Wanda Boyer

From Principle to Practice: Using the Global Guidelines to Assess Quality Education and Care.

I n July 1999,83 early childhood professionals from 27 countries and every continent except Antarctica gathered in Ruschlikon, Switzerland, at the International Symposium on Early Childhood Education and Care for the 21st Century. Co-sponsored by the Association for Childhood Education International (ACEI) and the World Organization for Early Childhood Education (Organisation Modiale pour L’kducation Prckcolaire, or OMEP) and spearheaded by Sue Wortham, Leah Adams, and Ulla Grob-Menges, the symposium’s mission was to craft guidelines for programs that serve children under the age of formal schooling in countries throughout the world. After extensive discussions about what constitutes universal characteristics of good early education and care, working groups drafted statements that subsequently were combined, refined, and carefully edited. These efforts resulted in the joint publication of Global Guidelines for Early Childhood Education and Care in the 21st Century (hereafter referred to as the Global Guidelines) by ACEI and OMEP (2000). The Global Guidelines concisely describe basic, universal components of quality education and care for young children and, as a result, can be used worldwide. Following an overall

Enhancing Playfulness with Sensorial Stimulation

Abstract This study explored the effectiveness of an intervention program designed by the researcher to enhance playfulness, using sensorial stimulation. Multiple linear regression revealed that the intervention was successful in several areas, including total playfulness rating, social/emotional, manifest joy and sense of humor. The intervention is an adaptation of the work of Singer and Singer (1977) that explores the use of language, humor, and a joyous celebration of the senses to increase playfulness in young children. The Childrens Playfulness Scale (CPS) developed by Barnett (1990, 1991) was used to evaluate the playfulness of preschoolers. Given the wealth of literature linking playfulness and long-term academic achievement, the effectiveness of the playfulness training intervention is an important theoretical result that provides support for a model of teaching and learning that includes the enhancement of playfulness.

Accentuate the Positive: The Relationship Between Positive Explanatory Style and Academic Achievement of Prospective Elementary Teachers

Abstract This research examines 480 current event-explanation units using the CAVE technique (Schulman, Castellon, & Seligman, 1989) to note the relationship between positive and negative explanatory style and achievement of prospective early childhood and upper elementary female teachers. This study found a significant positive relationship between explanatory style for positive events and academic performance in stressful scenarios. Surprisingly, optimism and pessimism in ones explanatory style for negative events was found to have no significant relationship to academic performance. An important implication of these findings is that the quality of our attributions for positive events, not negative events, helps to sustain performance levels in demanding situations. Interventions for enhancing explanatory style therefore should focus on the positive.

Social Network Sites and Young Adolescent Identity Development

Social networking sites are a dominant web presence that greatly influence the formation of individual identity through digital communication and interaction. Despite caveats associated with increased usage of such online forums among young adolescents, this article sheds light on how educators can use networking sites, like Facebook, as instructional resources. It reconsiders the potential role of Facebook as a pedagogical tool that can encourage communication among teachers, students, parents, and community members to facilitate greater understanding of curricular concepts, promote ethical online behavior, and support digital citizenship of children and youth. The extensive reach of social networking sites across the globe warrants meaningful research and critical discussions about harnessing the positive impact and mitigating the detrimental effects of Facebook on identity formation among young users.

Learning and Teaching in the 21st Century: An Education Plan for the New Millennium Developed in British Columbia, Canada

This article describes how a ministry of education in Canada is responding to new developments in educational thinking related to 21st century learning and teaching. The authors identify challenges with 21st learning aspirations and explore opportunities for reconfiguring schools and education systems. The key competencies identified by the Education Plan of the British Columbia Ministry of Education may serve as a framework for a global paradigm shift in learning, with the potential to transform and personalize learning for all. Based on the foundational elements of 21st century core subjects, themes, and skills, the Education Plan proposes the need for personalized learning for every student, quality teaching and learning, flexibility and choice, high standards, and learning empowered by technology.

