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1
Dombro, Amy Laura. „Early childhood administration“. Day Care & Early Education 12, Nr. 4 (Juni 1985): 43. http://dx.doi.org/10.1007/bf01619857.
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2
Horan, Diane. „Early Childhood Special Education: Program Development and Administration“. Applied Research in Mental Retardation 6, Nr. 1 (Januar 1985): 109. http://dx.doi.org/10.1016/s0270-3092(85)80026-6.
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Kalinina, Tetiana S. „Early Childhood Inclusive Education: The Role and Practice of Educational Institutions“. Revista Gestão Inovação e Tecnologias 11, Nr. 3 (30.06.2021): 911–29. http://dx.doi.org/10.47059/revistageintec.v11i3.1986.
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UNAL, Merve, und Gokce KURT. „Socioeconomic Profile of Early Childhood Education Preservice Teachers“. Eurasian Journal of Educational Research 18 (04.04.2018): 1–20. http://dx.doi.org/10.14689/ejer.2018.74.4.
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Peter Robinson, W. „Early childhood education“. International Journal of Educational Research 29, Nr. 1 (März 1998): 7–24. http://dx.doi.org/10.1016/s0883-0355(98)00010-x.
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7
Gottesman, Peter. „Early Childhood Education“. Teachers College Record 106, Nr. 2 (Februar 2004): 267–70. http://dx.doi.org/10.1111/j.1467-9620.2004.00335.x.
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de Groot KIM, Sonja, Megan Wereley, David Kuschner und Marilyn Atherley. „Early Childhood Education“. Teachers College Record 106, Nr. 5 (Mai 2004): 922–34. http://dx.doi.org/10.1111/j.1467-9620.2004.00364.x.
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As a historian of early childhood education in German-speaking Europe, I am struck by the outstanding role that Friedrich Froebel, or rather his ideas, played in all the countries described in the six essays. This is not really new since even the first historiographic articles in German-speaking countries already pointed out Froebel's role internationally. The worldwide spread of Froebel's educational teachings remains the subject of German research to this day. And yet it is still so remarkable to see how Froebel's philosophy of education—which had its origins in the spirit of romanticism and which seems strange even to German audiences—has succeeded in establishing itself in different cultures and for different reasons. Just think of Italy in the second half of the nineteenth century (James C. Albisetti), of post-revolutionary Russia ruled by the Bolsheviks (Yordanka Valkanova), of Great Britain, France, and the United States. Even in Asian countries we can find evidence of Froebel's influence, for example, in Korea and in Japan (on Japan, Kathleen Uno). In spite of the differences between these countries and their cultures, Froebel's pedagogy has succeeded in playing an influential role in all of them. Extant institutions for the care and education of preschool children developed into modern kindergartens under the influence of Froebel's teachings. In the end it was always about making it possible for young children to learn and, at the same time, taking into account the very special way learning occurs in these early years as an active, action-based and almost effortless kind of learning. Froebel found an answer to this problem. With his gifts he gave the answer in a simple and yet brilliant manner which was, despite its origins in German idealism, apparently unrelated to culture.
11
Su-Min, Ryu, Lee Ha-Jeong und Han An-Na. „Early Childhood Education Teachers’ Metaphors on Early Childhood Special Education“. Korean Society for Child Education 24, Nr. 2 (25.05.2015): 169–88. http://dx.doi.org/10.17643/kjce.2015.24.2.10.
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12
Leehwado. „Early Childhood Education and Care Policy Administration in France“. Korean Journal of Early Childhood Education 27, Nr. 5 (Oktober 2007): 5–31. http://dx.doi.org/10.18023/kjece.2007.27.5.001.
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13
Ancheta-Arraba, Ana. „Equidad y educación de la primera infancia en la agenda educativa mundial“. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud 17, Nr. 1 (15.12.2018): 47–59. http://dx.doi.org/10.11600/1692715x.17102.
