Relevant bibliographies by topics / Art education|Early childhood education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Art education|Early childhood education'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Art education|Early childhood education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Art education|Early childhood education"

1

Garvis, Susanne, and Danielle Twigg. "Exploring Art in Early Childhood Education." International Journal of the Arts in Society: Annual Review 5, no. 2 (2010): 193–204. http://dx.doi.org/10.18848/1833-1866/cgp/v05i02/35830.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Gönen, Mübeccel, Emine Hande Aydos, and Ayça Ülker Erdem. "Experiences of candidate preschool teachers on art education and implementations." International Journal of Innovative Research in Education 3, no. 1 (December 15, 2015): 42. http://dx.doi.org/10.18844/ijire.v1i1.118.

Full text
Abstract:
In early childhood period, art education has a crucial effect for children’s gaining aesthetic perception, attitude and skills. Early childhood educators and teacher candidates need to have enough knowledge and skills while planning and implementing art activities and they should make this process enjoyable and effective for the children. Within this context, the aim of the study is to examine the explanation of art education, ideas about the importance of art education of early childhood education teacher candidates, methods and techniques used by them in implementation process and what they do to develop themselves. In the light of findings, early childhood education teacher candidates think art education is important. There are explanations about the importance of art education as creativity, motor and social development and school readiness. During the implementation process of art activity, teacher candidates use mostly coloring, cutting-gluing, waste material and kneading materials. Also, in order to develop themselves, teacher candidates have stated that they make literature review, follow the social media and blogs, participate in seminars and educations and ask to field expert. Keywords: early childhood, art education, teacher candidate.
APA, Harvard, Vancouver, ISO, and other styles
3

Shih, Yi-Huang. "The Research of Early Childhood Art Education in Taiwan." Children and Teenagers 1, no. 1 (April 11, 2018): 24. http://dx.doi.org/10.22158/ct.v1n1p24.

Full text
Abstract:
<p><em>In general, the research of early childhood art education </em><em>has its importance. For this reason, </em><em>research into early childhood art education </em><em>in Taiwan has been emphasized by scholars, in the hope that</em><em> </em><em>preschool</em><em> teachers can better understand the </em><em>early childhood art education. By reading, analyzing and discussing related studies, </em><em>t</em><em>his paper aims to explore the research of early childhood art education </em><em>in Taiwan. Hopefully, such an exploration can help teachers </em><em>understand </em><em>concepts related to </em><em>early childhood art education, and most importantly develop an excellent praxis of early childhood art education. After reading, analyzing and discussing related studies, the research issues of early childhood art education </em><em>in Taiwan </em><em>we identified are as follows: (1) young children’s art making processes, (2) the practice of implementing an aesthetic thematic curriculum, (3) the development of learning indicators of the aesthetic domain for kindergarten curriculum in Taiwan, (4) the teaching principles of aesthetic education in early childhood, (5) multicultural art education for children, (6) investigation of art education in kindergartens, (7) children’s art learning with parents, (8) making use of picture books to design a suitable art integrated curriculum for children, (9) teaching art appreciation in kindergarten, (10) employee retention and collaboration with art institutions on early childhood education, (11) integrating mangrove environmental education into art teaching for young children, and (12) the progress of implementing aesthetic feelings by integrating a community based viewpoint.</em></p>
APA, Harvard, Vancouver, ISO, and other styles
4

Bharadwaj, Kumkum. "MUSIC EDUCATION IN EARLY CHILDHOOD -AN ANALYSIS." International Journal of Research -GRANTHAALAYAH 3, no. 1SE (January 31, 2015): 1–2. http://dx.doi.org/10.29121/granthaalayah.v3.i1se.2015.3388.