Care for the caregivers: An intrapersonal journey

Professionalism in early childhood is based on our successful efforts to respect, validate, and provide varied learning experiences for the children we teach (Hall & Rhomberg, 1995; Stone, 1995). Children thrive under our care (Nessel, 1997). The question is, how do we as professional early childhood caregivers thrive under our own care. This paper will examine two basic human challenges, the four deterrents to meeting these challenges, and how to overcome these deterrents in order to achieve a healthy sense of balance and focus in our lives as early childhood caregivers.RésuméC’est de notre réussite à respecter et à valoriser les enfants qui nous sont confiés, tout en leur offrant une variété d’expériences d’apprentissage, que dépend notre accès au professionnalisme dans le domaine de l’éducation préscolaire (Hall & Rhomberg, 1995; Stone, 1995). Les enfants s’épanouissent sous nos bons soins (Nessel, 1997). Comment pouvonsnous, alors, éducateurs préscolaires professionnels, prendre soin de nous-mêmes et nous épanouir également dans notre profession? Cet article examine deux défis humains de base et quatre obstacles majeurs à surmonter afin que nous puissions mener notre profession d’éducateurs préscolaires d’une façon à la fois saine, centrée et équilibrée.ResumenEl profesionalismo en la educación primaria se mide a nuestros esfuerzos en respetar y valorar a los niños a quién enseñamos, al mismo tiempo que introducimos varias experiencias de aprendizaje (Hall & Rhomberg, 1995; Stone, 1995). Los niños bajo nuestro cuidado crecen (Nessel, 1997). La pregunta es de saber cómo pueden cuidarse los educadores para desarrollarse de forma similar. Este papel examina dos desaf’os humanos básicos y cuatro obstáculos que los educadores tienen que vencer para ejercer su profesión de forma sana, enfocada y equilibrada.

Using Interactions Between Children and Companion Animals to Build Skills in Self-Regulation and Emotion Regulation

A decade into the twenty-first century, educators are becoming significantly more interested in the self-regulation and emotion regulation skills that children and youth will need in order to thrive in their learning and living contexts and avoid the alienation and loneliness that are becoming pervasive in our society. Empirical researchers and neuroscientists are exploring evidence-based practices and programs that can support the acquisition of self-regulation and emotion regulation through human-animal companion relationships. This chapter includes the definitions of and differentiation between self-regulation and emotion regulation, the current conception and role of companion animals, how children benefit from interactions with companion animals, and the self-regulation and emotion regulation skills that can be nurtured when children and animals interact and bond.

Exploring Home Schooling.

The global early childhood guidelines of the World Organization for Early Childhood Education (Organisation Mondiale pour L’Éducation Préscolaire: O.M.E.P.) and the Association for Childhood Education International (A.C.E.I.) indicate that “every child should have the opportunity to grow up in a setting that values children, that provides conditions for a safe and secure environment, and that respects diversity” (International Symposium of Early Childhood Education and Care in the 21st Century: Global guidelines, 1999, p. 5). The guidelines also identify program policies to promote partnerships with families and communities. The concerns and needs of families who home school must play an important role in creating a new conception of the care and education of children. This article examines concerns expressed by families who home school in the context of the O.M.E.P. and A.C.E.I. guidelines, connecting the guidelines to recent literature in order to provide effective strategies for meeting parental needs and responding to the diverse responsibilities of educating young children today.AbrégéSelon les lignes directrices globales préscolaires proposées par l’Organisation Mondiale pour l’Éducation Préscolaire (OMEP) et par l’Association Internationale pour l’Education des Enfants (ACEI), “Chaque enfant devrait avoir l’opportunité de grandir dans un cadre qui valorise les enfants, qui prévoit des conditions d’environnement sûres et qui respecte la diversité”. (Symposium International de l’Éducation de la Petite Enfance Pour le 21ème Siècle: Lignes Directrices Globales, 1999, p. 5). Les directives identifient également des programmes dont les politiques encouragent le partenariat entre familles et communautés. Les intérêts et besoins des familles qui pratiquent l’école à la maison devraient jouer un rôle important dans la création d’une nouvelle conception des soins et de l’éducation des enfants. Cet article se penche sur les inquiétudes exprimées par les familles pratiquant l’école à la maison selon les directives de l’OMEP et de l’ACEI, puis rattachent celles-ci à la documentation récente sur le sujet afin d’offrir des stratégies efficaces répondant aux besoins parentaux et aux diverses responsabilités liées à l’éducation des jeunes enfants de nos jours.ExtractoSegún las directivas preescolar globales de la Organización Mundial para la Educación Preescolar (OMEP) y de la Asociación Internacional para la Educación Infantil (ACEI), “Cada niño y niña devería tener la oportunidad de crecer en un cuadra que valorisa la infancia, que asegura las condiciones necesarias para desarollarse en un ambiente seguro, y que respeta la diversidad.” (Symposium Internacional de la Educacion y del Cuidado Preescolar Para el Siglo 21: Directivas Globales, 1999, p. 5). Las directivas acuñaron también programes cuales políticas educacionales promueven las sociedades con familias y comunidades. Los interesos y las necesitades de las familias quienes hacen la escuela en casa deven estar al centro de una nueva concepción del cuidado y de la educación infantil. El presente artículo estudia las preocupaciones expresadas por las familias practicando la escuela en casa segun las directivas del OMEP y del ACEI, asimismo connectándolas con la literatura reciente sobre el sujeto, con el objetivo de ofrecer estrategías eficientes para satisfacer las necesidades parentales y responder a las responsabilidades diversas de educar hoy pequños niños y niñas.