Relevant bibliographies by topics / Childhood Education in the

Contents

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

Academic literature on the topic 'Childhood Education in the'

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

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Journal articles on the topic "Childhood Education in the"

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Kalinina, Tetiana S. "Early Childhood Inclusive Education: The Role and Practice of Educational Institutions." Revista Gestão Inovação e Tecnologias 11, no. 3 (June 30, 2021): 911–29. http://dx.doi.org/10.47059/revistageintec.v11i3.1986.

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Smith, Anne B. "Children's Rights and Early Childhood Education." Australasian Journal of Early Childhood 32, no. 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.
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Whitehead, Diane. "A New Day for Childhood Education: Childhood Education: Innovations." Childhood Education 93, no. 4 (July 4, 2017): 275–76. http://dx.doi.org/10.1080/00094056.2017.1343557.

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UNAL, Merve, and Gokce KURT. "Socioeconomic Profile of Early Childhood Education Preservice Teachers." Eurasian Journal of Educational Research 18 (April 4, 2018): 1–20. http://dx.doi.org/10.14689/ejer.2018.74.4.

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Lima, Camila Machado de. "infâncias e formação docente: gestos, sentidos e começos." childhood & philosophy 14, no. 30 (May 7, 2018): 297–315. http://dx.doi.org/10.12957/childphilo.2018.32049.

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The present text is an essay on childhood and teacher education, making approximations and meetings that put in question the school, the education, the teaching, the time. Childhood is not considered a category of chronological time, but an establishing force of possibility, impossibility, questions, interruptions. Childhood is affirmed beyond an age, understood as existence, life, embodied in any body and in another temporality. It is interesting to ask about the childhoods that go through the teacher formation and, perhaps, think not only how we form childhood, but how childhood forms us. How do they potencialize teachers work? Under what conditions do these childhoods arise? Is the teacher becoming a maturation of childhood, childhood or childhood? What gestures tear and explode with the ways we get used to being with the children and the ways we are used to becoming teachers? These questions have accompanied me in the challenge of devoting sensitivity, attention and listening to the senses emanating from childhood, and the childhood that emanates from the senses, in the exercise of being a teacher of Early Childhood Education. Therefore, this work is inspired by the childhoods of children of the Secondary Education of Pedro II College, in childhoods of my teaching with these subjects, in beginnings, openings and beginnings that potentiate to inhabit the school and become a teacher in a childish way.
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Granado-Palma, Manuel. "Audiovisual education for childhood education." Comunicar 10, no. 20 (March 1, 2003): 155–58. http://dx.doi.org/10.3916/c20-2003-22.

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The author is worried about audiovisual education at school, especially because of its social and personal influence on in our pupils´way of life. This paper describes the audiovisual educational program developed by a local primary school in Cádiz in ord Conscientes de la importancia de la educación audiovisual en el sistema educativo, y sensibilizados por las repercusiones sociales y personales que supone la carencia o déficit de la misma, en la Escuela Infantil Municipal de Cádiz se lleva a cabo un Programa con el objetivo de que los medios audiovisuales sean utilizados de una manera racional y crítica. La imagen es manipulable, la personalidad no debe serlo.
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Bowman, Barbara. "Early Childhood Education." Review of Research in Education 19 (1993): 101. http://dx.doi.org/10.2307/1167341.

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Peter Robinson, W. "Early childhood education." International Journal of Educational Research 29, no. 1 (March 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, no. 2 (February 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, and Marilyn Atherley. "Early Childhood Education." Teachers College Record 106, no. 5 (May 2004): 922–34. http://dx.doi.org/10.1111/j.1467-9620.2004.00364.x.

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Dissertations / Theses on the topic "Childhood Education in the"

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McKenzie, Patricia Jay. "Early childhood : special education." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26874.

