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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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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.
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This study examines the growth and development of a program for the preparation of special education teachers in Early Childhood Education, Following an overview of historical perspectives in Early Childhood and Special Education, including international influences, models which would aid in the development of such a program are discussed.
The Provincial Child Care Facilities Licensing Board and the Ministry of Education, of British Columbia expressed a wish for the development of post-basic special education programs in Early Childhood Education and their willingness to fund several programs in the province. Their critieria and support is included in a description of the development, implementation and evaluation of the Early Childhood: Special Education Program at Vancouver Community College? Langara Campus.
The purpose of this study is, therefore, to provide
information on the development of such a program and to examine
the needs and possible future directions of teacher preparation
in special education for Early Childhood Education. Education, Faculty of Graduate
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Guariglia, Dana Gemma. „Inclusion in the early childhood years /“. Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_guari_inclu.pdf.
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The aim of this study was to scrutinize perceptions, expectations and concerns of pre-service early childhood education (ECE) teachers before they start their careers and their challenges in their first year as they became beginning teachers. This study also focused on documenting public school contexts where beginning teachers have been either supported and given the opportunity to develop as successful teachers or discouraged and left alone with the challenges in their first year of teaching.
In order to investigate this phenomenon, 16 pre-service early childhood education teachers studying at the same teacher education program were interviewed about their perceptions, expectations and concerns on their future profession immediately before their graduation. Participating teachers started to teach in public schools at different cities after their graduation. They were interviewed at the end of the first and the second semester they taught about their experiences and difficulties, and positive aspects of working in public schools.
Moustakas&rsquo s phenomenological analysis was utilized to analyze data from interviews in which beginning teachers reflected on their experiences in teacher education program and of being new teachers in public school context in Turkey. Findings have revealed that pre-service teachers were aware of many difficulties in public schools and ready to contend with those difficulties, yet some of the challenges they faced were beyond their initial anticipation. All those challenges were originated from teacher education program, Ministry of National Education&rsquo s system itself, and local condition where beginning teachers were appointed. Suggestions for teacher education programs, Ministry of National Education, and administrators were proposed.
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Weems, Amy. „Impact of Early Childhood Education on Later Academic Achievement“. Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538681/.
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The purpose of this study was to determine the effect of participation in the district's early childhood program on later academic achievement as measured by the State of Texas Assessment of Academic Readiness (STAAR) mathematics and reading assessments in Grades 3, 4, and 5. The studied district opened a centralized early childhood school in 2009 and implemented the Texas Pre-K Guidelines. The STAAR test results were available for five cohorts of students who attended the early childhood school and took the STAAR mathematics and reading assessments in the years 2014-2018. A quasi-experimental design was used to analyze differences in STAAR mathematics and reading scores for students who attended the district's early childhood program and students who did not attend. A two-way factorial ANOVA was used to examine the effect on test scores of attending the district's early childhood school and other demographic categories, Latinx, African American, socio-economic status, and English language learners (ELL). The results show that attending the early childhood program did not have a statistically significant effect for Latinx or African American students. However, the mean mathematics scores for economically-disadvantaged students who attended the early childhood program were higher than their peers who did not attend. ELL students who attended the program also had higher mathematics scores but the differences were usually not statistically significant. The same impact on economically-disadvantaged students and ELLs was not found on reading tests.
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Brown, Ryan. „Integrating the fine arts into an early childhood classroom“. Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_brown_integ.pdf.
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Relying upon many years of experience as an early childhood educator and consultant, and utilizing examples of programs and forms during the past thirteen years while serving as the Director of Peace Lutheran Preschool/Kindergarten in Owensboro, Kentucky, and as a regional/national early childhood consultant. The author has proposed a manuscript whose purpose is to assist early childhood professionals in the development and implementation of quality, needs-appropriate preschool programs.
The eleven chapters are divided into seven areas of concern: program survey, development, purpose, regulation requirements, administration, financing, enrollment, curriculum and day-care. (Within each area are varied appropriate methods of implementation relating to specific outcomes of each desired program.) Curriculum is discussed with emphasis given to programs which are both age and developmentally appropriate for the early childhood area. Day-care materials are discussed in detail in the final chapter, although there are references throughout the manuscript that help explain overlaps in the two types of programs.
Since the entire manuscript is based on experiences of the author and was developed from working programs, materials are of a research basis, but they have also been used and tested. Therefore it will be useful to professionals in their existing or planned programs.
The author hopes the experiences within this manuscript prove invaluable to the novice in developing and implementing quality early childhood programs. This manuscript’s purpose is to assist those who dedicate their lives to meeting these needs of the young by providing a working guide for early childhood program development.
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Fox, James J., John Wheeler, Pamela J. Mims, Cathy Galyon Keramidas, Kimberly D. Hale und M. Michaels. „Issues in Early Childhood/Early Childhood Special Education: Questions, Answers, & Discussion Forum“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/212.
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Weems, Amy. „The Impact of Early Childhood Education on Later Academic Achievement“. Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538681/.