Full text
Abstract:
The main aim of education is not only giving the knowledge but education is the acquisition of the art of utilization of knowledge. This is an art very difficult to impart .The general purpose of education is the faster growth of individual knowledge in each human being. In human beings projection of individual is only possible by fine arts. Fine arts includes music, dance, architecture, sculpture, painting, literature etc. Music is a performing art. The main aspect of music is Naad. According to Indian views the place of Naad has taken Dhwani. Naad or dhwani is very useful in music. It is the base of music. The main elements of music are -Swar-In Indian music, there are 7 and in western music “swar” are 8.Taal- There are 3 types of Taal- Mandra, Madhya, and Drut.Aaroh- Avroh-Rhythm. (Pitch higher/lower)Goonj (Echo) - Pratidhwani/Reverberation.Anunaad-Resonance.Kaku-Modulation (Scale)
APA, Harvard, Vancouver, ISO, and other styles
5

Kim, Min-Jung. "Early Childhood Art Education of Early Childhood Teachers Perception and Demands Analysis." Korean Association For Learner-Centered Curriculum And Instruction 21, no. 5 (March 15, 2021): 15–25. http://dx.doi.org/10.22251/jlcci.2021.21.5.15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Barbour, Nancy Benham. "Early Childhood Gifted Education: A Collaborative Perspective." Journal for the Education of the Gifted 15, no. 2 (January 1992): 145–62. http://dx.doi.org/10.1177/016235329201500204.

Full text
Abstract:
Young gifted children are presently an underserved population. The concern for meeting the needs of these children is evident in recent funding initiatives. The dilemmas involved in serving young gifted children may best be solved by a collaborative venture between the two parent fields: Early Childhood Education and Gifted Education. The following paper examines the state-of-the-art in each field and identifies points of intersection. By combining the best practices in each, service to this population can be enhanced.
APA, Harvard, Vancouver, ISO, and other styles
7

Walsh, Daniel J. "Art as Socially Constructed Narrative: Implications for Early Childhood Education." Arts Education Policy Review 94, no. 6 (August 1993): 18–23. http://dx.doi.org/10.1080/10632913.1993.9936937.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Kaplan, Heather. "Serendipity as a Curricular Approach to Early Childhood Art Education." Art Education 73, no. 6 (October 20, 2020): 24–29. http://dx.doi.org/10.1080/00043125.2020.1788345.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Ravanis, Konstantinos. "EARLY CHILDHOOD SCIENCE EDUCATION: STATE OF THE ART AND PERSPECTIVES." Journal of Baltic Science Education 16, no. 3 (June 25, 2017): 284–88. http://dx.doi.org/10.33225/jbse/17.16.284.

Full text
Abstract:
The last twenty-five years have seen an increase in the development of an area of educational research and implementation which is known internationally as Early Childhood Science Education. In fact, this is a broad framework within which different theoretical trends coexist with corresponding research orientations and fields of teaching applications. These trends converge in an effort to study the mechanisms of initiation of children aged 4-8 years into the properties of the materials and objects and into the phenomena and concepts of Natural Sciences. When the first relevant efforts began to take shape, valid questions were raised as to whether the systematic approach to Natural Sciences at such an early age was desirable, possible and feasible.
APA, Harvard, Vancouver, ISO, and other styles
10

Kim, Geun hye, and Eun Ju Seo. "Analysis of Early Childhood Teacher's Needs about Teacher Education and Reeducation on Early Childhood Art." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 22 (November 30, 2018): 321–41. http://dx.doi.org/10.22251/jlcci.2018.18.22.321.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Art education|Early childhood education"

1

Wong, Kit Mei. "Early childhood art education in Hong Kong : a phenomenographic study." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16334/.

