Early Experiences Matter: A Relationships-Based Curriculum for the Birth-to-Three Age Group

Autor/inn/en	Ebbeck, Marjory; Warrier, Sheela; Goh, Mandy
Titel	Early Experiences Matter: A Relationships-Based Curriculum for the Birth-to-Three Age Group
Quelle	In: Early Childhood Education Journal, 46 (2018) 1, S.83-92 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-017-0847-9
Schlagwörter	Foreign Countries; Infants; Toddlers; Young Children; Early Childhood Education; Elementary School Curriculum; Cohort Analysis; Experimental Groups; Control Groups; Curriculum Based Assessment; Measures (Individuals); Pretests Posttests; Statistical Significance; Active Learning; Curriculum Development; Educational Quality; Child Care Centers; Singapore + Suchen Sie Ihr Suchwort? Ausland; Infant; Toddler; Toddlers; Kleinkind; Infants; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kohortenanalyse; Messdaten; Aktives Lernen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Quality of education; Bildungsqualität; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Singapur
Abstract	The paper discusses some research findings in Singapore that investigated if a relationships-based curriculum extended the active involvement of the infants, toddlers, and young children (up to the age of three) in their learning. Using a relationships-based curriculum, a study conducted over a year involved the use of a well-tested, traditional before-and-after methodology to find out if any change had occurred in the phenomenon under study between two points in time. A sample of 58 infants, toddlers and young children (up to the age of three) in an experimental cohort and 59 of comparable ages in a control cohort, were measured using the Laevers' Active Involvement scale before and after a curriculum intervention. The results showed that there was a statistically significant improvement in the active involvement of the children in the experimental cohort as compared to no improvement in the control cohort. It is proposed that the relationships-based approach has the potential to raise the quality of curriculum and could be considered for application in child care centres in other countries. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01