13 November 2024

In a historic step towards enhancing early childhood education, China has introduced its first Preschool Education Law, marking a pivotal change in the regulation and quality of preschool education across the country. This law aims to set rigorous standards for preschool educators, improve the quality of early childhood education, and reduce the financial burden on families seeking affordable and reliable childcare.

The third draft of the Preschool Education Law outlines a series of measures focused on ensuring children receive high-quality early education while providing financial relief to families. One of the law’s most notable initiatives is the establishment of a national support system for preschool education. This system is designed to lower childcare costs and enhance accessibility, ensuring all children can benefit from early education regardless of their family’s financial status.

To uphold the highest standards in preschools, the new law introduces strict qualification requirements for all preschool staff. According to Zhang Wenbin, head of the Ministry of Education’s Department of Policies and Regulations, the law specifies criteria for educators, principals, childcare workers, and child healthcare personnel.

This initiative aims to ensure that every individual involved in early childhood education meets designated standards, thus safeguarding the safety, well-being, and development of young children.

Under the new law, individuals with criminal records or a history of alcoholism, as well as those with severe ethical violations, are prohibited from working in preschools. This measure serves to protect the physical and mental well-being of children and foster a safe learning environment.

Recognising the importance of adequate staffing, the law mandates that kindergartens maintain a sufficient number of qualified teachers and support personnel. To further support quality assurance, preschools must file employment records with local education authorities, conduct background checks, and perform regular health screenings on staff.

The law also prioritises the welfare of preschool educators, holding preschools and operators accountable for providing fair wages and benefits. This emphasis on educator welfare reflects an understanding that supporting teachers and staff directly contributes to the quality of education. Additionally, local governments are encouraged to develop and implement training programs to further support the professional growth and skill development of preschool educators.

China’s Preschool Education Law represents a shift in early childhood education, addressing both quality and accessibility concerns. By setting clear standards for educators and reducing financial burdens on families, the law aims to create a more equitable, supportive environment for the youngest learners and their caregivers.

The post China’s New Preschool Education Law: Elevating Standards and Reducing Family Burden first appeared on EDUtech_talks.

29 March 2024

McGraw Hill has announced the launch of ALEKS Adventure, an innovative AI-powered supplemental learning tool tailored for students in grades 1-2. Set to debut in the 2024-25 school year, this initiative marks a significant expansion of the renowned ALEKS program, which has supported millions of learners from grades 3-12 and higher education for over two decades. The extension of ALEKS into lower grades aims to provide age-appropriate educational support in mathematics.

The ALEKS Adventure platform is rooted in Knowledge Space Theory and utilises advanced machine learning algorithms to assess students’ current knowledge levels and determine the most suitable concepts for their continued learning. By offering immediate feedback, detailed explanations, and a range of tools to enhance mastery, ALEKS Adventure aims to foster both procedural fluency and conceptual understanding in young learners.

Lori Anderson, Chief Product Officer at ALEKS, explains the importance of delivering developmentally appropriate math instruction to early elementary students. She expressed excitement about leveraging AI technology to create a program that meets the unique needs of young learners while building upon ALEKS’s proven track record of driving positive student outcomes.

ALEKS Adventure introduces engaging features such as animated sidekicks, virtual greetings to connect with classmates and a visual progression system that rewards student progress with new worlds to explore. The platform offers a personalised learning experience by identifying each student’s knowledge state and tailoring lessons to address their specific needs in real-time. This adaptive approach aims to enhance student engagement and facilitate deeper learning experiences.

Feedback from educators involved in the ALEKS Adventure pilot program has been encouraging. Lyndsay Combs, District Numeracy Coach for Greater Clark County Schools in Indiana, noted an increase in student confidence and understanding when starting new math topics. Additionally, schools with the highest math proficiencies at the second-grade level reported that students regularly engaged with ALEKS Adventure.

The introduction of ALEKS Adventure prompts speculation about the potential for more AI-powered tools designed specifically for early years education. As technology continues to play an increasingly significant role in the classroom, educators and policymakers may explore further opportunities to integrate innovative solutions that support young learners’ academic development.

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In today’s learning environment, young learners are encouraged to self-manage and develop interests out of the classroom. Every child learns differently. How can smart technologies like AI-powered personal robots, guide and provide a personalised learning environment?

Speakers – Andrew Strachan, Digital Education Director, Emmanuel Schools Foundation; Elnaz Sarraf, Founder & CEO, Roybi Robot

The post The world’s first AI-powered toy for teaching STEM and language first appeared on EDUtech_talks.

Learning how to code entails a cognitive activity but it is also a socio-emotional experience and an opportunity for character development. Marina Bers shares how we can think of coding as a playground where children communicate, share, and discover. Coding is a language for students to express themselves and it is also a way to get to know and collaborate with others. Computer science classes serve as an excellent space for child development.

Speaker – Marina Bers, Professor and Chair, Department of Child Study and Human Development, Tufts University

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Linda Liukas explores the technological world from a child’s point of view. It is not about learning ICT skills or coding. The value of computer science in an early year’s curriculum is to provide children with a language to talk about computers. Hence giving them a way to describe and make sense of the world and its complex technological systems. Linda also shares how abstract computer science concepts can be translated into interactive physical learning for kids.

Speaker – Linda Liukas, Author and Illustrator, Hello Ruby

The post The Grammar of Computers: Science, Society, Technology and Arts first appeared on EDUtech_talks.

Teaching young children remotely is a different ballgame compared to students in higher school years. Sean Thompson shares that his focus with his young learners is on progress rather than stringent must-haves. The execution of remote learning is different in that it requires thinking beyond academics. The importance of maintaining community ties, checking up on student wellness and easy accessibility should drive the designing of lesson plans for this group of students.

Speaker – Sean Thompson, Education Technologies Integrator, International School of the Sacred Heart

The post Remote learning for younger learners first appeared on EDUtech_talks.