Full text
Abstract:
This study was a phenomenographic inquiry into arts education in early childhood. Through the use of this interpretative approach, the study was an inquiry into the internal relationship between human experience and the world environment, based on the core assumption that there is variation in the ways in which people experience the same phenomenon. Drawing on the work of Pramling and other phenomenographers, the study identified and compared the conceptions of art in young children and their teachers. Twenty-seven young children, aged 5 to 6, studying in the same class in a Hong Kong preschool participated in this study with their two class teachers. Semi-structured interviews were used and the children were asked to describe art experiences in their preschool learning environment. The two teachers working with this group of children were interviewed separately, for their views on their art teaching practices. Through a process of comparing and contrasting themes emergent in the transcriptions, children's conceptions of their art experiences fell into five categories: (1) Art is Human Nature, (2) Art is a Task, (3) Art is a Process, (4) Art is a Product, and (5) Art is Mystery. Teachers' responses fell into two categories: (1) Art is Human Nature, and (2) Art is a Task. A conclusion of the study was that the conceptions of art in children formed at an early age are broad and complex. Comparison of the conceptions between the young children and their teachers indicated that there were some similarities but also mismatches. The children had a broader perspective than their teachers and they were sensitive to the teachers' conceptions. The teachers and the children shared the conceptions of art as being part of human nature and art as a task, although their variations differed. In addition, the children demonstrated that they had further conceptions of art -- that it was a social process, and that the product was important and valued. Finally, analysis of the data also showed that the children had a conception of art as a mystery, holding contradictory elements together in a tension, where art was important but also a chore. Research studies into how young children understand and conceive their early experiences with art learning, and how their teachers perceive preschool art education and its practice, are limited. In documenting the views of both the teachers and the children, this study contributes to an understanding of arts education in a preschool context, by exposing the young children's perspectives. Possibilities for improving arts pedagogy are considered, and new questions are emerged. The study also illustrated how a phenomenographic approach could be used in the field of art education and early childhood education. Recommendations for further research arising from the study include: using phenomenography to study young children's conceptions of other arts experiences (e.g. music, dance, drama); replication of the study with young children of different age groups and cultural backgrounds; longitudinal studies of children's conceptions of art throughout their schooling programme; and detailed examination of the conceptions of art in early childhood student teachers before, during and after their training.
APA, Harvard, Vancouver, ISO, and other styles
2

Gunn, Alexandra Claire. "Visual art education in early childhood centres : teachers' beliefs and practices." Thesis, University of Canterbury. School of Educational Studies and Human Development, 1998. http://hdl.handle.net/10092/2479.

Full text
Abstract:
Teachers' beliefs and practices in the curriculum area of visual art education, along with relevant theory and the curriculum guidelines Te Whaariki, provide a framework against which teachers plan and implement programmes in visual art education for young children. Three distinct orientations (rote, child-centred, and cognitive) are used to investigate the beliefs and practices of teachers in a sample of Christchurch early childhood centres in order to establish the philosophical perspective that surround the provision of visual art. A distinct influence of child-centred orientation is seen whereby teachers value the visual arts as a curriculum area that allows children opportunities to engage in the process of self-guided creative expression. In addition, many rote oriented table-top type activities were provided for children. Cognitively oriented art education approaches were not significantly featured in either the teachers' beliefs or the way they practised in visual art. Implications for teaching practice and the development of children's artistry are discussed in light of the research findings.
APA, Harvard, Vancouver, ISO, and other styles
3

Broderick, Jane Tingle, and Shirley C. Raines. "Chapter 4, Chapter 5, and OnlineAppendices (The Many Forms of Art)." Digital Commons @ East Tennessee State University, 2012. https://www.amzn.com/1111838070.

Full text
Abstract:
Book Summary: This book is written for early childhood educators as well as those who work with children from birth through age eight. The book focuses on helping educators make the vital connection to the arts--including music, movement, drama, and the visual arts--throughout all areas of the classroom and curriculum, and on developing creative teachers who will be able to foster an artistic environment. Observations and photos of teachers and children demonstrate practical ways the arts can be used to help children reach their potential. Educators will find many ideas for open-ended activities that are important for the development of young children, and which will encourage them to think in new ways. Discussion of professional standards and recommendations allows teachers to be cognizant of goals that are important in the early years. Thorough in its coverage, the text speaks to children with special needs and cultural diversity, leaving readers with a complete information resource regarding arts in the young child's classroom.
APA, Harvard, Vancouver, ISO, and other styles
4

Meeken, Luke. "Art Education and the Encouragement of Affective and Cognitive Empathy in Early Childhood." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3194.

Full text
Abstract:
This study constructs a theoretical framework for exploring the relationship between art education practice and the development of empathy in early childhood. In this study, I construct a schema for the experience of empathy in kindergarten-aged students, derived from the work of Martin Hoffman, Maurice Merleau-Ponty, and Vittorio Gallese, which acknowledges both the affective and cognitive dimensions of the experience of empathy. This schema is examined within the context of aesthetic and artistic experience, as distinguished from each other by John Dewey. I articulate several ways that art education’s cultivation of subtle aesthetic perception may encourage affective empathy, and its cultivation of imaginative cognition may encourage cognitive empathy. Suggestions are made for projects and practice in the early childhood classroom.
APA, Harvard, Vancouver, ISO, and other styles
5

Pitri, Elizabeth. "Educational context and early childhood art-related problem solving /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486459267520333.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Cinquemani, Shana. "Fostering New Spaces| Challenging Dominant Constructions of Power and Knowledge in Early Childhood Art Education." Thesis, The University of Arizona, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10273614.