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(descriptive): The present paper is inspired by the need to carry out an analysis of equality in early childhood education using a holistic approach and contribute to the current debate regarding the importance of equality in the new education agenda and its goals for early childhood. This analysis is based on the foundations of the theoretical study of educational equality from a holistic perspective, which facilitates its application to early childhood education in Ibero-American societies. This will provide a broader perspective on the discussion of the achievements and challenges in the area of equality. Finally, the understandings reached as a result of this analysis facilitate the interpretation of the limits and possibilities of global education targets for early childhood, the measurement of progresses and implications for educational equality.
14
Petrie, Kirsten, und Jeanette Clarkin-Phillips. „‘Physical education’ in early childhood education“. European Physical Education Review 24, Nr. 4 (12.04.2017): 503–19. http://dx.doi.org/10.1177/1356336x16684642.
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Children’s physical education in early childhood settings has always been underpinned by an emphasis on play. This is viewed as foundational for child development (movement education, cognitive growth, socialising functions, emotional development). However, where priorities about childhood obesity prevail, increased ‘prevention’ efforts have become targeted at primary and pre-school-aged children. It could be argued that early childhood education has become another site for the ‘civilising’ of children’s bodies. Drawing on data from a questionnaire completed by 65 early childhood education centres in Aotearoa New Zealand, we examine the play and physical education ‘curriculum’ and what this may mean for pre-school children’s views of physical activity and health. In light of the evidence that suggests pre-school physical education programmes reinforce achievement of a certain restrictive and narrow model of physical health and activity, we explore the implications for primary school physical education. In doing so we consider how teachers of physical education in primary schools may need to reconsider the curriculum to support young children to regain enthusiasm for pleasurable movement forms that are not centred on narrowly perceived notions of the healthy or sporting body.
15
Bredekamp, Sue. „The Relationship Between Early Childhood Education and Early Childhood Special Education“. Topics in Early Childhood Special Education 13, Nr. 3 (Juli 1993): 258–73. http://dx.doi.org/10.1177/027112149301300305.
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Smith, Anne B. „Children's Rights and Early Childhood Education“. Australasian Journal of Early Childhood 32, Nr. 3 (September 2007): 1–8. http://dx.doi.org/10.1177/183693910703200302.
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THERE IS STILL RESISTANCE and hostility within some circles to the United Nations Convention on the Rights of the Child (the Convention), but professionals working with children should be familiar with rights principles and their use in advocating for change. A rights perspective fits well with the new paradigm of Childhood Studies, which is critical of developmental psychology and recognises multiple childhoods, children's agency and competency, and the primacy of children's lived experience. The Convention has been used in advocating for reforms in early childhood services in New Zealand. One example is the development and implementation of our early childhood education curriculum, Te Whariki. The second example is New Zealand's Strategic Plan for Early Childhood Education (Ngā Huarahi Arataki), which is focused on improving early childhood education quality and participation. It is argued that child advocacy for better early childhood education policies can be strengthened by the use of the Convention.
17
Hanson, Marci J. „Administration of Private versus Public Early Childhood Special Education Programs“. Topics in Early Childhood Special Education 5, Nr. 1 (April 1985): 25–38. http://dx.doi.org/10.1177/027112148500500104.
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This paper discusses early childhood education programs: their goals; effectiveness; optimal timing, targeting, and content; and costs and benefits. Early intervention has significant short- and medium-term benefits: most notably it reduces grade repetition and special education costs, and provides quality child care. The effects are greatest for more disadvantaged children. Some model programs have produced exciting improvements in educational attainment and earnings and have reduced welfare dependency and crime. The jury is still out on the long-term effects of Head Start, but Head Start would pay for itself if it produced a quarter of the long-term gains of model programs.
19
Blaise, Mindy. „Contextualising early Childhood Education“. Australasian Journal of Early Childhood 31, Nr. 3 (September 2006): ii. http://dx.doi.org/10.1177/183693910603100301.
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Gotts, Edward Earl. „Early Childhood Special Education“. Topics in Early Childhood Special Education 5, Nr. 1 (April 1985): 97–99. http://dx.doi.org/10.1177/027112148500500109.
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Nancy Rosenow und Patti Bailie. „Greening Early Childhood Education“. Children, Youth and Environments 24, Nr. 2 (2014): 1. http://dx.doi.org/10.7721/chilyoutenvi.24.2.0001.
