviors and the attitudes of social
beings. Based on the research findings, we discussed the importance of character
education in early childhood.
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TW2016042
A CASE STUDY ON A KINDERGARTEN CHILD‘S DEVELOPMENT OF
PEER RELATIONSHIPS
Ya-Ni CHEN
The Affiliated Preschool of Yuan-Tan Elementary School
Yinghui HSIEH
Taiwan
Abstract
Employing qualitative research method, the study examines a five year-old girl’s
development of peer relationships. The researchers used participatory observation and
interviews to collect data about how the girl, Cindy, who just transferred to a new
kindergarten in a new city, established relationship with peers and made friends.
Different sources of data were also triangulated to identify the factors influencing Cindy’s
peer relations and the strategies she used to develop relationships with peers.
Three major findings emerged from this study. First, this girl’s development of
peer relationships can be categorized into three stages. In the initial stage, Cindy did not
suffer from separation anxiety; instead, she carefully observed the new environment and
behaved accordingly. In the second stage, Cindy interacted with peers differently based
on how she thought of the peers and their relationships. In the final stage, she made
friends with three classmates. Second, the factors Influencing Cindy’s development of
peer relationships included personal, family and school factors. In terms of personal
factors, Cindy is observant, flexible and friendly. She also had good language and prosocial skills. As for her family factors, her parents adopted authoritative parenting style
and were very supportive of her. With regard to school factors, the implementation of
the thematic curriculum and learning centers increased the interaction among children,
which in turn helped Cindy’s school adjustment and peer relations. Lastly, Cindy made
use of a variety of strategies to interact with peers. She employed positive strategies,
including active involvement, taking turns, secret exchange, making promises, and
cooperation to maintain good relations with peers. However, when feeling threatened,
she chose to neglect or disputed against her peers.
This study showed that the children’s relations with their peers were essential in
their psychosocial adjustment and played an important role in their overall development.
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JP2016046
STUDY ON THE INFANT'S ROLLING OVER AT THE SCENE OF DIAPER CHANGE:
FOCUS ON THE THOUGHT OF THE INFANT
Yoshie KAMIYA
Nagoya City University
Japan
Abstract
At the scene of diaper change, infants often repeat rolling over. The childcare
persons often experience hard time putting up with difficulty changing infant’s diaper.
For that, I pay attention to the cause for infant’s rolling over. The purpose of this study
was to clarify the reasons why infants roll over at the scene of diaper change, based on
the study (Kujiraoka 2006) that infants hold both positive and negative thoughts and they
act accordingly. For that, the video record was used for two months (9:00~11:00) the
scene of diaper change among the eight months old baby girl N and the female childcare
in charge S at Japanese nursery room M, then put them down in writing. After analyzing
the communication during the scene of diaper change, the infant frequently rolled over
when she wanted to touch novelty and also to check the space by moving. While the
childcare person acknowledging that fact, she spoke to and tried to please the infant, it
was observed that the infant stopped rolling over and started to communicate with the
childcare person positively with interest.
These finding suggested that the rolling over during the diaper change was an
expression of infant’s thoughts which were desired to check object or space. And affinity
between the infant and the childcare person made infant to stop rolling over. As for
future tasks, I searched for another response relationship foster between the infants and
the childcare persons at the life scene other than diaper change.
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TW2016068
THE EFFECTS OF GESTURES ON VOCABULARY AND TEXT COMPREHENSION
IN PRESCHOOL
Feng-Er FUH
National Taitung University, R. O. C.
Taiwan
Abstract
The main purpose of this study was to investigate the effects of “use of gestures
by teacher program” on narrative listening understanding ability of five to six years-old
children. Quasi-experiment design was adapted to the present study. The participants
were 42 children selected from two classes in two public preschool in Miaoli County.
There were 21 children selected from two classes in the experimental group, and 21
children selected from two classes in the control group. Children in the experimental
group received gestures by teacher program for six storytelling lessons while those
children in the control group did not receive any experimental treatment. Three
quantitative instruments were used in this study. PPVT-R and the Listening
Comprehension Test were utilized to analysis of covariance. The Vocabulary and Text
Meaning Response Test was to examine the listening understanding effect. The collected
data were analyzed by ANCOVA. The results are presented as follows. With regard to the
ability of vocabularies understandings: gestures by teacher program significantly
improved children’s vocabularies understanding, but did not significantly improve the
meaning of text. The use of gestures by teacher seemed to improve vocabulary mastery.
All results were discussed and some suggestions for instructional application and future
researches were provided as well.
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TW2016081
THE IMPACT OF DIFFERENT TEXT COHERENCE ON
CHILDREN‘S LISTENING COMPREHENSION
Hsiao-Chi LAI
Hsin-Ying CHIEN
Taiwan
Abstract
The purpose of this study was to explore the impact of children’s different
listening ability on the listening comprehension of the different expositions and text
coherence. Samples were collected from 62 months to 78 months in four public
preschools of Taitungcounty, Taiwan. The participants were asked to listen to three
coherent expositions of causation, including three versions of overall coherence, partial
incoherence and neither partial nor overall coherence. Before listening the texts, children
were asked to take the test of listening comprehension the coherence of articles, are
used to assess the students’ comprehension performances. Furthermore, two-way
analysis of variance (one-way ANOVA) was utilized to evaluate of the performances of
the children who had different abilities in listening comprehension according to the
textual coherence of the articles.
We suppose the results were as follows：
1. The article coherence had different significant impact on the listening
comprehend sion and the inference of the structure texts for the
participants; however there was a significant difference in the
performance of the text-based questions on the causal expositions
among the participants, especially on the performance of the "both local
& global coherent "understanding of the expositions.
2. There were a significant difference in text comprehension and inference
comprehension on the structure texts for the different age-groups. The
children with high-level listening ability performed better than those with
low-level listening ability. Finally, the researcher will discuss the findings,
and then suggestions were made according to the results shown above.
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TW2016083
THE EFFECTS OF GESTURES ON VOCABULARY AND TEXT COMPREHENSION
IN PRESCHOOL
Feng-er FUH
Hsin-Ying CHIEN
Taiwan
Abstract
The main purpose of this study was to investigate the effects of “use of gestures
by teacher program” on narrative listening understanding ability of five to six years-old
children. Quasi-experiment design was adapted to the present study. The participants
were 42 children selected from two classes in two public preschools in Miaoli County.
There were 21 children selected from two classes in the experimental group, and 21
children selected from two classes in the control group. Children in the experimental
group received gestures by teacher program for six storytelling lessons while those in the
control group did not receive any experimental treatment. Three quantitative
instruments were used in this study. PPVT-R and the Listening Comprehension Test were
utilized to analysis of covariance. The Vocabulary and Text Meaning Response Test was to
examine the listening understanding effect. The collected data were analyzed by
ANCOVA.
The results were presented as follows: with regard to the ability of vocabularies
understandings: gestures by teacher program significantly improved children’ s
vocabularies understanding, but did not significantly improve the meaning of text. The
use of gestures by teacher seemed to improve vocabulary mastery. All results were
discussed and some suggestions for instructional application and future researches are
provided as well.
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KO2016089
AN ANALYSIS ON RESEARCH TREND OF PERSONALITY EDUCATION
TARGETING YOUNG CHILDREN
Kim KYUNG-CHUL
Lee KO EUN
graduate school of Korea National University of Education
Korea
Abstract
The purpose of this study was to do basic research for the development of
practice-centered personality education program through the literature review for the
personality education for young children. This study was to select the searched 340
scientific papers and journals searched by the search keywords like young children’s
personality and personality education for young children. This study was to classify and
analyze it by research period, contents of research, and research object except. This
study was to analyze the research article with the frequency and percentage from the
analyzed research accordingly. Analyze the basic direction and objectives for the young
children personality development training based on the results of the analysis and
proposed a plan of early childhood personality education. First, as a result of analyzing
the related research of personality education for young children by period, this study was
found out that there was a lot of related research of personality education for young
children as the years went by both Journal and scientific paper. Second, as a result of
analyzing the related research of personality education for young children by the
contents of research, this study was found out that there were a lot of researches on the
valuables related to the young children personality. Third, as a result of analyzing the
related research of personality education for young children by research object, this
study was found that there were a lot of researches on the targeting young children.
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JP2016090
HOW YOUNG CHILDREN ACCEPT THE VOICE, AND
HOW THEY DEVELOP THEIR SKILLS TO EXPRESS THE VOICE?
Sanae YOSHINAGA
Sachiko KITANO
Makoto MIZUSAKI
Takashi MUTO
Dai OHYA
ShiraumeGakuen University
Japan
Abstract
Young children perceive the information not only through the words’ meanings
but also through the characters of voice. This research examines how three to six yearsold children understand and accept information through the characters of voice, and how
they develop their skills to express emotion with the voice characters. 124 young children
who went to different kindergartens were examined with two different kinds of
experiments.
Listening to ten different voice stimulus of saying “HAI” (which means “YES” in
Japanese) with different intentions, children were asked to explain how they felt and
accepted the meaning. In another experiment, four different pictures with four different
faces were prepared (pictures with (1) faces in general, (2) happy face, (3) angry face, and
(4) sad face). Seeing four different pictures, 124 children were asked to say OHAYOU
(which means “GOOD MORNING” in English), with expressing the each emotion drown in
each pictures.
The research results showed that (1) the older they become, the more they
become to feel and understand the voice information and also to gain skill to express the
emotion; (2) Children who go to the kindergarten with free play based curriculum where
allowed children to make their own decisions were more eager to explain how they
accepted the voice information with rich vocabularies; (3) Expression skills were higher
among children who go to the kindergarten where tend to sing folksongs more often; and
(4) There were positive correlations between the understandings of voice information
and the development in the skills to express the emotion （r＝.547,p＜.001).
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KO2016091
A STUDY ON EFFECT OF FOREST EXPERIENCE ACTIVITY ON SELF-ESTEEM
AND SOCIAL DEVELOPMENT FOR YOUNG CHILDREN AGED OVER FIVE IN FULL
Kim KYUNG-CHUL
Kim EUN HYE
graduate school of Korea National
Korea
Abstract
This study was to find out the effect of forest experience activity supplied by the
early childhood educational institutes on the young children’s social development and
self-esteem. This study was to select total 25 students as research object at class ‘A’ in
the public kindergarten located in ‘J’ city. This study has been conducted for eight weeks
from Dec. 1 through 31, 2014 and executed the forest activities total sixteen times twice
a week. This study was to use the test instrument developed by Harter & Pike (1984) and
amended supplemented by Young Sook Kim (1997) in order to measure the young
children’s sociability as well as self-esteem. Furthermore, this study was to use the young
children’s test instrument of self-esteem developed by Sung AeJi, Yeong Ok Kim and Hee
Suk Park (2003), amended supplemented by EunYeong An (2005), and modified by Si Nae
Kim (2013) once more in order to measure the self-esteem.
From the result of this research above, it may be summed up as follows. First, the
forest experience activity had positive effect on the young children’s social development.
Second, the forest experience activity had positive effects on the components for the
young children’s self-esteem like cognitive self, social self, physical self, and emotional
self. In particular, the social self had great effect, and followed the emotional self,
cognitive self, physical self, and family self in order. The research on the specific effect
verification how they would affect the young children’s sociability and self-esteem
through the forest experience would be basic data to devise the educational effect and
educational direction and method for the forest experience activity.
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TW2016093
VALIDATING MEASUREMENT FOR EARLY CHILDREN'S
ACHIEVEMENT MOTIVATION
Chung Chin WU
Hungkuang University
Taiwan
Abstract
Whether or not mastery-approach/-avoidance could be differentiated into taskand self-approach/-avoidance is crucial issue for development of achievement goal
theory. However, supportive evidences are limited. 230 early children and their parents
consented to participate in this study. The construct validity of six-dimensional
achievement goals, and its predictive relations on five variables which was related to
motivational strategies and motivational beliefs, were investigated.