Full text
Abstract:

Within this dissertation I discuss my experience as both teacher and researcher in an early childhood art education research project with the goal to challenge traditional conceptions of power and knowledge in work with young children. Inspired initially by the idea of reactivating children’s traditionally subjugated knowledges, in this research I aimed to foster a space where children and adults could ethically collaborate in art, making, and research. Over the course of 10 weeks, this art classroom was built as a space created for children, grounded in notions of change, movement, trust, and respect. The children were not only encouraged to create their own opportunities for making, and also to challenge what it means to exist and make in the early childhood art classroom by engaging in play, exploration, and collaborations with adults. In what follows, I share some of the children’s words and work in order to make their experience in this classroom space visible. Both their artworks and experiences are analyzed through various theoretical lenses, including theories surrounding nomadism and movement, ethical encounters, collaborations between adults and children, and chaos theory in play. Ultimately, I argue that challenging conventional understandings of power, authority, and knowledge in the art classroom demands resistance from both adults and children. However, this resistance is coupled with a responsibility for educators to listen deeply to what their students both want and need, and to embrace curricular spaces that welcome the unknown. Throughout this dissertation it is my hope to present new and different ways of being and engaging with young children in spaces of art education.

APA, Harvard, Vancouver, ISO, and other styles
7

Goff, Patricia. "The effect of interventions on early childhood teachers in establishing a balanced process and product art environment : an action research project in early childhood education /." View abstract, 2000. http://library.ctstateu.edu/ccsu%5Ftheses/1586.html.

Full text
Abstract:
Thesis (M.S.)--Central Connecticut State University, 2000.
Thesis advisor: Margaret M. Ferrara. " ... in partial fulfillment of the requirements for the degree of Master of Science in Early Childhood Education." Includes bibliographical references (leaves 51-52).
APA, Harvard, Vancouver, ISO, and other styles
8

Mohamad, Hanapi. "Promoting creativity in early childhood education in Brunei." University of Western Australia. Graduate School of Education, 2006. http://theses.library.uwa.edu.au/adt-WU2006.0130.

Full text
Abstract:
[Truncated abstract] The overall aim of this study was to examine Bruneian preschool teachers’ conceptions about creativity (including factors related to creativity), their beliefs on how to promote children’s creativity in the classroom, how their beliefs may influence their actual practice and whether their practices are consistent with the requirements of the Brunei National Curriculum. It will also try to identify any factors that constrain or influence teachers’ practice. The research employed a grounded theory approach involving semi-structured interviews and classroom observations of preschool teachers. The findings of this study indicate that the teachers primarily conceptualise creativity as something mainly but not exclusively to do with art work . . . Teachers’ actual practice mainly consists of teacher control, enforcement of obedience, rote learning, teacher directed and teacher chosen activities and heavy emphasis on whole-class teaching. Other mediating constraints on their promotion of creativity included: pressure from Primary 1 teachers, parents and the officials in Ministry of Educations to complete and adhere to the National Curriculum; teachers’ own pedagogical limitations; large class size; lack of adult help and the presence of special children in the classroom; lack of resources and pressure from other non-teaching commitments. The implication of the findings are that further research needs to be conducted into Brunei’s preschool teacher training programmes, to identify contradictory messages about the value of creativity and to find a more culturally appropriate way of promoting children’s creativity through the curriculum.
APA, Harvard, Vancouver, ISO, and other styles
9

Fischer, Lauren D. "Development of interpersonal skills through collaboartive artmaking curriculum." Thesis, Mills College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1538511.