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Selbie, Philip, und Peter Clough. „talking early childhood education“. Journal of Early Childhood Research 3, Nr. 2 (Juni 2005): 115–26. http://dx.doi.org/10.1177/1476718x05053923.
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Mcmahon, Olive. „Early Childhood Music Education“. International Journal of Music Education os-10, Nr. 1 (November 1987): 50–51. http://dx.doi.org/10.1177/025576148701000115.
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Lindeberg-Piiroinen, Anne. „Early Childhood Music Education“. International Journal of Music Education os-16, Nr. 1 (November 1990): 61–63. http://dx.doi.org/10.1177/025576149001600114.
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Sims, Wendy. „Early Childhood Music Education“. International Journal of Music Education os-17, Nr. 1 (Mai 1991): 71–73. http://dx.doi.org/10.1177/025576149101700116.
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Mulyadi, Budi. „The Uniqueness of The Early Childhood Education System in Japan“. IZUMI 9, Nr. 1 (01.06.2020): 75–82. http://dx.doi.org/10.14710/izumi.9.1.75-82.
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(Title: The Uniqueness of The Early Childhood Education System in Japan) This study is entitled the uniqueness of the early childhood education system in Japan. The main objective of this research is to find out about some of the uniqueness of the early childhood education system in Japan that is different from other countries. This research is a type of literature study that only relies on data from written sources such as books, journals, articles, and others. Data collection methods used in this study include classification, analysis, interpretation of synthesis and description. From the results of the study, in general, it can be described that the early childhood education system in Japan has much uniqueness. From the results of the study, in general, it can be described that the early childhood education system in Japan has much uniqueness. This uniqueness can be seen in the activities of the beginning of the new school year and how to enter kindergarten, at the entrance ceremony for new students, when doing daily activities in class, when additional activities outside the classroom and when organizing traditional Japanese cultural activities.
29
Zafrin, Mohamad Zafranudin Bin Mohamed, Subashini A/P Ganapathy und Sajitha Smiley. „Early Childhood Education Smart Web Portal Using Intelligence Information Systems“. International Journal of Trend in Scientific Research and Development Special Issue, Special Issue-ICAEIT2017 (30.11.2018): 239–42. http://dx.doi.org/10.31142/ijtsrd19150.
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Er, Suhendan. „Opinions of early childhood education teacher candidates towards the profession“. New Trends and Issues Proceedings on Humanities and Social Sciences 4, Nr. 4 (06.11.2017): 43–49. http://dx.doi.org/10.18844/prosoc.v4i4.2593.
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Sounoglou, Marina, und Aikaterini Michalopoulou. „Early Childhood Education Curricula: Human Rights and Citizenship in Early Childhood Education“. Journal of Education and Learning 6, Nr. 2 (22.12.2016): 53. http://dx.doi.org/10.5539/jel.v6n2p53.
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This study examines the human rights and the notion of citizenship under the prism of pedagogical science. The methodology that was followed was the experimental method. In a sample of 100 children-experimental group and control group held an intervention program with deepening axes of human rights and the concept of citizenship. The analysis of the findings presented in four axes. The first relates to the analysis of the responses of the two groups using quantitative data. The second axis concerns the discourse analysis of children’s responses. The third axis relates to involve children and the fourth in the pop up program of children’s activities. In conclusion, according to the survey results, children may affect their participation shaping the curriculum at micro level but also affect their behavior in the macro. Children seem to understand a pedagogical context the concept of human rights and the concept of citizenship in their ability to influence the school and not only the daily life, respect the wishes of others, to understand the limits and restrictions in school and local community, their participation as a social obligation but also a right, to the understanding of human rights and children’s rights as a premise for the quality of their lives.
32
Yuhasriati, Y., und A. Yuriansa. „Patterns playing for early childhood education: Mathematics learning for early childhood education“. Journal of Physics: Conference Series 1088 (September 2018): 012099. http://dx.doi.org/10.1088/1742-6596/1088/1/012099.