Results showed that: (1) six dimensions achievement goals good in reliability and
construct validity; (2) task-approach goal positively predicted five criterion variables
while task-avoidance goal and self-approach goal did not; (3) task-avoidance goal
positively predicted self-efficacy while self-avoidance goal did not; and (4) self-approach
goal negatively predicted individual interest while self-avoidance goal did not. In general,
results suggest that six dimensions achievement goals hold good construct validity and
criterion-related validity. Distinctions among task-approach/-avoidance goals and selfapproach/-avoidance goals were supported.
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JP2016104
THE COOPERATION OF LOGICAL EDUCATION IN PRESCHOOL
－THE LOGIC PLAY IN INFANCY－
Taketoshi KENICHI
Taiwan
Abstract
In Japan, we do not have the systematical logic education curriculum for young
children under 11 years old. Therefore, it is essential to introduce some logic activities to
the early childhood educational curriculum of preschools and the lower grade class in
elementary schools as soon as possible.
The purpose of this study was as follows;
(1) We clarified the recognition of the logic words (not, and, or) of five yearold children.
(2) We proposed our logic play program for five year-old children.
We researched the understanding and the expression for the logic recognition of
five year-old children. We verified the educational effect of the play with flag for “the
logic play” of five year-old children. We did previous recognition research and
educational practice at the public kindergarten in Osaka, Japan.
The main results of this study were as follows:
(1) It was found from the result of research for the logic recognition that
five year-old children could understand of logic words. They had started to express in
logic words. Furthermore, the result was indicated that five year-old children feel difficult
to use in logic word of not.
(2) We found that five year-old children were getting better at using logic
words through continuing the play with flag.
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CH2016124
THE LANTERN FESTIVAL IN THE LITTLE KITCHEN OF KINDERGARTEN
Yuanping WANG
China
Abstract
This was a qualitative research. American educator John Dewey proposed that
education is life, the best education comes from life. The Lantern Festival is a part of the
Spring Festival. Traditionally, people eat tangyuan on the night of the Lantern Festival
because it symbolizes union, harmony and happiness for the family. But Northerners are
used to eating dumplings. In the lantern Festival, we design different content according
to characteristics of different ages. In order to let the children know about the traditional
customs, we organize hand-on activities. In a real kitchen environment, children use real
tools and fresh food material for a variety of making food. They need to do it themselves.
Example: the bottom class is to rub tangyuan. They can know the process that cooking
tangyuan needs boiled water; the middle class is to make tangyuan. Slowly add more
water in glutinous rice flour, little by little, kneading with your hands until dough is
formed. It should feel soft, slightly sticky and smooth. Children can understand the
relationship between water and glutinous rice flour; the top class is to make dumplings.
They can feel like a northerner to make dumplings and know that the Lantern Festival is
one of the different customs.
The children feel a part of life, we can find their advantages. Although sometimes
they failed, they would try to overcome, still. In the face of the unknown challenges, they
were kept trying and never give up. And then, they also got the joy of success. Children’s
life is education blending in the learning of life; the education would be more valuable. In
the little kitchen, understanding, deeply loves their life. They knew what the Lantern
Festival and Chinese customs and traditions when they were children.
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JP2016131
MUSICAL ENCULTURATION THROUGH THE ACQUISITION OF KEY AND
HARMONIC KNOWLEDGE IN JAPANESE PRESCHOOL CHILDREN
Nobuko MIZUNO
Doho University
Japan
Abstract
The purpose of my study was to examine the developmental acquisition of
musical knowledge about key membership (which notes belong in a key) and harmonic
syntax (chords and chord progressions) in Japanese preschool children, aged four to six
year-old. The concepts of key and harmony, which are in Western music, are not in
Japanese music. Japanese children have acquired these concepts of key and harmony
from exposure to western-style music through popular Japanese media in everyday life.
Several studies have proved that it develops in childhood through mere exposure to
Western music. Consequently, Most adult have implicit musical knowledge that the tonic
chord is the most stable and are used at the end of musical phrases in Western music.
The participants were 78 children from four to six year-old. They were tested
individually at nursery. The task was designed by changing the last note (chord) of the
musical phrase in a familiar song and a new song, to add to the condition of the research
of Corrigall & Trainor (2010). The three conditions were composed by (A) Melody Alone,
(B) Melody Accompanied by chords, (C) Chords Alone. The stimuli in each condition were
presented in the standard type and the four types of deviances: (1) out-of-key and
parallel key; (2) in key but out-of-harmony; (3) in key and within-harmony; and (4) out-ofkey. Children received two pictures of the child fox. In each condition, they pointed to the
smiling or troubled face of the fox with a stick when they judged whether correct or
incorrect.
Each condition was analyzed separately using McNemar test. This study
demonstrated that harmony perception develops later than knowledge of key
membership. What is to be noted was shown that children develop sensitivity to key
membership at three year-old.
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TW2016001
EFFECTS OF MULYI-MATERIAL ARTS LEARNING ACTIVITIES ON SOCIAL SKILLS
OF CHILDRENWITH EMOTIONAL AND BEHAVIORAL DIFFICULTIES
Yu-Jun CHEN
Shu-TeUniversity
Taiwan
Abstract
The purpose of this study was to explore the effects of multi-material arts
activities to enhance social skills of children with emotional and behavioral difficulties
(EBD). Participants were two school-aged children with EBD who took extracurricular
lessons in an arts studio in Kaohsiung city. A total of 12 multi-material arts sessions which
acknowledged the essential peer-group learning environment were held. Observations
and interviews were applied to understand the changes of children’s social skills during
and after multi-material arts sessions. Frequencies of participants' interaction initiations
and eye contacts and the degree of cooperation with peers were recorded during
planned task-mission peer groups after each experimental stage. Additionally, parents
were interviewed to understand their viewpoints of children’s emotion and behavior at
home after participating multi-material arts activities.
Findings of this study were as follows:
1. Children’s accuracies of facial expression identification, frequencies of
peer interaction initiation and eye contacts, and degree of cooperation
with peers were increased during experimental and withdrawal stages of
experiment.
2. After twelve sessions of multi-material arts activities, the efficiencies of
children's social behavior were improved and emotional disorder
quotients decreased.
3. Parents indicated a little change on their children’s social and emotional
displays after the implementation of multi-material arts activities.
4. Finally, suggestions regarding to teaching and future research were
provided.
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TW2016017
INVESTIGATING THE STORY STRUCTURE OF CHILDREN
NARRATED WORDLESS BOOK
Su-Tan CHENG
Jing-Huang REN
Shu-Te University
Taiwan
Abstract
In this study, an experimental lesson unit on light and shadow inspired by Reggio
Emilia approach was developed and given to 12 university sophomore who major in early
childhood education. Effectiveness of the lesson unit was examined in terms of students'
responses to the lessons. The lesson unit consisted of three lessons. First lesson focused
on artistic expressions on light tables. Students were asked to construct their imaginary
world on the light tables. Various kinds of materials, including animal toy figures,
translucent blocks, mirrors, plastic cubes, cotton, colorful marbles, leaves, shells, and so
on were provided to facilitate their imaginations. Second lesson focused on explorations
of lights in a dark room. Materials at the first lesson were used again, but many
flashlights, box lights, and a projector with a computer were introduced instead of light
tables. Third lesson focused on explorations of shadows. Same materials as the second
lesson were used and two screens and some rotating tables were also prepared. Students
reported their thought and emotions during the lessons in writings after each of the
lesson. By extracting common features among students' reports, qualities of their
experiences in the classes were analyzed.
The results showed that light and mirrors created an extraordinary ambience and
stimulated students' fantastic ideas. In the lessons, scientific comprehensions were
incorporated with artistic expressions resulting in esthetic learning. Rich stories created
by each student were gradually combined into a coherent story. Transition from
individual creation to collaborated one caused senses of pleasures and delights. It
seemed socially constructed learning afford great emotional satisfactions of participants.
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TW2016019
THE STUDY OF LEARNING AREAS‘ TRANSFORMATION IN
A PRIVATE PRESCHOOL OF TAINAN CITY IN TAIWAN
Ching-yun CHANG
Chun-sheng CHANG
Teacher Education Center
Taiwan
Abstract
The preschools’ curriculum is flexibility and freedom in Taiwan. Preschools can
compile their own curriculum by children’s needs, experiences or schools’ resources.
There are several problems hinder the progress of curriculum, include the traditional and
conservative teaching, teacher and parents-led courses and emphasis on cognitive
learning activities. Many preschools focus on spatial arrangement of the surface and
materials and ignore the learning connotations. Thus, the study aimed to investigate the
development and transformation process of learning area in a classroom of preschool
and tried to find out the belief of preschool teacher, teaching focus and the difficulties
for using the learning area for strengthening the effectiveness of children’s learning.
After two years on site study, the study finding showed that it was a long and slow
transformation to help preschool teachers to confirm their beliefs, to rediscover the
teaching nature, to relearning the skills of using learning areas with the curriculum. It
would experience three stages; include gestation period, development period and
maturity period.
The study suggestions were as follows:
1. Provide preschool teachers workplace learning opportunities to refresh
the teaching beliefs and knowledge.
2. Establish of mutual learning communities to stand by the challenge of
transformation.
3. Reduce the teacher and parents-led activities, and try to give children
chance to guide the curriculum and environment.
4. Implement open education. Give children open time, open space, open
materials and open teaching and open conversations.
5. Investment to rich equipment and teaching aids of the classrooms.
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JP2016045
CONSIDERATION ABOUT THE EFFECT OF THE CLAY PLAY
AFTER HAVING HEARD A STORY BY STORYTELLING
Kazuo TAKAHASHI
Aki KONO
Maki HIRANO
Tatsuya SHIRAHASE
Tokiwakai College
JAPAN
Abstract
Generally, children love the clay play. However, there is a tendency to avoid the
clay play in childcare sites. This is because it is required a very high skill for instruction of
the clay play. Therefore, nursery teachers and kindergarten teachers only give children oil
clay and often spend time. On the other hand, children love to hear stories. Nursery
teachers and kindergarten teachers often do a storytelling with picture books since
storytelling without picture books seem to require high techniques and skills. For practice
of the childcare activity that a high technique is required, it takes a lot of time for
preparations. And it is necessary to manage the time to practice high quality childcare
activity.
Therefore, we suggest that we integrate storytelling with clay play as means to
perform childcare activity effectively. In this study, we experimented on the clay play
after having heard a story by storytelling in the class of kindergarten. In the class of 24 six
year-old children, we performed 30 minutes clay play after storytelling of ten minutes. As
a result, it found that the children had more concentration on the activity; and nursery
teachers and kindergarten teachers gradually paid efforts on the activity. Certainly, it will
be tough for teachers to prepare for the clay play after having heard a story by
storytelling. But, children concentrate on it very much for this activity and can enjoy it. In
other words it should be said that it balances with an effort. We are going to continue
analysis about the clay play after having heard a story by storytelling in future.
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JP2016050
THE KINDERGARTEN TO ELEMENTARY SCHOOL TRANSITION CURRICULUM OF
HIROSHIMA UNIVERSITY LABORATORY SCHOOLS:
FOCUSING ON BUILDING GENERIC CAPACITIES AND ATTITUDES
Mayumi MIMURA
Shin ITO
Hiroshima University
Sachiko KITANO
Kobe University
Katsunobu YOSHITOMI
Hiroshima University
Aya YAMANAKA
Kochi University
Japan
Abstract
Today in Japan, it has become more important to build children’s generic
capacities and attitudes in educational activities. Generic capacities and attitudes serve
to promote children’s social independence, and lead to pursuit of what it is to be or to
live. Therefore, it should be developed systematically from early childhood education to
higher education, through a wide variety of educational activities, and also in the
connection with subject-specific competencies. Against this backdrop, this study aimed
to examine the way how to build generic capacities and attitudes throughout the
transition from preschool to primary level in Hiroshima University Laboratory Schools in
Japan.