Full text
Abstract:

The purpose of this study was to examine how collaborative artmaking activates and supports the development of interpersonal skills in young children. By means of a qualitative case study, this study explored how collaborative art projects engage children in using problem-solving, cooperation, and negotiation skills. Data were collected through observation of small groups of preschool children as they participated in collaborative art projects. Field notes, videotaping, small group interviews, and conversations with colleagues were the primary methods for data collection. The data were analyzed using the literature from the Reggio Emilia philosophy and research on collaborative artmaking and interpersonal skills development. Thematic groupings from both deductive and inductive coding techniques were used to analyze the data and draw inferences about the findings. Results show that children co-construct knowledge through the visual language of art during collaborative artmaking. Over time, this construction supports children in their interpersonal skill development. The art medium used in the projects and the role of teacher were examined, revealing how the children were supported in developing problem-solving, cooperation, and negotiation skills. This study makes an important contribution to the literature because it draws connections between collaborative artmaking and interpersonal skill development.

APA, Harvard, Vancouver, ISO, and other styles
10

Davis, Jodi. "Impact of Early Childhood Education on Academic Achievement." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609085/.

Full text
Abstract:
Two groups of students were compared to determine the impact of early intervention at the Early Childhood School on academic outcomes in later elementary school years for both math and reading. Students who were determined to be disadvantaged in some way, either by income, limited English proficiency, or having been identified as needing specialized instruction and who attended an early intervention program, prior to kindergarten, were compared to a similar group who did not attend the intervention program. Scores on district level assessments in math and reading were tracked for both groups of students through the third grade. Scores on high stakes standardized testing of the students in third grade were also analyzed. Results indicated that students in the control group outperformed students in the treatment group on the majority of district level assessments. However, the opposite was true for high stakes testing where the treatment group outperformed the control group on a consistent basis. These results were consistent, regardless of the nature of the disadvantage. Students who attended the prekindergarten program at the Early Childhood School had higher scores on the State of Texas Assessment of Academic Readiness (STAAR) exam than disadvantaged students who did not attend. Since this was not the case for district level assessments, it is recommended that the district revisit their local assessments and testing administration practices. It is also recommended that this cohort of students continue to be studied to see of the outcomes last beyond the third grade.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Art education|Early childhood education"

1

Perspectives and provocations in early childhood education. Charlotte, NC: Information Age Pub., 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Hodges, Susan. Toddler art. Torrance, Calif: Totline Publications, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Nicholson, Stamp Laurie, ed. The arts in children's lives: Aesthetic education in early childhood. Boston: Allyn and Bacon, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

The language of art: Inquiry-based studio practices in early childhood settings. St. Paul, MN: Redleaf Press, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Cherry, Clare. Creative art for the developing child: A teacher's handbook for early childhood education. 3rd ed. Torrance, CA: Fearon Teacher Aids, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Creative art for the developing child: A teacher's handbook for early childhood education. 2nd ed. Belmont, Calif: Fearon Teacher Aids, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Jalongo, Mary Renck. Early childhood language arts. 3rd ed. Boston: Allyn and Bacon, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Jalongo, Mary Renck. Early childhood language arts. Boston: Allyn and Bacon, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Kelly, Elizabeth. Art for the very young. Grand Rapids, MI: Instructional Fair, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

1970-, Slutsky Ruslan, and National Art Education Association, eds. The impact of early art experiences on literacy development. Reston, VA: National Art Education Association, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Art education|Early childhood education"