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Kim, Boyeon, und Jiyoung Choi. „The Perception of Early Childhood English Education by Early Childhood Education Institutions“. Journal of Humanities and Social sciences 21 12, Nr. 2 (30.04.2021): 1887–902. http://dx.doi.org/10.22143/hss21.12.2.133.
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34
Engley, Elizabeth, und Patricia K. Lowery. „Early Childhood Education That Includes Multicultural Education“. Journal of Early Childhood Teacher Education 11, Nr. 3 (Oktober 1990): 9–10. http://dx.doi.org/10.1080/10901027.1990.11089926.
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Immaculata Nwakaego, Akaneme, Ibenegbu Chistopher Ifeanyi und Adimora Dorothy Ebere. „Parents Involvement in Early Childhood Education as a Correlate of Early Childhood School Adjustment and Achievement in Drawing“. Global Journal For Research Analysis 3, Nr. 3 (15.06.2012): 31–34. http://dx.doi.org/10.15373/22778160/mar2014/12.
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Chan, Betty, Maria Lee und Grace Choy. „Competing Forces: Government Policy, Teacher Education, and School Administration in Hong Kong Early Childhood Education“. International Journal of Child Care and Education Policy 3, Nr. 1 (Mai 2009): 75–86. http://dx.doi.org/10.1007/2288-6729-3-1-75.
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LeeSoonja. „Becoming an Early Childhood Special Education Teacher in an Early Childhood Education Institution“. Journal of Anthropology of Education 20, Nr. 4 (Dezember 2017): 91–159. http://dx.doi.org/10.17318/jae.2017.20.4.003.
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박은혜 und 전홍주. „South Korea’s Early Childhood Education System Reform: Implications for Early Childhood Teacher Education“. Korean Journal of Early Childhood Education 27, Nr. 1 (Februar 2007): 305–22. http://dx.doi.org/10.18023/kjece.2007.27.1.012.
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Spodek, Bernard, und Olivia Saracho. „Preview of the Forthcoming Yearbook in Early Childhood Education: Early Childhood Teacher Education“. Journal of Early Childhood Teacher Education 11, Nr. 1 (Januar 1990): 2–5. http://dx.doi.org/10.1080/10901027.1990.11089908.
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Jin, Jiang. „Early Childhood Education Administration in the New Period: Challenges and Opportunities“. Chinese Education & Society 41, Nr. 2 (März 2008): 77–90. http://dx.doi.org/10.2753/ced1061-1932410206.
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Mulyadi, Budi. „Early Childhood Character Education in Japan“. E3S Web of Conferences 202 (2020): 07063. http://dx.doi.org/10.1051/e3sconf/202020207063.
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Character education has a very important role in shaping the superior character of Japanese society. Compared to Indonesia, Japan has long designed and implemented character education for all levels of education. Since 1970 Japan has begun to develop a character-based curriculum that has begun to be applied at the kindergarten and elementary school level. Japan recognizes the importance of character education starting at the age of children because educating characters in children will be easier to do than educating teenage or adult characters. Implementation of character education in early childhood in Japan prioritizes character education that can bring out superior characters such as courage, independence, discipline, responsibility, cooperation, and socializing. To bring out these characters, the application of early childhood character education in Japan places great importance on moral and personality education. Through moral education and personality, the characters are brave, independent, disciplined, responsible, cooperating, and socializing. Moral and personality education is not taught through special subjects but is applied in everyday life. And this is characteristic of the application of early childhood character education in Japan
42
Mahkamovna, Rizaeva Munisaxon. „Challenges Of Creativity And Competence Of Children In Early Childhood Education“. American Journal of Social Science and Education Innovations 02, Nr. 10 (29.10.2020): 205–12. http://dx.doi.org/10.37547/tajssei/volume02issue10-34.
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Early childhood education institutions focus on preschools, kindergartens, and practical schools that educate young children. A preschool education program has been developed to provide a rich learning experience for children in preschools and to promote healthy growth. Creativity is the foundation of a preschool curriculum and can be defined as a way of creating original things. Preschool teachers need to provide children with materials to stimulate their imagination, provide opportunities to imagine and explain their ideas, value children’s individuality, and encourage their different perspectives and also educators should be more attentive and responsible to increase children’s different competences that can be related to the education for their future. They should also encourage children to participate in creative games, take care of and appreciate children’s new products. It is also important to value children’s creativity, and to give children confidence. This study aims to examine the creativity of preschool children. The study used a simple causal design with pre- and post-test tests involving a single group. Participants consisted of 184 children (96 boys, 88 girls) studying in preschools and kindergartens under the Ministry of Education in Ankara during the 2014-2015 academic year. Forms A and B of the Torrance tests of creative thinking were used as pre- and post-tests. The results showed that the preschool education program had a positive impact on children’s creativity. Early childhood education institutions focus on preschools, kindergartens, and practical schools that educate young children. A preschool education program has been developed to provide a rich learning experience for children in preschools and to promote healthy growth. Creativity is the foundation of a preschool curriculum and can be defined as a way of creating original things. Preschool teachers need to provide children with materials to stimulate their imagination, provide opportunities to imagine and explain their ideas, value children’s individuality, and encourage their different perspectives and also educators should be more attentive and responsible to increase children’s different competences that can be related to the education for their future. They should also encourage children to participate in creative games, take care of and appreciate children’s new products. It is also important to value children’s creativity, and to give children confidence. This study aims to examine the creativity of preschool children. The study used a simple causal design with pre- and post-test tests involving a single group. Participants consisted of 184 children (96 boys, 88 girls) studying in preschools and kindergartens under the Ministry of Education in Ankara during the 2014-2015 academic year. Forms A and B of the Torrance tests of creative thinking were used as pre- and post-tests. The results showed that the preschool education program had a positive impact on children’s creativity.
43
Malik, Saima. „Parental Involvement in Early Childhood Education in Punjab: A Qualitative Study“. Revista Gestão Inovação e Tecnologias 11, Nr. 3 (30.06.2021): 785–97. http://dx.doi.org/10.47059/revistageintec.v11i3.1975.
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Astuti, Budi, Sugiyatno Sugiyatno und Siti Aminah. „The development of early childhood sex education materials for early childhood education (ECE) teachers“. JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) 4, Nr. 2 (29.11.2017): 113–20. http://dx.doi.org/10.21831/jppm.v4i2.14869.
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The objective of this research was to create early childhood sex education materials for Early Childhood Education Teachers. The research was initiated by conducting need assessment in the form of identification of the needs of sex education materials that appropriate for early childhood and the role of teachers and parents in the sex education. The subjects were chosen by using the purposive technique. The subjects of this study were 28 Early Childhood Education teachers in Sleman Regency. The data collection in this research was using a questionnaire. The data analysis technique was using quantitative descriptive techniques. The results of the research provided a description that the materials about the skills to protect themselves from sexual violence is the most needed matter of Early Childhood Education teachers. Further, respectively according to the level of need, the material that needs to be included in a Early Childhood Sex Education is the introduction of the gender, the introduction of self-identity, the relationship of men and women and ways to maintain the health, and the introduction of reproductive organs and functions. Materials product is expected to be a guideline and reference in providing early sex education.
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Cleghorn, Ailie, und Larry Prochner. „Early Childhood Education and Care“. Research in Comparative and International Education 3, Nr. 3 (Januar 2008): 222–23. http://dx.doi.org/10.2304/rcie.2008.3.3.222.
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Mishra, Usha. „Early Childhood Care and Education“. Asian Man (The) - An International Journal 6, Nr. 2 (2012): 181. http://dx.doi.org/10.5958/j.0975-6884.6.2.014.
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Podmore, Valerie, Geva M. Blenkin und A. V. Kelly. „Assessment in Early Childhood Education“. British Journal of Educational Studies 40, Nr. 3 (August 1992): 306. http://dx.doi.org/10.2307/3120906.
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Mori, Kimie. „Expressive Education in Early Childhood“. Arts Education Policy Review 97, Nr. 4 (April 1996): 31–34. http://dx.doi.org/10.1080/10632913.1996.9935069.