The laboratory schools, which consists of a kindergarten, an elementary school,
and a junior high school, has conducted educational activities on developing generic
capacities and attitudes in 12-year educational continuity. In the educational activities,
we set a framework composed of three skills, which were interpersonal/social
relationship, career planning, and problem solving. Some cases of educational practice
were observed, according to the transition curriculum for six year-old kindergarteners
and seven to eight year-old elementary school pupils. The findings showed that setting
goals and contents of educational activities appropriate for each developmental stage in
the transition could contribute to building generic capacities and attitudes at each level.
As these capacities and attitudes of children in the transition tend not to be conscious in
children’s play or activities, curriculum setting targeted building these capacities and
attitudes will be an important function in kindergarten and elementary school.
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TW2016071
INVESTIGATING THE INFLUENCE OF WORDLESS PICTURE BOOKS TEARCHING
ON PRESCHOOL‘S CREATIVE PERFORMANCE
Su-Tan CHENG
Shu-Chuan CHEN
Shu-Te University
Taiwan
Abstract
The research aimed to investigate the effects of wordless picture books teaching
on young children’s creative tendency and the creative expression of their artwork. This
research subjects were an experimental group of 21, four year-old children from a
preschool in Kaohsiung city. Children in the experimental group attended 8 weeks of
experimental teaching while children of the control group were taught with the normal
syllabus. Research data included: New Creativity Test, Children Artwork’s Creativity
Checklist, children’s drawings, random works created by the children, researcher’s
reflection records, etc. After analyzing these data, and one-way covariance analysis was
used. The study results were as follows:
1. New Creativity Test: the experimental group and control group did not show
significant differences in fluency, flexibility, originality and elaboration items.
2. Children Artwork’s Creativity Checklist: children in the experimental group who
scored well in the pre-test showed significant superiority in fluency and originality items,
compared to children in the control group. The experimental group and the control group
did not show significant differences in elaboration, story-telling, topics, and composition,
boundary-breaking and imagination items.
The conclusion: “Wordless Picture Book Teaching” was effective on some young
children, teachers of the experimental group approved of the children’s performance,
and young children of the experimental group enjoyed the course activities of this
experiment.
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TW2016072
A STUDY ON THE IMPACT OF CHILDREN POETRY INSTRUCTION PROGRAM
ON CHILDREN‘S CREATIVITY
Su-Tan CHENG
Jing-Huang REN
Shu-Te University
Taiwan
Abstract
The purpose of this study was to explore the process of children's poetry
instruction, to understand the influence of children's creativity after teaching. Research
subjects were 15 kindergarteners form Kaohsiung City, with 8 children’s poem based on
themes in school as teaching media theme, and 8 weeks of children's poetry instruction.
The quantitative data also was collected as references, by quasi-experimental
design, purposively sampling for the experimental group and control group without any
experimental treatment. Three assessment tools were conducted, which included
“Thinking Creatively in Action and Movement ", "New Creativity Test” and “CAP /
Williams Scale”. The obtained data were analyzed by Analysis of Covariance. The results
of children's poetry instruction on children's creativity were as follows:
1. Children's poetry teaching promoted children’s creative performance.
2. Children's poetry teaching increased children’s iconic representation, oral
expression, word recognition and reading abilities.
3. Children's poetry teaching emerged the literature rhetoric concepts.
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JP2016075
EXAMINATION IN EXPERIMENTAL LESSONS ON LIGHT AND SHADOW FOR
STUDENTS MAJORING IN EARLY CHILDHOOD EDUCATION
Shozo FUKADA
Masao SASAKI
Ehime University
Japan
Abstract
In this study, an experimental lesson unit on light and shadow inspired by Reggio
Emilia approach was developed and given to 12 university sophomore who major in early
childhood education. Effectiveness of the lesson unit was examined in terms of students'
responses to the lessons. The lesson unit consisted of three lessons. First lesson focused
on artistic expressions on light tables. Students were asked to construct their imaginary
world on the light tables. Various kinds of materials, including animal toy figures,
translucent blocks, mirrors, plastic cubes, cotton, colorful marbles, leaves, shells, and so
on were provided to facilitate their imaginations. Second lesson focused on explorations
of lights in a dark room. Materials at the first lesson were used again, but many
flashlights, box lights, and a projector with a computer were introduced instead of light
tables. Third lesson focused on explorations of shadows. Same materials as the second
lesson were used and two screens and some rotating tables were also prepared. Students
reported their thought and emotions during the lessons in writings after each of the
lesson. By extracting common features among students' reports, qualities of their
experiences in the classes were analyzed. The results showed that light and mirrors
created an extraordinary ambience and stimulated students' fantastic ideas. In the
lessons, scientific comprehensions were incorporated with artistic expressions resulting
in esthetic learning. Rich stories created by each students were gradually combined into a
coherent story. Transition from individual creation to collaborate one caused senses of
pleasures and delights. It seemed socially constructed learning afford great emotional
satisfactions of participants.
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TW2016095
A STUDY ON TAIWANESE PRESCHOOL TEACHERS' PERCEPTIONS OF
AESTHETIC TRANSFORMATION OF THEIR CLASSROOMS
Chia-Hui LIN
Taiwan
Abstract
"Aesthetic Education Started from the Preschool," as one highlight task of " Phase
I of the 5-year Aesthetic Education Plan" promulgated by Taiwan Ministry of Education(
MOE) since 2014, illustrated that early childhood is the critical period for young children
to develop their beauty awareness and aesthetics experience. Echoing with the plan,
promoting preschool classroom aesthetics was valued by Taiwanese preschool teachers
little by little. The purpose of this study was to investigate how Taiwanese preschool
teachers perceive their classroom aesthetic transformation. Qualitative research method
was employed by this study. Six preschool teachers varied in their working years and
professional training was selected to participate in this study. A 12-hour classroom
aesthetics workshop needed to be attended before participants transforming their
classroom environment.
The findings were: (a) the way a space was aesthetically organized could easily
motivate children to explore it longer and deeply; (b) teachers perceived that children
would maintain their classroom environment clean, neat, and beautiful; (c) beside
children, teachers perceived themselves were the primary beneficiaries in this program.
After classroom transforming, they tended to feel more wellbeing and relaxed to work
and stay on their classrooms; (d) children and their parents were aroused to be aware of
aesthetic transformation in the classrooms and actively bring plants or ornaments from
their houses to decorate the classrooms together.
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TW2016108
INVESTIGATING CONTEXTUAL EFFECT OF THE RELATIONSHIP BETWEEN
CHILDRENS' MOTIVATION AND LEARNING INTEREST
Chung Chin WU
Taiwan
Abstract
The main purposes of this study were threefold: (1) to examine direct effect of
achievement goals and classroom goals on contextual interests; (2) to investigate the
moderated effect of classroom goals on the relationship between achievement goals and
contextual interest; (3) to investigate the amount of variance in contextual interests is
explained.168 preschooler and their parents consented to participate in this study. Items'
content in questionnaire was orally descripted by researchers. Preschoolers' answers
were filled into corresponding columns in the form of three points Likert scale. Three
hypotheses of the relationships among achievement goals, classroom goals, and
contextual interests are proposed and examined in order, they are direct effect,
congruent reinforcing effect of moderation, and incongruent weaken effect of
moderation. Latent moderated structural equation was introduced to analyze data.
Results showed as followed:
1. Single achievement goal (mastery goal) and two dimensional classroom
goals exerted direct effects on contextual interest.
2. Classroom mastery goal had a congruent reinforcing effect on the
relationship between mastery goal and contextual interest.
3. Classroom performance goal has a congruent reinforcing effect on the
relationship between performance goal and contextual interest.
4. Classroom performance goal has a incongruent weaken effect on the
relationship between mastery goal and contextual interest.
5. The latent moderated structural equation modeling consisted of both
direct and moderation effects explained about 70% variation of
contextual interest.
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JP2016119
Educational Environmental in Early Childhood Education Japan and Bangkok
Yuko AKAMINE
Okinawa Christian Junior College
Japan
Abstract
This study was compared the historical background of early childhood education,
early childhood education policy and the current status of such measures, as well as
trends in early childhood education policy in Bangkok and Japan. In Bangkok, educational
reform of the childcare system is underway at the national level. In Japan, the
Comprehensive Support System for Children and Child-Rearing began in April 2015, so as
while comparing Japan and Australia, a discussion was conducted to consider which
direction environmental education was headed in terms of early childhood educational
policy.
In this comparative study, the early childhood education environment in, Bangkok
was summarized, and then a comparison conducted with Japan regarding the education
environment of early childhood education, establishment standards for such educational
institutions, establishment standards for childcare providers and admission-eligible
children, educational content, education duration, and qualifications for childcare
providers. Furthermore, the quality of childcare and the construct of early childhood
education are discussed with an eye on environmental education in early childhood
education, and the issues to be addressed are summarized in terms of the educational
systems environmental which contemplated the even better growth and development of
each and every child.
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KO2016062
AN ANALYSIS OF BOOK‘ CHARACTERS IN THE CHILDREN‘S PICTURE BOOKS
YeLin CHOI
NamSeoul University
Korea
Abstract
This study examine the contents of book’ characters in the picture books. This
paper aimed to provide information for children and teachers at kindergartens and child
care center to make a reading habits. Books are of importance for children’ life and
picture books utilized as educational media in classroom. Also the author and illustrator
of picture books describe a ‘book’ as material for children’s reading attitudes. The author
and illustrator of picture books will tell a message to children through characters who are
reading a book.
The characters of picture books have shown that they like to read a ‘book’ by
variety of reasons with family, friends and even animals in the picture books. In brief, the
results of the analysis show that reading a book has a positive impact on children.
Therefore teachers can use a picture book for know book’s value to children. A content
analysis was performed on 50 books. A quantitative design and content analysis were
used to achieve aim of the study. The illustration and text of each picture book was
transcript on computer. The results of this study revealed that in the 50 picture books are
containing that characters reading a book, 58% included human, 20% included animals,
22% included human with animals and 4% were the rest. The ages what characters
depicted were 64% for children, 32% for adults, 6% for old man and 24% unawareness.
Only 28% were single reading a book compared to 50% three more, 22% of these picture
books contained two. According to results, reasons of reading a book were depicted in
the stories. The research finding are as follows: (1) The content analysis of picture books
show that the most important of reason is related to ‘interest’, ‘fun’, ‘love books’ (2)
extended children to relate the knowledge and their experiences. (3) encouraged
children to relate emotional support to their own lived.
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KO2016057
EXPERIENCE OF EARLY CHILDHOOD TEACHERS TEACHING
'CHOICE AND RESPONSIBILITY' VIRTUES
Seol-A SHIN
Kyung-Chul KIM
A-Rim JUNG
Korea National University of Education
Korea
Abstract
The study aims to understand educating virtues of ‘Choice and Responsibility’
through examining early childhood educational sites, responses of children and parents,
and experiences of early childhood teachers practicing ‘Choice and Responsibility’ virtue
education. In order to achieve this aim, two early childhood teachers educating virtues of
‘Choice and Responsibility’ for children between age 4 to 5 at a Kindergarten in I City, G
province were interviewed twice. With a goal of taking responsibilities in choices made
by self, ‘Choice and Responsibility’ Virtue Education is a five-weeks program taking a
process of STOP-THINK-CHOOSE, fulfilling positive self-esteem, knowing ways of making
the right choice and understanding the responsibilities within choices made by self. Early
childhood teachers present slide-materials when conducting classes. And there are
various unit activities like conversations, experiments, games, physical expressions,
discussions, art, presentation, storybooks and music, etc.