1

McClure, Marissa. "Service Learning as the New Lab School: Engaging Pre-service Art Educators Within Local Communities of Art and Knowledge." In Service Learning as Pedagogy in Early Childhood Education, 169–77. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42430-9_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Leung, Suzannie K. Y., Kimburley W. Y. Choi, and Mantak Yuen. "Creative Digital Art: Young Children’s Video Making Through Practice-Based Learning." In Embedding STEAM in Early Childhood Education and Care, 41–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65624-9_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Sullivan, Ashley L., and Laurie L. Urraro. "Art Studios Versus Locker Rooms: Safe and Unsafe Places for Trans Children." In Voices of Transgender Children in Early Childhood Education, 149–79. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13483-9_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Nyland, Berenice. "The Art of Listening: Infants and Toddlers in Education and Care Group Settings." In International Perspectives on Early Childhood Education and Development, 59–69. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17791-1_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Diamond, Karen E., and Douglas R. Powell. "Developing Literacy and Language Competence: Preschool Children Who Are at Risk or Have Disabilities." In Handbook of Early Childhood Special Education, 125–41. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28492-7_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Durden, Tonia R. "Cracking the Walls of the Education Matrix: Are you Ready to Educate Culturally and Linguistically Diverse Students?" In Rethinking Readiness in Early Childhood Education, 77–91. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137485120_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Leafgren, Sheri. "“Are You My Dawg?”: Socially and Politically Marginalized Children Desiring to Be Seen and Valued by Their Teachers." In Rethinking Readiness in Early Childhood Education, 93–107. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137485120_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Recchia, Susan L., and Dana Frantz Bentley. "“Who They Are and What They Have to Say Matters …”: How an Emergent Preschool Experience Shapes Children’s Navigation of Kindergarten." In Rethinking Readiness in Early Childhood Education, 141–64. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137485120_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Garvis, Susanne. "Early Childhood Education, Arts-Based Research and Resilience." In Arts-Based Research, Resilience and Well-being Across the Lifespan, 13–28. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-26053-8_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Bloch, Marianne N., and Koeun Kim. "A Cultural History of “Readiness” in Early Childhood Care and Education: Are There Still Culturally Relevant, Ethical, and Imaginative Spaces for Learning Open for Young Children and Their Families?" In Rethinking Readiness in Early Childhood Education, 1–18. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137485120_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Art education|Early childhood education"

1

Cahyani, Febby Anjelita, and Nur Anisa. "The Implementation of Color Games to Improve Art Creativity in Group B TK Kartika IV-6, Malang." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.015.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Mayar, Farida, Dadan Suryana, Eko Purnomo, and M. Nasrul Kamal. "The Art of Chain-Scission Creativity as a Business Opportunity at Kindergarten." In International Conference of Early Childhood Education (ICECE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200715.009.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Desyandri, Desyandri. "Internalization of Local Wisdom Values through Music Art as Stimulation of Strengthening Character Education in Early Childhood Education; A Hermeneutic Analysis and Ethnography Studies." In International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Astawa, I. Made Suwasa, and Ni Wayan Purni Astuti. "Techniques of Developing Fine Motor Skill Through Collage Art Activities Among Children Aged between 5-6 Years in PAUD Mataram City." In International Conference of Early Childhood Education (ICECE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200715.031.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Rodliyah Ummus Sholihah, Siti, Nurima Trissia, and Andini Mukharoma Meidina. "AC Kids: Art of Cooking for Kids." In 1st International Conference on Early Childhood and Primary Education (ECPE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ecpe-18.2018.44.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Tudor, Sofia-Loredana. "Study on the Training Needs of Teaching Staff to Provide Quality Early Childhood Education Services." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/36.

Full text
Abstract:
Early child development is related to early education, health, nutrition, and psychosocial development; therefore, the holistic concept of early approach combines elements from the area of stimulation of the child, health, nutrition, speech therapy, psychological counselling, physical development support, etc. The need for the development of integrated early education services and their extension to the area of 0-3 years are priorities of the European strategies assumed through a complex of educational policy measures, having as a priority the development of quality early education services for the benefit of all prerequisites for lowering the schooling rate (Strategy for early childhood education, Strategy for parental education, Strategy for reducing early school leaving in Romania, Study on the evaluation of public policies in the field of early childhood education - Saber Early Childhood). In this context of the development of early childhood education, numerous inequalities are identified in the implementation of European and national strategies and programs in the development of early childhood education services, supported by economic, political, social factors, etc. In order to make them compatible at European level, we consider it necessary to support training and development programs for staff providing educational services in early childhood education institutions. The purpose of this study is to acknowledge the opinion of the bodies with attributions in the pre-kindergarten and preschool education in Romania, as well as of the civil society and public opinion, as a prerequisite for identifying school policy measures and developing programs for training the teaching staff so as to be able to provide educational services in early childhood education (representatives responsible for early childhood education in school inspectorates and Houses of the Teaching Staff, teaching staff in preschool educational institutions, representatives of the Ministry of Labour and Social Protection, representatives of the Social Assistance Directorate, managers of nursery schools, representatives of NGOs and other categories of organizations with experience in the field, parents and interested representatives of the civil society and public opinion). The present study is a qualitative research based on the focus-group method, but also a quantitative research by using the questionnaire-based survey, being carried out on a representative sample of 100 persons (2 focus-group of 25 persons, respectively 50 persons involved in the survey-based questionnaire). The conclusions of this study highlight the need to restructure the system of early childhood education in Romania through interventions at the legislative level and ensure a unitary system of policy and intervention in early childhood education. Also, we believe it is imperative to reorganize the training system of the human resource, by developing complementary competences of the teaching staff, adapted to the training needs of the early childhood population, ensuring a valuable inclusive and integrated intervention.
APA, Harvard, Vancouver, ISO, and other styles
7