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The purpose of this study was to determine the effect of participation in the district's early childhood program on later academic achievement as measured by the State of Texas Assessment of Academic Readiness (STAAR) mathematics and reading assessments in Grades 3, 4, and 5. The studied district opened a centralized early childhood school in 2009 and implemented the Texas Pre-K Guidelines. The STAAR test results were available for five cohorts of students who attended the early childhood school and took the STAAR mathematics and reading assessments in the years 2014-2018. A quasi-experimental design was used to analyze differences in STAAR mathematics and reading scores for students who attended the district's early childhood program and students who did not attend. A two-way factorial ANOVA was used to examine the effect on test scores of attending the district's early childhood school and other demographic categories, Latinx, African American, socio-economic status, and English language learners (ELL). The results show that attending the early childhood program did not have a statistically significant effect for Latinx or African American students. However, the mean mathematics scores for economically-disadvantaged students who attended the early childhood program were higher than their peers who did not attend. ELL students who attended the program also had higher mathematics scores but the differences were usually not statistically significant. The same impact on economically-disadvantaged students and ELLs was not found on reading tests.
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Morris, Joanne B. „Reflective thinking in early childhood education“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ55529.pdf.
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Siraj-Blatchford, Iram, und Aziza Mayo. Early Childhood Education. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications Ltd, 2012. http://dx.doi.org/10.4135/9781446261439.
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Nahmad-Williams, Lindy, und Helen Simmons. „Early Education“. In Early Childhood Studies, 308–47. 2nd edition. | Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315561318-10.
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Burke, Robert W. „Early Childhood Education“. In Encyclopedia of Cross-Cultural School Psychology, 397–99. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_145.
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Hauser-Cram, Penny, und Darcy B. Mitchell. „Early childhood education.“ In APA educational psychology handbook, Vol 3: Application to learning and teaching., 3–22. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13275-001.
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Buehler, Kathleen, Kelsie Corriston, Emily Franz, Meredith Holland, Allison Marchesani, Maggie O’Brien und Maria K. McKenna. „Early Childhood Education“. In College Student Voices on Educational Reform, 53–78. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137351845_4.
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Ben-Avie, Michael, Ilene Vogelstein, Roberta Louis Goodman, Eli Schaap und Pat Bidol-Padva. „Early Childhood Education“. In International Handbooks of Religion and Education, 749–65. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0354-4_42.
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Kaplan, Sandra N. „Early Childhood Education“. In Differentiated Curriculum and Instruction for Advanced and Gifted Learners, 50–62. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003111443-3.
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Ross, Alan. „Schools and education“. In Early Modern Childhood, 94–118. New York : Routledge, 2019. | Series: Early modern themes: Routledge, 2019. http://dx.doi.org/10.4324/9781315177380-6.
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Konferenzberichte zum Thema "Education, Administration|Education, Early Childhood":
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Ayuningrum, Desy, und Nopiana Nopiana. „Early Childhood Education Management“. In The First International Conference On Islamic Development Studies 2019, ICIDS 2019, 10 September 2019, Bandar Lampung, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.10-9-2019.2289375.
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Jatmiko, Cahyo Dwi, Yasir Arafat und Dessy Wardiah. „Managing Early Childhood Education“. In International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.016.
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Waluyo, Edi, und Dr Diana. „Early Childhood Education Standard: Towards Euality Early Childhood Education Services in Indonesia“. In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.78.
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Hernawati, Hernawati. „Mother Role Shift and Early Childhood Education“. In Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icream-18.2019.32.
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Ismet, Syahrul. „Sex Education for Early Childhood“. In International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.15.
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Nikawanti, Gia. „Multicultural Education for Early Childhood“. In 3rd International Conference on Early Childhood Education (ICECE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icece-16.2017.40.
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Clipa, Otilia. „Early Childhood Education – Parents’ Perceptions“. In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.210.
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Ulfah, Fitria, Hani Yulindrasari und Vina Adriany. „Democracy and Early Childhood Education“. In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007036500930096.
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Berichte der Organisationen zum Thema "Education, Administration|Education, Early Childhood":
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Elango, Sneha, Jorge Luis García, James Heckman und Andrés Hojman. Early Childhood Education. Cambridge, MA: National Bureau of Economic Research, November 2015. http://dx.doi.org/10.3386/w21766.
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García, Jorge Luis, und James Heckman. Early Childhood Education and Life-cycle Health. Cambridge, MA: National Bureau of Economic Research, März 2020. http://dx.doi.org/10.3386/w26880.
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Carson, Jessica. Working Families’ Access to Early Childhood Education. University of New Hampshire Libraries, 2018. http://dx.doi.org/10.34051/p/2020.335.
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Tupper, Gail. Assessment: Authentic Strategies for Early Childhood Education. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.6449.
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Tofaris, Elizabeth, und Asadul Islam. Improving Early Childhood Education in Rural Bangladesh. REAL Centre, University of Cambridge and The Impact Initiative, August 2020. http://dx.doi.org/10.35648/20.500.12413/11781/ii351.
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García, Jorge Luis, Frederik Bennhoff, Duncan Ermini Leaf und James Heckman. The Dynastic Benefits of Early Childhood Education. Cambridge, MA: National Bureau of Economic Research, Juli 2021. http://dx.doi.org/10.3386/w29004.
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Bassok, Daphna, Thomas Dee und Scott Latham. The Effects of Accountability Incentives in Early Childhood Education. Cambridge, MA: National Bureau of Economic Research, September 2017. http://dx.doi.org/10.3386/w23859.
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Kearney, Melissa, und Phillip Levine. Early Childhood Education by MOOC: Lessons from Sesame Street. Cambridge, MA: National Bureau of Economic Research, Juni 2015. http://dx.doi.org/10.3386/w21229.
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Thompson, Deborah. Portfolios as developmentally appropriate assessment in early childhood education. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.6176.
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Pappas, Dolores. Early childhood education and compensatory education in the Portland, Oregon, Public Schools, 1965-1984. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.5298.