As a result, early childhood teachers teaching 'Choice and Responsibility' virtues
experienced difficulty in teaching 'Choice and Responsibility' virtues and instructing
'Choice and
Responsibility' virtues in daily lives, but also earned unexpected gifts. By providing
experiences of early childhood teachers practicing ‘Choice and Responsibility’ virtue
education in the field, this study has its significance in contributing deeper understanding
of ‘Choice and Responsibility’ virtue education. The virtue education for children should
be taught not only in the classrooms but also in daily lives. And teachers educating these
virtues should make full efforts to conduct proper educational activities based on
comprehensive understanding of these virtues.
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KO2016061
EXPERIENCE OF EARLY CHILDHOOD TEACHERS TEACHING 'CHOICE
AND RESPONSIBILITY' VIRTUES
Seol-A SHIN
Kyung-Chul KIM
Korea
Abstract
The study aims to understand educating virtues of ‘Choice and Responsibility’
through examining early childhood educational sites, responses of children and parents,
and experiences of early childhood teachers practicing ‘Choice and Responsibility’ virtue
education. In order to achieve this aim, two early childhood teachers educating virtues of
‘Choice and Responsibility’ for children between age 4 to 5 at a Kindergarten in I City, G
province were interviewed twice. With a goal of taking responsibilities in choices made
by self, ‘Choice and Responsibility’ Virtue Education is a five-weeks program taking a
process of STOP-THINK-CHOOSE, fulfilling positive self-esteem, knowing ways of making
the right choice and understanding the responsibilities within choices made by self. Early
childhood teachers present slide-materials when conducting classes. And there are
various unit activities like conversations, experiments, games, physical expressions,
discussions, art, presentation, storybooks and music, etc.
As a result, early childhood teachers teaching 'Choice and Responsibility' virtues
experienced difficulty in teaching 'Choice and Responsibility' virtues and instructing
'Choice and Responsibility' virtues in daily lives, but also earned unexpected gifts. By
providing experiences of early childhood teachers practicing ‘Choice and Responsibility’
virtue education in the field, this study has its significance in contributing deeper
understanding of ‘Choice and Responsibility’ virtue education. The virtue education for
children should be taught not only in the classrooms but also in daily lives. And teachers
educating these virtues should make full efforts to conduct proper educational activities
based on comprehensive understanding of these virtues.
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KO2016087
THE STUDY RECOGNIZE OF CHILDREN IN KOREAN FOLK STORYS
Hyekyong SHIN
Seoul Digital University
South Korea
Abstract
The purpose of this study was to investigate perception about children through adults'
attitude in Korean folk stories. The subjects of this research were 75 folk stories that easy
to analyze a concept of children. To accomplish this, survey study and content analysis
were done, adults' attitude about children, such as respects for rights, lives, social
positions and characters, teaching methods, sexual difference, value of labor,
expectation, maltreatment. Major findings were as follows: Adults' attitude for children
in Korean folk stories had significantly difference according to relationship between
children and adults, such as teaching methods, opportunity for education, responsibility
for bringing, participation for troubles, receptions of opinions, changes of attributes,
ascension of social positions, future guarantees and subs
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TW2016003
A SOCIO-CULTURAL AND POWER CONSCIOUSNESS FOCUS PERSPECTIVE ON
PARENT-TEACHER COLLABORATION BETWEEN PRESCHOOL TEACHERS AND
NEW IMMIGRANT PARENTS
Yang HUI-CHING
Taoyuan Innovation institute of Technology Taiwan
Taiwan
Abstract
To promote mutual understanding and equality status between parents and
teachers is an important principle for schools and families cooperation. The study aimed
to explore the issues of parent-teacher communication between preschool teachers and
new immigrant parents among kindergarten in Taiwan. In order to realize why there are
disparity and predicaments regarding parent-teacher interaction, the research focused
on the perspective of socio-cultural, gender, power and educational belief context, to
provide an answer to the following questions:
1. What are the experiences and perception transform in the interact process
between preschool teachers and parents with foreign background?
2.How are the viewpoints of sociocultural distance and power conscious influence
their interaction each other?
3. How are the educational values and acknowledge difference influence parentteacher communication process?
By using qualitative research method through semi-structured interviews
including individual and focus interview and supplementary documents to collect data for
analysis, ten preschool teachers and ten new immigrant females were recruited to learn
their interacting experiences. This research deepen awareness of the socio-cultural and
power potential impact to the understanding of parent-teacher communication; also
recommendations were provided in accordance with the results of the study as a
reference for preschool teachers, new immigrant parents, and future researchers.
Key word: socio-cultural context, pre-school Teachers, new immigrant parents, parentteacher communication
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TW2016005
A STUDY OF PARENT-CHILD LEISURE ACTIVITIES FOR PRESCHOOLER FAMILIES
IN KAOHSIUNG CITY
Yuen Ting LIM
Janice Chialing LIU
Shu-te University
Taiwan
Abstract
Kaohsiung City government has paid more attention on the quality of parenting.
In order to construct a parent-child friendly leisure environment, the Kaohsiung city has
built pubic childcare centers and childcare resource centers. A childcare resource center
is one of many parent-child leisure activities locations, which offering diversified services:
playing areas, consulting services, parent-child activities, and talent courses. The purpose
of this study was to investigate parent-child leisure activities for preschooler families’ in
Kaohsiung City. Data were collected in categories of leisure activities locations, types,
motivations, participating considerations, and participating frequency. Study subjects
were Zero to six year-old preschoolers selected from the Childcare Resource Center of
Kaohsiung city. In order to understand the leisure activities effects, purposive sampling
and descriptive analysis were adopted in this study. Analytical hierarchy process was
adopted in study for the relativity comparison of leisure activities locations and
motivations. The result of this study would provide relative information for childcare
resource centers and leisure activities organizations for future planning.
Key words: parent-child leisure activities, leisure activities types, leisure activities
motivations, preschooler parent
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TW2016015
THE EFFECTIVENESS OF PARENTING PROGRAM ON PRESCHOOLER‘S
SOCIAL COMPETENCE: A QUASI-EXPERIMENTAL DESIGN.
Hsiu-Shuo HU
Shu-Hua WU
Chun-Chiao CHIANG
Shu-Te University
Taiwan
Abstract
A school of research addressed the importance of social competence during the
childhood over decades. Social competence involved several abilities to interact with
peers and adults, such as eye contact, take turns, perspectives taking, “reading “other
people’s facial expression, saying something nice to a friend, etc. Researchers (Blandon et
al. 2010; Ladd, 2000; Parker & Asher, 1987) suggest that by the age of 6, children who do
not have adequate social competence may have trouble with relationships when they are
adults. However, social competence does not grow out of nowhere; given that family is
the first and major developmental setting for preschoolers, parents definitely play a
crucial role on their preschoolers’ social competence development.
The purpose of this study was to examine the effectiveness of group-based
parenting program on preschooler’s social competence. “Children see, Children do.”
Parents are the first teachers of their children for the developmental tasks. To be noted,
not every parent is well-prepared with effective parenting skills to educate his/her child.
Therefore, parenting program can be an important tool for communicating with parents
about their parenting skills and its influence on their preschoolers’ social competence.
The researcher develops and implements an eight-week (3/5-4/26, 2016)
program adapting the core ability of social competence from Gordon’s Effective
Parenting Training framework. The facilitator will enforce parenting skills and engage
group discussion regarding child’s social behaviors during each session. Parents also will
be asked to execute the assignment in daily family lives. Matched-groups procedure will
be conducted and all parents with preschoolers from two different kindergarten take
California Preschool Social Competency Scale Social Competence (Levine、Elzey
&Lewins,1969) at pre-test and post-test. The results will be attained and analyzed from
nonparametric statistics. Qualitative data from assignment will also be incorporated to
validate the effectiveness of parenting program on children’s social competence.
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JP2016030
WHAT KIND OF ANXIETY DO PARENTS HAVE DURING RAISING CHILDREN
Hideya MATSUKAWA
Tohoku University
Yoshiko ARAI
Osaka City University
Chiaki IWASAKI
Kansai University
Hiroshi HOTTA
Sonoda Women's University
Japan
Abstract
In this study, we attempted to make an automatic classification of the text
messages written by mothers who are raising children using the text mining technology
based on the topic model. Five BBSs for certain age groups were analyzed: zero to sixmonths-old, seven months to one-year-old, and one for each of the one to three-year
age group. These BBSs were operated by a Japanese educational company and only the
female parent could register and write their opinions on the BBSs. The company shared
with us the messages written on BBSs from April 2011 to March 2012. Each BBS
contained about 60,000 to 200,000 messages. All messages were broken down into
words using morphological analysis and transacted through the LDA model from the
topic model package in R. Through an analysis, a hundred topics were extracted from
each BBS. Each topic chosen contained mutually related words specific to that topic, such
as rolling over, yet, can, recently, early, development, eye, crawl, move, and prone, which
probably represented the concern of mothers about the physical development of their
zero- to six-month-old children.
The results showed as follows:
1. Topics mothers cared about when raising children of specific ages.
2. The level of concern about each topic that they posted during a specific
age of their children.
3. How the concern of the mothers changed as children became older. For
example, we observed that mothers of zero to six month-old children
frequently wrote about the topic of breast-feeding, but this gradually
changed as the children grew older and subsequently the number of
topics concerning kindergarten increased.
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KO2016082
A STUDY ON RECOGNITION OF CONNECTED EDUCATION FOR PARENTS
WITH PRE-SERVICE ELEMENTARY SCHOOL CHILDREN
Kim KYUNG-CHUL
Kim EUN OK
graduate school of Korea National University of Education
Korea
Abstract
This study was to investigate the recognition of opinion about the connected
education for the elementary school executed in the kindergarten and contents of
connected education for the elementary school. The research object in this study is 40
parents with the children aged over five in full at ‘A’ kindergarten located in ‘K’ city. As to
this questionnaire, this study was to collect and arrange the opinions in connection with
the elementary school in the individual interview with the parents with the children aged
over five in full, and to compose the questionnaire by the preliminary research through
the individual interview. The individual interview was executed in order to compose the
items of questionnaires and the category of items in this study. The object of individual
interview was the parents with the children aged over five in full for the elementary
school transition.
From the research result, most parents responded to the questions that the
connected education for the elementary school was necessary. And their biggest worries
that the children participated in the elementary school and their children’s basic life
habits in the elementary school. The parents responded their biggest worries that the
children participated in the elementary school and their children’s basic life habits in the
elementary school.
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KO2016088
A STUDY OF PARENT-CHILD LEISURE ACTIVITIES FOR PRESCHOOLER FAMILIES
IN KAOHSIUNG CITY
Jungjoo KIM
Yeoju Institute of technology
Junga LEE
Kookje University
Korea
Abstract
The purpose of this study was to verify the young children's language ability and
mathematics ability in the impact of mother's Perception of Language and Mathematics
Learning. The research questions for this were as follows:
1. What is the mother's awareness of language learning and mathematics
learning?
2. What is the young children's language ability and mathematics ability?
3. Are there differences in the young children's language ability and mathematics
ability according to mother's awareness of language learning and mathematics learning?
The subjects of this study were 113 five year-old children who were attending
kindergartens child care centers in Gyeonggi-do and their mother. Cannon and Ginsburg
(2008)'s checklist was used to measure mother's awareness of mathematics and
language learning. The test of young children's language ability was calculated by
language comprehension and language production and the test of young children's
mathematics ability was calculated by number & operations, geometry, measurement,
and algebra. To measure the language comprehension of young children, a structure and
inferential comprehension test designed by Rand (1991) was administered. To measure
the language production, the scheme of Lee and Lee (2005) was used. Hwang and Choi
(2007)'s tool was used to measure the mathematics ability.