Wardhani, Rr Dina Kusuma, Reza Mauldy Raharja, and Ratih Kusumawardani. "Are the Early Children’s School Meals Diverse, Nutritious, Balanced, and Safe?" In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.014.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Kislyakov, Pavel. "Art Therapy`S Influence On Preschoolers`S With Mental Delay Emotional Development." In ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.47.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Handayani, Trisakti. "Gender Sensitivity in Early Childhood Education in Malang City." In 2018 3rd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/amca-18.2018.146.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Anisa, Nur, and Retno Tri Wulandari. "Analysis of Science and Technology Elements in The Application of STEAM Based Learning (Science, Technology, Engineering, Art, and Mathematics)." In 1st International Conference on Early Childhood and Primary Education (ECPE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ecpe-18.2018.33.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Art education|Early childhood education"

1

Elango, Sneha, Jorge Luis García, James Heckman, and Andrés Hojman. Early Childhood Education. Cambridge, MA: National Bureau of Economic Research, November 2015. http://dx.doi.org/10.3386/w21766.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Näslund-Hadley, Emma, Michelle Koussa, and Juan Manuel Hernández. Skills for Life: Stress and Brain Development in Early Childhood. Inter-American Development Bank, April 2021. http://dx.doi.org/10.18235/0003205.

Full text
Abstract:
Learning to cope with disappointments and overcoming obstacles is part of growing up. By conquering some challenges, children develop resilience. Such normal stressors may include initiating a new activity or separation from parents during preschool hours. However, when the challenges in early childhood are intensified by important stressors happening outside their own lives, they may start to worry about the safety of themselves and their families. This may cause chronic stress, which interferes with their emotional, cognitive, and social development. In developing country contexts, it is especially hard to capture promptly the effects of stressors related to the COVID-19 pandemic on childrens cognitive and socioemotional development. In this note, we draw on the literature on the effect of stress on brain development and examine data from a recent survey of households with young children carried out in four Latin American countries to offer suggestions for policy responses. We suggest that early childhood and education systems play a decisive role in assessing and addressing childrens mental health needs. In the absence of forceful policy responses on multiple fronts, the mental health outcomes may become lasting.
APA, Harvard, Vancouver, ISO, and other styles
3

García, Jorge Luis, and James Heckman. Early Childhood Education and Life-cycle Health. Cambridge, MA: National Bureau of Economic Research, March 2020. http://dx.doi.org/10.3386/w26880.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Carson, Jessica. Working Families’ Access to Early Childhood Education. University of New Hampshire Libraries, 2018. http://dx.doi.org/10.34051/p/2020.335.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Tupper, Gail. Assessment: Authentic Strategies for Early Childhood Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6449.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Tofaris, Elizabeth, and 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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

García, Jorge Luis, Frederik Bennhoff, Duncan Ermini Leaf, and James Heckman. The Dynastic Benefits of Early Childhood Education. Cambridge, MA: National Bureau of Economic Research, July 2021. http://dx.doi.org/10.3386/w29004.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Bassok, Daphna, Thomas Dee, and 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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Kearney, Melissa, and Phillip Levine. Early Childhood Education by MOOC: Lessons from Sesame Street. Cambridge, MA: National Bureau of Economic Research, June 2015. http://dx.doi.org/10.3386/w21229.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Thompson, Deborah. Portfolios as developmentally appropriate assessment in early childhood education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6176.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Art education|Early childhood education' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography