Creating High-Quality Early Childhood Education in Rwanda: Teacher Dispositions, Child-Centred Play, and Culturally Relevant Materials

Autor/inn/en	Gerde, Hope K.; Apol, Laura; Skibbe, Lori E.; Bucyanna, Carol M.
Titel	Creating High-Quality Early Childhood Education in Rwanda: Teacher Dispositions, Child-Centred Play, and Culturally Relevant Materials
Quelle	In: Early Child Development and Care, 190 (2020) 15, S.2437-2448 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Skibbe, Lori E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1578760
Schlagwörter	Educational Quality; Early Childhood Education; Developing Nations; Play; Teaching Methods; Program Descriptions; Culturally Relevant Education; Guidelines; Faculty Development; Capacity Building; Program Development; Sustainability; Preschool Teachers; Foreign Countries; Developmentally Appropriate Practices; Teacher Student Relationship; Rwanda + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Developing country; Developing countries; Entwicklungsland; Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Richtlinien; Programmplanung; Nachhaltigkeit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ausland; Entwicklungsbezogene Bildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Ruanda
Abstract	Overcoming challenges to quality early education in developing nations, TEACH Rwanda, one high-performing education system, offers a model of childhood learning through sensitive teacher dispositions, child-centred play, and culturally relevant materials. This manuscript provides a unique window into the practices of a quality early childhood system in Rwanda and articulates how these high-quality approaches to early childhood education can be executed successfully in developing nations with limited resources. The guidelines for practice and illustrations from real classrooms are relevant for a range of educators around the world. One key to success is the programmes' homegrown professional development approach featuring Rwandans teaching Rwandans, which builds capacity within the system. The professional development description encourages administrators and directors to establish such programmes which can successfully build capacity and sustainability within their schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01