Differences between high-ranked group and low-ranked group were analyzed by
t-test. Results showed that children whose mothers displayed high levels of awareness of
language and mathematics learning showed better young children's language ability and
mathematics ability than young children whose mothers did not display such high levels.
By confirming the significant role of mothers in their young children's language and
mathematics learning these results can be an aid to parent learning.
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JP2016105
BUILDING PARTNERSHIP WITH FAMILIES:
USING DOCUMENTATION AS THE INTERACTION TOOL
Hiroaki TANAKA
Rie YANO
Hisashi NAGATA
Kazunori ONIZUKA
Sanae KABASAWA
Takahiro SAKAZAKI
Seiji TOGASAKI
Sayaka KABASAWA
Japan Association of Scientific Research for Early Childhood Care and Education
Sachiko KITANO
Kobe University
Seijiro YATO
Okazaki Women's University
Abstract
"Documentation" has been huge focus as the tool to make good relationship
between family and Early Childhood Care and Education（ECCE） professionals. Through
Documentation, parents know a lot about what their children are doing and learning
during their life in early childhood care and education settings. Documentation also can
be used to support parents to know the aspects of child development and
developmentally appropriate practice. 3,669 parents of 54 ECCE settings were asked to
answer a questionnaire on what information they want to know to support their
parenting and what anxiety on child rearing they have. From the data, 12 ECE settings
tried to involve the information that support parents and reduce the anxiety in their
Documentation of their practice, showing the reality of children’s in ECCE settings. The
documentations were posted on the board at 12 ECCE settings. We made seals to show
that they think it good and useful and asked 1,991 parents to put the seals next to the
documentations that they think it were good. Parents were asked to leave some
comments on the documentations, too. Teachers collected data and reflected the
comments of parents and used the data for lesson studies and in-service training.
Questionnaire to ECEC teachers were also made. Changes in the skill to make
documentation, changes of parents, changes of teachers, and changes of parents-teacher
relationship were made clear through examining the questionnaire.
The research tried to improve not only the parents’ knowledge and skills on child
rearing using documentation but also tried to make interaction to improve ECCE
teachers’ to understand parents’ reality, attitude to build bridge with parents, and skills
to make good relationship with parent.
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THEME 7: TRENDS AND ISSUES IN INCLUSIVE EDUCATION
KO2016048
A STUDY ON EXPLORING THE IDENTITY AND PRACTICE OF TEACHER'S ROLE
OF SUNSHINE NURSERY TEACHERS
Mi-Kyung LEE
Sungshin Women's University
South Korea
Abstract
The purpose of this study was to provide fundamental research of the
understanding teacher identity of nursery teachers. We explored the identities of 7
teachers and the way they reflect on the teacher's identity and role through a series of
methods including Pinar's autobiography method, in-depth interview, participant
observation, journal writing. It conducted between 25 September 2015 and 31 December
2015. The findings of the study were as follows: First, we classified the self-identity that
the teachers of Sunshine Nursery recognize into four categories; i. e. Know Yourself’committing to myself, Occurrence of Existence - myself that I have known and I have not,
Echoes of Inner Self - voice of self-reflection, Übermensch’s Journey - becoming true
teacher. We classified social identity into 3 categories; i.e. Maze of Shame and Chaos,
Finding Myself within Relationship, Moving Alive with Open Possibility. We classified
teacher identity and the teacher's role into three categories; i.e. Follow Me vs Let's Do It
Together, Class of ‘Eternal Recurrence’ - class repeating play, Creating Difference and
Repetition - ain't it pleasant to learn and practice. By recognizing their identity, teachers
could develop their professionalism and teaching practice.
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TW2016060
A STUDY ON PRESCHOOL‘S TEACHERS‘ RECOMMENDATIONS
TO INCLUSIVE EDUCATION POLICY
YU-Ching CHENG
Taiwan
Abstract
Taiwan has been implementing inclusive education policy for over twenty years.
Employing questionnaire survey method, this study aims to understand if the policy of
inclusive education needs adjustment from preschool teachers’ perspectives. The results
of this study will be provided to Ministry of Education, local governments and scholars in
the related areas at universities as their references for modifying the inclusive education
policy. Major findings are as follows:
1. Recommendations for Ministry of Education: 1) It should be mandatory
that parents have to arrange early intervention for their children who have been
identified with special needs. Penalty should be given to those who fail to do so;
2) Ministry of Education should provide early childhood practitioners with in-service
special education program and encourage them to pursue special education teacher
certificate; 3) Ministry of Education should plan inclusive education guidance program
and invite special education specialists to provide on-site counseling.
2. Recommendations for Local Government: 1) Local governments should
provide children below three years old with health check in order to identify their special
needs as soon as possible; 2) Local governments should plan systematic and wellsequenced early childhood special education in-service programs in order to enhance
early childhood teachers’ competency in special education; 3) Local governments should
implement a strict special education itinerant teachers selection system in order to
promote their professional ability; 4) Local governments should require an abundant
period of observation period in order to make sure the placement for children with
special needs is appropriate.
3. Recommendations for scholars in related areas at universities:
1) Scholars can provide counseling about classroom management for inclusive education
class; 2) Scholars can disseminate special education professional knowledge; 3) Scholars
can provide special education professional counseling.
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CH2016121
INTERNATIONAL KINDERGARTEN MAKES CHILDREN HAPPIER
Hao LIU
China
Abstract
Why our Leaders, Experts intend to go abroad to investigate schools abroad? In
Shanghai, from the city center to the suburbs, international schools, international classes
are surrounded. Why nowadays there are so many international schools and classes?
What’s the difference between international class and international school? How to run a
real international kindergarten well?
According the observing several public kindergartens, the way of teaching, the
way of management and school concept were difference. What did children from
international class learn? Not only language. They learned the way of learning, the way of
living, the way of communication. Children can be “wild” outside to observe ants and
insects on the grass, the flower and grass, experience different temperatures, which we
name it as “Play from learning”, let children learn to discover and interested to know
about the world. The teachers from international schools taught children to experience
the life and love it. They taught confidence. Parent’s perception also influenced our
education. In China, it was also very important to teach parent, not only the child. The
teacher not only teaches knowledge, it was more important for them to guide the
character. As the management team in the kindergarten, adhere to the scientific,
advanced teaching methods, firm their theories, the internationalization of the
kindergarten can go better. We believe that the graduated child can be happier, like
himself/herself, love life and the world.
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TW2016040
DO THEY SATISFY WITH THE INTEGRATED SYSTEM OF KINDERGARTEN AND
NURSERY SCHOOL? FOUR PUBLIC PRESCHOOL TEACHERS‘ PERCEPTIONS
Ti-Ling LI
Tung-Hsing HSIUNG
National Taitung University
Taiwan
Abstract
Based on the Early Childhood and Care Act, Taiwan has implemented the policy of
integrated kindergarten and nursery school to preschool since 2011. The policy regulates
preschools, in general, can enroll kids from age two to six and need to recruit at least one
daycare staff for caring the whole school kids. The study investigated perceptions of four
public preschool teachers on the policy. Structured interview was used to collect data
and focused on the impact on administration works and teaching modules. Results
showed that the preschool teachers satisfied with adding a daycare staff into school
because can share the administration work loadings. The range of children’s age,
however, was an issue for teacher satisfied or not to the integrated system. Moreover,
one teacher indicted that it is harder to design a module for a class which has agedifference kids from age two to six. Although public preschools do enhance the quality of
caring, learning, and teaching environment after integrated kindergarten and nursery
school system, teacher was not confidence in manage a diverse-age class. It was
suggested to keep the range of kid’s age-difference within two or less and to assign a
daycare staff into the class when has kids age less than four.
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THEME 11: TEACHER EDUCATION
TW2016020
THE STUDY ABOUT UNDERSTANDING AND PRACTICE OF PRESCHOOL TEACHERS‘
TEACHING KNOWLEDGE IN EASTERN AND SOUTHERN TAIWAN
Chun-sheng CHANG
Ching-yun CHANG
Teacher Education Center
Taiwan
Abstract
It is an obvious difficult problem to ask preschool teachers to detailed explain the
range, emphasis and expressive methods of subjects which they are teaching. Thus, it will
be limited the growing up about teaching training, introspection, relearning or
professional growth. This research tried to explore the teaching knowing-doing gap
between teaching knowledge and teaching behaviors of preschool teachers in Eastern
and Southern Taiwan.
The preschool teachers in Eastern and Southern Taiwan were the population in
this research and the cluster random sampling method was used by degree of
urbanization, school size and teacher ratio in different grades. There were 1,255 teachers
filled in the Questionnaire of Teaching Knowing-doing Gap of Preschool Teacher. The
research findings were as follows.
1. The preschool teachers generally had difficulty in the practice of teaching
knowledge.
2. The smaller school size, the more remote areas and the less teaching
experiences would be caused by the larger the teaching knowing-doing gap.
3. The less the others satisfaction, environmental support and self-affirmation,
the lower the teaching knowledge practice degree.
4. The teaching knowing-doing gap of different gender teachers would be affected
by school size and teaching experience.
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HK2016023
Leading into Reading: Student Teachers as Book Advocates
Mary Ann HOOD
Yew Chung Community College
Hong Kong
Melanie WAGENAAR
Stirling Primary School
South Africa
Abstract
Despite widespread recognition of the importance of reading, evidence shows
that ECE student teachers have minimal knowledge of children's literature. Children
require teachers who are book advocates. Exposing student teachers to the world of
books and stories that they will be able to share with their class may be life changing both for those future teachers as well as their future students. Well-chosen quality
children's books can enrich the soul of every learner, and may well be setting them on a
trajectory to becoming lifelong learners with a literary leaning and yearning.
Drawing on the researchers' experiences of lecturing undergraduate education
students, in South Africa and Hong Kong, a range of quality, multicultural children's
literature was introduced to student teachers. In so doing, the hope was that it would aid
them to understand the benefits of quality children's literature. This was not merely for
purposes of implementing an anti-bias curriculum (the stated aim of the particular
module), but also to ignite their passion for reading and sharing literature with their
future learners.
A pilot study was carried out at an International College of Education with 105
students currently studying towards a Higher Diploma in Early Childhood Education, most
of who are Second Language English learners. A workshop approach was adopted as a
means of engaging the students with particular works of selected fiction and involved
dynamically assessing the students’ responses. The sources of data included observation,
reflective writing and digital photographs.
Initial findings indicate that the use of children's literature provides a way for ECE
student teachers to bridge the gap of missed opportunities in terms of exposure to
literature in their early lives. It was also found that the exercise had built their confidence
in selecting and using quality books, and engendered enjoyment and interest in children's
literature.
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US2016044
PASSION AND TEACHING BELIEFS ON EARLY CHILDHOOD
PRESEVICE TEACHERS‘ SENSE OF EFFICACY
Hyunjin KIM*
University of Rhode Island
USA
Abstract
Objectives
Preservice teachers’ sense of teaching efficacy is a critical indicator of their passion for
teaching; it represents their dedication to the coursework and disciplinary activities of teacher
education. Grounded in the self-determination theory, this study examined (1) the correlates
between
early childhood preservice teachers’ sense of efficacy, their passion for teaching, and teaching
beliefs; and (2) whether passion for teaching (harmonious vs. obsessive) and teaching beliefs
(constructivist’s vs. traditional) predicts preservice teachers’ sense of teacher efficacy.
Method
A total of 212 preservice teachers enrolled in early childhood program in 4-year colleges
in Korea participated in this study. In order to examine the study objectives, this study used
Tschannen-Moran and Woolfolk Hoy (2001)’ sense of teacher-efficacy, the Passion Scale
(Vallerand et al., 2003), the Teacher Beliefs Survey developed by Woolley, Benjamin, and Woolley
(2004). Pearson’s correlation analysis and multiple hierarchical linear regression analyses were
employed for the study.
Results
The results of Pearson’s correlation analysis showed the harmonious passion was
positively related with constructivist belief, and sense of teacher efficacy including all three
subscales in student engagement, instructional strategies, and classroom management.
Obsessive passion was also positively related with constructivist belief and traditional beliefs
while showing a better relation with traditional beliefs the constructivist beliefs.
The results of multiple hierarchical regression analyses revealed that constructivist beliefs
(t= 4.859, p< .001) was the most significant factor to predict the early childhood preservice
teachers’ sense of efficacy, followed by harmonious passion (t= 3.701, p< .001) and obsessive
passion (t= 2.988, p< .01) while traditional teaching beliefs was not a significant predictor for the
early childhood preservice teachers sense of efficacy.
The author will discuss educational implications for cultivating preservice teachers’
harmonious passion for teaching preparation and their future teaching profession in connection
with constructivist teaching beliefs.
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KO2016055
A STUDY OF THE RELATIONSHIPS BETWEEN THE STRUCTURE
OF THE UNDERSTANDING OF PRESCHOOL TEACHERS FOR CHILDREN
AND THE LENGTH OF THEIR PRACTICAL EXPERIENCE IN JAPAN
Lee HYORIM
Taegu Science University
Korea
Abstract
The purpose of this study is to analyze textbooks for pre-service early childhood
teachers to explore the subject and to provide a base for establishing the identity and
derection of 'Social Studies for Young Children’. For this study, 11 textbooks published
between 2010 and 2015 in Korea were collected and analyzed by the concept of
Pedagogical Content Knowledge(PCK) of Social Studies, including content knowledge,
pedagogical knowledge, knowledge of Learners and, social and cultural knowledge. The
results of this study reveal that the contents and structures of the textbooks varied
widely, particularly in content knowledge(CK). The findings suggest that teacher
educators should incorporate standard for the ‘social studies for young children’ course,
by answering questions such as what kind of knowledge is necessary to early childhood
teachers and what we teach in the course.
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JP2016066
ENCOURAGING MUSICAL IMPROVISATION IN EARLY CHILDHOOD
DEVELOPING A MUSICAL REPERTOIRE
Hiromi TAKASU
Nagoya College
Japan
Abstract
Every Japanese daycare plans its own musical activities. In this paper, I explore
the topic of cooperative learning among children by analyzing interviews with daycare
teachers and video recording of two daycare classrooms musical interest of children call
and response music activities. I also investigate participatory musical activities that
encourage both cooperative and imaginative forms of self-expression through problem
solving and communication between children.
My goal in this paper is to determine what questions we must consider in order to:
1. Develop musical activities that get children excited about music and are linked
to non-musical play
2. Create more collaborative musical activities that allow children to relate to
each other
I found that introducing call-and-response patterns to a class's everyday musical
activities for a few months caused the children in that class to talk about new musical
activities more often than children in classes that were not exposed to more call-andresponse activities. Similarly, children who had more experience with solo musical
performances and call-andresponse musical activities were more expressive and
talkative.
I also found that children were more likely to incorporate musical play into
everyday life if they had ready access to large open spaces with musical instruments,
especially if daycare teachers encouraged simultaneous sharing by (for example) leaving
extra pairs of mallets by percussion instrument.
This paper's results suggest that in order to cultivate a deeper appreciation for
and interest in music, instructors should use non-verbal communication and actively
engage in call-and-response
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JP2016070
THE PROCESS OF BECOMING AN EXPERT CHILDCARE WORKER OF MASTERING
THE PERCEPTION-INFORMATION PROCESSING SYSTEM IN CHILDCARE SITUATIONS
Hiroshi MIZUOCHI
Tokai gakuen university
Japan
Abstract
The aim of this study is to clarify caregivers’ childcare workers’ process of
becoming experts with the skill of the perception-information processing system in a
childcare situations. To accomplish this objective, we measured the eye movements of
childcare workers who watch a number of videos of childcare situations and conducted
an interview research with them survey regarding the eye movements of people
watching a number of videos of childcare situations and/or information gathered from
these videos.
As a result, it became clear that differences in years of in childcare experience
affect the velocity of eye movements, number of fixations, fixation time, and eye
movements . Furthermore, the interview research survey results showed differences in
the amount of knowledge and way of reading the context. These results suggest that
gaining experience in childcare has an impact on the orientation of attention and
knowledge structure in childcare situations.
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JP2016097
OPENING CLASSES TO OBSERVE AND REFLECT THE PRACTICES TOGETHER:
DEVELOPING CITY-WIDE IN-SERVICE TRAINING PROGRAM
IN EARLY CHILDHOOD EDUCATION
Sachiko KITANO
Kobe University
Japan
Abstract
There is widely spread recognition that in-service training plays very important
roles to improve teachers’ capacities.
However, there are huge gaps between regulations in general, and also practices
of in-service training beyond each institution.
Some ECE staffs have only a few chances just to listen to the lecture of ECE
researcher. Others, especially working for public institutions have more chances to have
lesson studies, like once a week, in and out of their institutions with workshops and other
activities, and often open their classes to improve their practice.
This is the case study on our project developing city-wide in-service training
programs in ECE. We tried to involve, all sectors both in private and public. We tried to
build the communities of learners in the city, through providing the in-service programs
to observe and reflect classroom practice together with ECE teachers beyond institutions.
With the collaboration of city officers and the university researchers, meetings before the
opening class day were taken place to discuss on daily plan to be provided on the days
and environments were checked. After the opening classes, discussions with teachers
who practiced and observed were taken place to reflect the practice together.
During 3 years from 2013-5, 14 ECE settings opened their classes. After opening
classes meeting for reflection were recorded. Questionnaires were made for those
opened their classes and observed.
The results show that though teachers were hesitated to open their classes at the
beginning, most teachers thought that they want to open the classes again. A lot of
teachers said that reflecting own practices with many teachers helped them to get
alternative ways in practice. Making plan and arguing on it together with others were
also widened their practical knowledge and skills.
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JP2016102
A STUDY ON THE FUNCTION OF ‗MA‘ IN READING PICTURE BOOKS
Erina HAGIMOTO
Japan
Abstract
There are studies on reading picture books to children by daycare teachers. But
there is no study on ‘Ma’. ‘Ma’ is put frequent pause when daycare teachers read picture
books. The purpose of this study is to examine how daycare teachers put it in reading
picture books.
I recorded the scene of reading picture books by 3 daycare teachers on a tape and
abstracted ‘Ma’ from the 16 scenes. And then I categorized the 247 ‘Ma’ into the
function of ‘Ma’.
The results were as follows: (1) Daycare teachers read picture books mainly with 3
kinds of ‘Ma’, purposive ’Ma’, accidental ‘Ma’, and inevitable ‘Ma’. (2) 5 functions of
purposive ‘Ma’ were found. They worked to tell the story, to clue children in thinking,
discovering, expecting, and feeling lingering imagery, to adapt the pace of reading for
children, to get children to concentrate, and to turn over the pages. (3) There were 2
types of ‘Ma’ of telling the story, the original ‘Ma’ showed in picture books, and teacher’s
original ‘Ma’.
This study contributed to the understanding of some function of ‘Ma’. And these
results indicated that daycare teachers attempt to deepen experience of picture books
with purposive ‘Ma’. I suggest that daycare teachers should understand the function of
‘Ma’, because it is assumed that reading picture books with ‘Ma’ is effective for full
experience of picture books. In the future research, it should be examined the relation
between ‘Ma’ and teacher’s professionalism. It is possible that it changes how to put
‘Ma’ in experience because the way of reading picture books changes in experience.
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JP2016112
THE EFFECT OF INTERPERSONAL RELATIONSHIPS ON THE RATE
OF STUFF TURNOVER IN KINDERGARTEN
Mayumi YAMAWAKI
Yasuto MURATA
St.Mary's College
Hiroshi MIZUOCHI
Tokai gakuen university
Japan
Abstract
The turnover rate of childcare workers in Japan is high, and interpersonal
relationships are often said to be particular factor in this outcome. In preceding
researches that have focused on the interpersonal relationships within such
organizations as schools, enterprises and agencies, it is clear that psychological factors
such as having a sense of belonging, enthusiasm for work, a sense of acknowledgement,
and a feeling of impingement affects both the group and the individual. However,
there have been very few researches on psychological factors of childcare workers
leaving their jobs in kindergartens, especially in small-scale ones.
Here, with this research we focused our attention on a small kindergarten, with
its high rate of stuff turnover, and conducted a pilot study to verify the actual situation of
the group and the sense of belonging of the individual (n = 15). We created a
questionnaire utility for adults based on actual examples used in previous research to
achieve this end, and surveyed the childcare workers.
The results indicated similar trends to previous research, which suggests that the
cause of the high rate of stuff turnover may be influenced by the group’s and the
individual’s enthusiasm for work and sense of belonging.
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JP2016120
A STUDY OF LEADERSHIP CONCEPT OF PRIVATE KINDERGARTEN
DIRECTORS IN JAPAN
— FOCUS ON BUSINESS SUCCESSION OF KINDERGARTEN MANAGEMENT
Hartuomo UEDA
Japan
Abstract
In ECEC ( Early childhood education and Care ) situation, recently directors
leadership are paid the attention. Previous studies of directors’ leadership in early
childhood have been produced the concept model and structure results. Siraj-Blachford
and Mann (2007) classifies 10 factor, Hayakawa (2009) classifies 7 factors about directors
leadership. But the most popular explanation in previous studies was ECEC experienced
teachers model.
But, in Japan, many kindergartens are private management, and managers and
directors are family-run. The private kindergartens’ directors think that it is important
business succession. Novice ( or young ) directors require the exercise of leadership in
kindergartens’ staff and member.
This purpose of this study is clear to process of young directors’ exercise of
leadership and to clear problem in the business succession of private kindergarten.
The researcher carried out focus group interview. The interviewee were 21
private kindergarten directors and head teacher. Their narrative data was collected 3
hours, and analyzed through qualitative method.
This study found 3 point below. 1) The private kindergarten directors are not
model of experienced teacher. They don’t have teachers experience, the member of
kindergarten recognizes them as next generation manager. 2) Because many directors
had experience of another business ( a bank manager, a public servant, an officer and so
on ), they have to participate work of kindergarten as legitimate peripheral participation
( Lave, 1991). 3) The private kindergarten member are important directors’ humanity (
for example, atmosphere, kindness, partnership etc), because directors succeed
kindergarten in blood relationship. This study suggested kindergarten directors’
leadership in the future.
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JP2016132
A STUDY OF THE RELATIONSHIPS BETWEEN THE STRUCTURE
OF THE UNDERSTANDING OF PRESCHOOL TEACHERS FOR CHILDREN
AND THE LENGTH OF THEIR PRACTICAL EXPERIENCE IN JAPAN
Aki UEMURA
Ohkagakuen University/Nagoya city University
Japan
Abstract
To have the ability of understanding young children deep insight has been
considered to be very important for preschool teachers in Japan. In previous studies, it
has been pointed out that preschool teachers will acquire multiple perspectives for
understanding children with their career development (Takahama, 2001). It was also
suggested that preschool teachers will acquire 2 kinds of sensitivity (Dyad-related
sensitivity and Group-related sensitivity) in the context of collective early childcare
systems (Ahnert, 2006). It is very important to clarify the relationships between the
structures of understanding young children, and to consider the preschool teachers’
career developments in Japan.
The purpose of this study is to clarify the structure of the understanding of young
children in preschool teachers in Japan, and to find out if there are relationships between
it and the length of their practical experience.
Preschool teachers (N=224) were asked to complete questionnaires. Factor
analysis of the questionnaires identified 3 aspects of the understanding of children: ①
difficulty of understanding ②comprehensive mutual understanding and ③ sensitivity
for children. The reliability of these 3 aspects was confirmed. In addition, the results of a
variance analysis showed there is a significant difference in the length of their practical
experience. The details are as follows: the difficulty of understanding decreases after 6
years, and comprehensive mutual understanding and sensitivity increase after 11 years
of teaching experience.
The results of all analyses suggested that preschool teachers’ understanding of
young children developed with career development, and especially increased after 6
years of teaching experience. In the future, it will be necessary to consider what
environmental factors affect preschool teachers in their development of understanding
of children.
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KO2016135
A STUDY ON DEVELOPMENT OF SIMULATED INSTRUCTION MODEL
FOR PRE-SERVICE EARLY CHILDHOOD TEACHERS‘ CULTIVATION
OF TEACHING COMPETENCY
Kim KYUNG-CHUL
Korea
Abstract
The purpose of this study is to investigate the procedure and content of
systematic simulated instruction and research its process in order to improve the preservice early childhood teachers’ teaching competency. In this way, this study can search
for the meaning of applicability in the systematic simulated instruction model. Based on
the study, this study can grope for the direction of training education in order to help
improve the pre-service early childhood teachers’ teaching competency. The object in
this study is 67 junior students who major the education for young children in ‘H’
university. This study has been executed in progress of proceeding the class ‘logic and
essay of curriculum’ from March through June 2016. The draft of simulated instruction
was constructed by reviewing previous researches and analysis of students' reflective
journals, and finalized through discussion with experts. Simulation classes consisted of
composing a small groups for learning, creating lesson plans, demonstration of simulated
instruction by small group, simulated instruction, evaluation and analysis, modification
and re-teaching, and creating portfolio. There were discussion and feedback among the
supervisor and colleagues, at each step.
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TW2016025
A CASE STUDY ON A COLLEGE STUDENT'S BULLIED EXPERIENCES IN CHILDHOOD
THROUGH DEVELOPING AN ANTI-BULLY PICTURE BOOK
Chin-Sheng CHEN
Southern Taiwan University of Science & Technology
Taiwan
Abstract
Bullying is a serious problem among students in Taiwan’s schools and needs to be
solved. Hence, the research mainly focuses on how a college student who had bullied
experiences in childhood transferred the experiences into an anti-bully picture book. The
research questions were: 1. What was the bullied experience of the participant? 2. How
did the participant overcome the bullied bad experience? 3. Can the participant transfer
the bullied experiences into an anti-bully picture book?
The research processes were as follows: 1) Have a group of three college students
share their own horror experiences, 2) Choose the bullied experiences in childhood as
the theme and discuss how the bullied college student overcame the bad experience, 3)
Assist the college student to develop an anti-bully story, 4) Create a picture book based
on the story, 5) Attend a picture book competition in Taiwan. 6. Check and discuss the
results.
The research results showed: 1.The college student was bullied because of
overweight in childhood. 2. In this case, teasing and rejecting were two common bullying
behaviors. 3. The college student ever rejected to go to school because of bullied
experiences. 4. The college student overcame the bullied experiences through family
members’ and teachers’ encouraging words. 3. The student finished anti-bully picture
book successfully under the assistance of college friends and the researcher. 4. The
students started to deeply consider the relationship between the bullied experiences and
her personalities and her future life. Therefore, the research suggests creating a picture
book may be one of good methods to assist bullied children to overcome the bullied
experiences.
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TW2016041
AN ACTION RESEARCH ON CURRICULUM REFORM IN A PRIVATE KINDERGARTEN
IN TAIWAN
Yinghui HSIEH
Taiwan
Abstract
Preschools and kindergartens in Taiwan used to be supervised by different
government departments. In order to unify the regulation and administration of various
early childhood settings, the Ministry of Education incorporated preschools and
kindergartens and issued a National Early Childhood Curriculum Guideline (NECCG)
(Ministry of Education, 2012) which provides teachers with a framework for developing
and implementing curriculum in a competency-based approach.
Within this educational context, this study is an on-going action research
conducted by a private kindergarten in central Taiwan. The goal of this research is to
reform this kindergarten’s curriculum according to NECCG. A seasoned administrator
took the role of curriculum leader to supervise the development and implementation of
the curriculum. A university professor served as the curriculum consultant to reflect on
and adjust the teaching practice with the kindergarten teachers monthly.
NECCG lists the knowledge and skills children of different ages are expected to
demonstrate in all developmental areas. This kindergarten adopted a thematic
curriculum which integrated community resources and was complimented by learning
centers. During the course of this study, the teachers found that NCG is helpful in
examining their curriculum map and assessing children’s development and learning.
However, the quality of teaching varies considerably across classrooms. Several teachers
who are used to the traditional curriculum guidelines have difficulty planning activities
aligned with the competency listed in NECCG. They have not developed a repertoire of
learning activities in different curriculum domains. In particular, for most teachers who
are accustomed to direct teaching method, guiding children to acquire the ability of
gathering and analyzing information appears to be a tremendous challenge. Future
efforts will be put into enhancing the teachers’ ability to give children more autonomy in
their own learning.
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KO2016043
THE STUDY ON THE RECOGNITION AND PRACTICES OF CHILDREN'S
POETRY INSTRUCTION OF TEACHERS WITH 3 YEARS-OLD CLASS
Mineun KIM
Juhee KIM
konkuk graduate school
Korea
Abstract
Children's artistic experiences through literature appear in various forms in the
scene of early childhood education but poetry instruction is not good enough to arouse
literary inspiration of preschoolers as an artistic experience and appreciation because its
activities are limited to reciting children's poems indoors. Therefore, the purpose of this
study is to seek effective ways of children's poetry instruction based on analysis on the
recognition of teachers with three years-old class on children's poetry and practices of
children's poetry instruction. In order to do this, preliminary, group and individual
interviews with seven teachers in charge of three years-old class were conducted from
October to December in 2015. Each participant was interviewed two to three times and
each interview lasted about 60 to 90 minutes. The background of each participant was
asked during the preliminary interviews and the semi-structured interviews were
conducted further to find out the recognition and practices of children's poetry
instruction. Some additional information was gathered from unofficial interviews via
phone calls and emails. 18 recording transcripts of the responses and field notes on what
values the participants have on children's poetry and its instruction, what materials they
refer to select a suitable poem and how a general poetry instruction is like were
categorized, compared, analyzed and interpreted.
The result showed that the participants find the children's poetry useful as it was
easy to recite with short texts and think it stimulates affective emotions and provides
opportunities to express thoughts and feelings. Moreover, they also mentioned its
possibilities to experience linguistic aesthetic and educate language development,
creativity, and imagination, eventually leading to integrated education. Also it showed
that the participants refer to the Nuri curriculum handbook for ideas and materials for
children's poetry lessons and the activity lesson plans of the monthly magazines are wellused as well. It also showed that the children's poetry lessons of the participants were
patterned. Through all the findings, this study grasped the reality of the general
children's poetry curriculum operations of the teachers with three years-old class and
discussed various implications for suitable approaches on children's poetry activities for
preschoolers and improvements on teachers' recognition and pedagogies.
209
CONCURRENT
POSTERPPAPER
RESENTATION
CONCURRENT
PRESENTATION
KO2016100
A STUDY ON THE IMPACTS OF THE ARTISTIC EXPERIENCE OF LISTENING TO
CHILDREN‘S SONGS IN A DAILY ROUTINE ON LANGUAGE, SOCIAL AND
EMOTIONAL DEVELOPMENT OF ONE YEAR-OLD CHILDREN
Mi Sook YOON
Je Ok RYU
Soo-Hee JIN
kun-kuk graduate school
South Korea
Abstract
The study aimed to understand how an artistic experience, which is listening to
children’s songs in a daily routine, influences two-year old children’s language, social and
emotional development. The study had been conducted on a group of 10 two year-old
kids who go to a workplace nursery D, located in G city, Gyeonggi-do Province during the
period of April to September, 2016. Children have been heard children’s songs for six
months during transitional activities (after coming to nursery, before lunch, after nap and
before going home) and their reactions have been studied based on records, documents
and interviews with teachers. Four different types of children’s songs were selected and
they included traditional children’s songs, creative children’s songs, English children’s
songs and the songs that were taught rules for life. The songs had easy lyrics and
melodies along with frequently-used imitative and mimetic words and were highly
related with the themes of Korea’s standard curriculum. Children preferred creative
songs the most, and then songs about rules for life, traditional songs and English songs in
the said order. And children had had an improved vocabulary while repeatedly hearing
and singing imitative ad mimetic words from creative songs. They also understood the
contents of the songs such as safety rules through songs about rules for life. They showed
an interest in family relations depicted in traditional songs and, in case of English songs,
also learned to match numbers and figures shown in the video and therefore came to
know how to count numbers attached on a teacher’s shirt in English. As they danced
together to the songs, they laughed more and looked happier. As a result, it was
concluded that listening to children’s songs in daily routines have a positive impact on
children’s verbal, social and emotional development as they could increase their
vocabulary and have more vibrant positive interactions with pleasant and joyous
sentiments.
210
CONCURRENT
POSTERPPAPER
RESENTATION
CONCURRENT
PRESENTATION
CH2016128
RESEARCH ON UTILIZATION OF NATIVE CULTURE IN THE KINDERGARTEN
ACTIVITIES OF CHILDREN AGED 4 TO 6 YEARS IN SHANGHAI, CHINA
Ruifen ZHANG
China Welfare Institute Nursery
China
Abstract
In recent years, with the rapid development of economy, the inheritance and
development of native culture has big challenges. It is benefit for the children to
understand their native culture. It had 120 participants who aged four to six year-old in
the study. We investigated the current situation of the children’s understanding on the
native culture of Shanghai. It showed only 30% of the kids can speak local dialog and
understand native culture custom. In order to improve the understanding of native
culture, this qualitative study explored the utilization of native culture of Shanghai in
kindergarten activities. With two years of action, this study explored the choosing of
cultural elements which were appropriate. It included native culture custom contents,
such as traditional Hand crafts art, Shanghai architectural, traditional culture games,
traditional puppy's show, China shadow art, folk-sounds, Chinese poetry and rhymes and
so on. We also planned outdoor activities which made the activities more diverse. In
conclusion, we summarized that the strategies in the planning of the activities in which
utilize native culture. First, creating an environment was filled with culture elements.
Second, it was focusing on the combine kindergarten-based curriculum with culture
activities. Third, it was taking full advantage of resource from families and communities.
Fourth, it was creating broader visions and experiences in different forms.
211
SCHOOL VISIT
1. La - orutis Demonstration School
2. Satit Pattana School
3. Roong - aroon School
4. Kornkaew Montessori School
5. Tungmahamek School
212
SCHOOL VISIT
ABOUT SCHOOLS
1.
La - orutis Demonstration School
259 Rajaseema Road, Watchira, Dusit, Bangkok, 10300
Tel: 662-241-4656, 662-244-5590 Fax: 662-244-5591
Website: http://www.la-orutis.dusit.ac.th
E-mail: [email protected]
The school, the first state kindergarten school in Thailand, was established in 1940. At
that time, the main aim was not only to encourage the understanding of parents about
Early Childhood Education, but also to run of a demonstration unit of the pre-service
preschool teacher’s training of the Department of General Education. The present
concept underlying the school is to be the field base for students of the Faculty of
Education at Suan Dusit University and to be a leading research institution. The school
provides education for toddlers (1.3 years old) up to Year 6 (12 years old). Additionally,
children with special needs, including autism and hyperactivity, are accepted into the
special educational program.
The school curriculum emphasizes on a holistic approach. It is organized around
the areas of development: physical development, social &emotional development,
knowledge & understanding of the world, communication skill, problem solving and
reasoning, and critical thinking skill. Moreover, all children are provided with extra
activities once a week: such as swimming, music, creative arts, computer, and English
language class with native speakers.
2.
Satit Pattana School
380 Panya-Indra Road, Samwatawantok, Klong Samwa, Bangkok ,10510
Tel : 662-915-5390 Fax : 662-915-5501
Website: http://www.satitpattana.ac.th
E-mail : [email protected]
The school is committed to providing the highest-quality early childhood education in
a warm and safe environment conducive to learning. The curriculum and activities allow
children to develop their physical, emotional, social and intellectual capacities, whilst
fostering moral principles and ethics. Children will develop creativity and enhance their
sensory learning by participating in hands-on experiences and by developing
communication skills commensurate with their age and familiarizing themselves with the
use of English in everyday life. Students are encouraged to be self-confident, maintain
positive learning attitudes about themselves and others.
The teaching is an “Integrative Learning System”, based on selected theories and
innovative techniques, concordant with development of young children and the school
context.
The school promotes good relations between parents and local community to
facilitate learning, anywhere and anytime which leads to steady and sustainable
development of life skills in children.
213
SCHOOL VISIT
ABOUT SCHOOLS
3. Roong - aroon School
391 Soi Watyairom 33, Rama 2 Road Thakham Bangkuntien Bangkok 10150
Tel: 662-8703- 7512 – 3, 662-867- 0903 Fax: 662-870-7514
Website: http://www.roong-aroon.ac.th
E-mail : [email protected]
It is a private not-for-profit organization composed of three independent
departments; mix kindergarten (4-6 yrs), the primary school (grades 1-6) ; and the
secondary and upper secondary school (7-12 yrs). Based on the concept of the holistic
learning process, it aims to provide a more natural environment and to promote creative
practices that help encourage children at each age level to attain their own learning
potential. Parents, teachers, and staff participate closely together to create a variety of
lively and supportive activities. By maintaining a warm atmosphere among those teams
of people and children, the growth of a cultivated community is certain to be developed
and sustained.
4.
Kornkaew Montessori School
124 Ranong 1 Rama 5 Road, Dusit, Bangkok, 10300
Tel: 662-241-1516, 662-243-5563 Fax: 662-668-4327
Website: http://www.kornkaew.ac.th
Kornkaew Montessori School is a private school for children ages one to six. The school
aims to prepare young children to be able to absorb and learn from Thai culture and
environment which includes people as well as materials. Through self-directed learning by
using The Adapting Montessori Materials under Thai setting, the children will also develop
social skills, emotional growth, physical coordination, as well as cognitive preparation.
5.
Tungmahamek School
13 Narathiwatratchanakarin, Soi 8 Tungwatdon, Sathorn, Bangkok, 10120
Tel: 662- 286-1748
Website: http://www.tungmahamek.ac.th
The school is under Bangkok Primary Educational Service Area Office, Office of the
Basic Education Commission, Ministry of Education. It was established under the
agreement of Department of Public Welfare (land owner) and Department of General
Education. The early childhood curriculum is designed for 3-5 year-old. The emphasis is
on the concept of project learning and literature-based approach which allows the
children to enhance their learning skills, as well as, to develop their potentials through
play.
214
CONFERENCE ORGANIZING COMMITTEE SECRETARIAT
Executive and Organizing Committee
Advisor :
Chair :
Member :
1. Prof. Dr.Bundhit Eua-arporn
2. Assoc. Prof. Dr.Bancha Chalapirom
3. Assoc. Prof. Dr.Shotiga Pasiphol
4. Assoc. Prof. Dr.Siridej Sujiva
5. Major. Dr.Ra-shane Meesri
6. Assoc. Prof. Dr.Naowanit Songkram
7. Asst. Prof. Dr.Wannee Jetchamnongnuch
8. Asst. Prof. Dr.Prakob Koraneekij
9. Mr.Chuwit Yurayong
10. Assoc. Prof.Suporn Chaidejsuriya
11. Asst. Prof. Dr.Surapee Rujopakarn
12. Assoc. Prof. Dr.Archanya Ratanaubol
13. Assoc. Prof. Dr.Charoonsri Madiloggovit
14. Assoc. Prof. Dr.Wanne Kaemkat
15. Assoc. Prof.Wittaya Laithong
16. Assoc. Prof. Dr.Jaitip Nasongkhla
16. Assoc. Prof. Dr. Onjaree Natakuatoong
17. Ms. Rattikorn Eksamanont
18. Ms. Suda Prateepsuwan
19. Ms. Porntip Fuangfoo
20. Asst. Prof. Dr.Worawan Hemchayart
21. Dr.Panutsorn Jaruchainiwat
CONFERENCE SUB COMMITTEE
Advisor :
Chair :
Member :
Public Relation and Funding
2. Assoc. Prof. Dr.Suporn Chaidejsuriya
3. Asst. Prof. Dr.Chaisak Changjai
5. Dr.Anyamanee Boonsue
6. Ms.Rattikorn Eksamanon
7. Ms.Porntip Fuangfoo
8. Ms.Namphueng Taweepornpathomgul
9. Ms.Jitsophin Soha
10. Ms.Phatcharat Laorpaksa
215
Advisor :
Chair :
Member :
Chair :
Member :
Chair :
Member :
Secretariat and Conference program
3. Major Dr.Ra-shane Meesri
5. Asst. Prof.Dr.Soison Sakolrak
6. Asst. Prof.Dr.Sasilak Khayankij
7. Asst. Prof.Dr.Apasara Chinwonno
8. Dr.Rungrawee Samawathdana
9. Dr.Charinee Triwaranyu
10. Dr.Maneerat Ekkayokkaya
11. Dr.Parinda Limpanont Promratana 12. Dr.Yotsawee Saifah
13. Dr.Wipawan Wongsuwan Kongpow 14. Dr.Sakolratch Kaewdee
15. Ms.Chanasorn Nimnual
16. Ms.Sirithida Chinsangthip
Protocol
1. Asst. Prof. Dr.Chansongklod Gajaseni
2. Asst. Prof. Dr.Sasilak Khayankij
3. Asst. Prof. Dr.Suwithida Charungkaittikul
4. Dr.Rungrawee Samawathdana
5. Dr.Kirati Khuvasanond
6. Dr.Ruedeerath Chusanachoti
7. Dr.Maneerat Ekkayokkaya
8. Dr.Yotsawee Saifah
9. Ms. Nathinee Jiarakul
10. Ms.Wanitcha Sittipon
Food and Beverages
1. Assoc. Prof. Dr.Charoonsri Madiloggovit
2. Asst. Prof. Dr.Jurairat Sudrung
4. Asst. Prof.Dr.Sirichan Sathirakul Tachaphahapong
5. Dr.Doungkamol Bangchuod
6. Dr.Ubonwan Hongwityakorn
7. Dr.Buntarika Bulpakdi
Reception
Chair :
Member :
1. Dr.Anyamanee Boonsue
2. Assoc. Prof. Dr.Udomluck Kulapichitr
6. Dr.Chattrawan Lanchwathanakorn 7. Dr.Yotsawee Saifah
8. Dr.Urivas Tamrongath
9. Ms.Apiporn Pengping
10. Ms.Chob Ponimdang
216
Advisor :
Chair :
Member :
Advisor :
Chair :
Member :
Chair :
Member :
Chair :
Member :
Chair :
Member :
Exhibition and School Visits
1. Assoc. Prof. Dr.Suporn Chaidejsuriya
2. Asst. Prof. Dr.Chaisak Changjai
3. Asst.Prof.Dr.Wittaya Laithong
4. Major Dr. Ra-shane Meesri
6. Asst. Prof.Sukanya Subprasert
7. Asst. Prof.Ponglada Thampitakkul
8. Dr.Dneya Udtaisuk
9. Dr.Uraivas Tamrongath
10. Ms.Jutimaporn Paojinda
11. Ms.Kotchakorn Thettomya
12. Ms.Nathinee Jiarakul
13. Ms.Pornnapha Amnuaiphaisan
14. Ms.Namphueng Taweepornpathomgul
15. Ms.Sasiporn Sotthip
16. Ms.Chanasorn Nimnual
Venue Conveyance and outreach Project
1. Asst. Prof. Dr.Prakob Koraneekij
3. Asst. Prof. Dr.Apichart Pholprasert 4. Dr.Pornsook Tantrarungroj
5. Dr.Uraivas Tamrongath
6. Mr.Kumpon Kosantimukkhang
7. Mr.Nawapon Tarachewin
8. Ms.Pawara Chusang
9. Ms.Rattikorn Eksamanon
10. Ms.Sirithida Chinsangthip
11. Mr.Sanarate Manomaingamlert
12. Ms.Pornnapha Amnuaiphaisan
13. Ms.Aimsinthu Ramasoot
Evaluation
1. Assoc. Prof. Dr.Siridej Sucheeva
2. Assoc. Prof. Dr.Shotiga Pasiphol
3. Asst. Prof. Dr.Kamonwan Tangdhanakanond
4. Asst. Prof. Dr.Nuttaporn Lawthong 5. Ms.Pranee Khummuenkul
6. Ms.Utoomporn Pholsward
7. Ms.Voranuch Mongkunbut
8. Ms.Wanlapa Sathiraphan
9. Ms.Patchara Pantongruk
Treasury
1. Asst. Prof. Dr.Chayapim Usaho
4. Ms.Suda Pratheepsuwan
6. Ms.Chob Ponimdang
Supporters
1. Assoc. Prof. Dr.Cheerapan Bhulpat
2. Asst. Prof. Dr.Sudthipan Dhirapongse
4. Dr.Chanipan Chartisathian
6. Ms.Duangkamol Aemavat
217
3. Dr.Penvara Xupravati
5. Ms.Chalalai Tonchareonsookjit
3. Asst. Prof.Pornjai Sanyot
5. Dr.Oracha Tulananda
7. Ms.Sirinporn Santimataneedol
MAP OF VENUE
Building 2
Phar Mingkhwan
Karnsuksathai
218
MAP OF VENUE
Building 2 : 2nd Floor
Phar Mingkhwan Karnsuksathai
219
MAP OF VENUE
Building 3 : 5th Floor
220
MAP OF VENUE
Building 3 : 6th Floor
221
CONFERENCE NOTE AND REGULATION
July 7-9, 2016, THAILAND
Conference Notes and Regulations
All Participants please arrive at the conference venue on time.
All Participants please will be provided with a conference badge individually which
is not transferable.
For any loss or damage to the badges, they can apply for a replacement at a fee of
300 Bath/USD 10 at the registration office.
All participants should always bring along and show the conference badges at the
conference venue (including the auditorium, lecture halls, and all the function rooms and
facilities room).
Staff on-duty may exclude or refuse admission by any person who fail to prove
their identity with the conference badge.
The use of mobile phones during the sessions in the conference are prohibited.
Participant should switch off all devices before entering the conference
room/function rooms/lecture halls.
Smoking or unauthorized video-taking (except those with prior written
permission) are prohibited in the conference venue.
Participants should not leave their personal belongings unattended as the
Conference Organizer will not be responsible for any loss and damages.
Free seating is offered in the auditorium and upon a first-come-first-serve basis.
Conference Organizer reserves the rights to update and amend the above notes
and regulations without prior notice.
General Enquires
Email: [email protected]
222

ปัญจวิทยา - PECERA 2016 in Bangkok, Thailand

Transcription

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