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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
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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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Akdag, Zeynep. "Beginning Early Childhood Education Teachers." Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615312/index.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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Fox, James J., John Wheeler, Pamela J. Mims, Cathy Galyon Keramidas, Kimberly D. Hale, and 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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Keramidas, Cathy Galyon. "Assessment in Early Childhood." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4157.

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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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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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Ryan, Deborah M. "Parent involvement in early childhood education." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998ryand.pdf.

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Anick, Jill A. "'Education as democracy' in early childhood /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/3728.

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Evans, Katherine Louise. "Deconstructing 'readiness' in early childhood education." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/27258.

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In the context of early childhood education, in England and internationally, ideas and practices of ‘readiness’ have been of interest within research, policy and practice for some time. Much critical research, scholarship and activism has focused on exploring developmental aspects of this phenomenon arguing for: more ‘appropriate’ standards of ‘readiness’ against which to judge children’s learning and development; closer relationships between schools, preschools and communities that produce culturally responsive concepts of ‘readiness’; and the critical examination of the relationship between early childhood and compulsory school education. Within this body of work there is significant emphasis on developing and articulating alternative ideas and approaches that can unsettle dominant, normalizing practices of teaching and learning. Within these critical explorations of ‘readiness’ however, there is an avenue of scholarship that, seemingly, is as yet unexplored – one that addresses the concept of ‘readiness’ itself and asks how it may be possible to conceptualize ‘readiness’ in a way that is consistent with, and responsive to, complex processes of teaching and learning. This is not just a shift in practice, or in policy narratives, but is an ontological and epistemological change – a reconceptualization of ‘readiness’ that takes as its starting point a fundamental assumption of the positive and productive force of difference, in learning and in life. This thesis explores the ontological and epistemological shifts required to move away from ideas of ‘readiness’ that attach progression to a mechanistically linear movement. It develops and articulates an approach that embraces the emergent and unpredictable nature of learning, from which a concept of ‘readiness’ emerges which works with open, non-linear and emergent dimensions of education as necessary aspects of the complex systems within which we work. The thesis works with the concept of a ‘diffractive methodology’, exploring the concept of ‘readiness’ through ideas and theories drawn from complexity theory, from the immanent philosophy of Deleuze, and Deleuze and Guattari, and through onto-epistemological ideas of materiality and the entanglement of matter and meaning explored in particular by Barad. Methodologically, this study works within the space opened up by recent developments within ‘post-qualitative’ approaches to research. Working with concepts of ‘sensation’ and ‘affect’ it engages critically with often taken for granted concepts and practices such as: assumptions concerning empirical/theoretical research; ideas of ‘data collection’ and ‘data analysis’; and the production of knowledge in and through experience. Deleuzian philosophy (among other influences) is approached in this methodological context as an open system, as opposed to a totalizing structure. Concepts including ‘sensation’ and ‘affect’ are approached as potentialities, the methodological value of which is affirmed through the ways in which they have been productively put to work in the context of this study in order to produce spaces in which it is possible to think and act in ways that challenge conventional structures. What is developed in this thesis is a concept of ‘readiness’ as an ‘active-affective-ethical-relation’, as opposed to a fixed and normalizing identity. It is argued that, through this reconceptualization of ‘readiness’ as a central concept within early childhood education, other taken for granted concepts are unsettled, in particular ideas and practices of assessment. In exploring these concepts, the original ideas produced within this thesis, in relation to both early childhood education and research methodology, aim to contribute to the creation of more ethical and inclusive spaces of early childhood education and educational research.
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Books on the topic "Childhood Education in the"

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Early childhood education. 4th ed. London: Hodder Education, 2011.

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Early childhood education. Los Angeles: SAGE, 2012.

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Ebbeck, Marjory Anne. Early childhood education. Melbourne, Australia: Longman Cheshire, 1991.

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Early childhood education. Westminster, CA: Teacher Created Materials, 1996.

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Siraj-Blatchford, Iram, and 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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Kelley, Michael F. Restructuring early childhood education. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 1991.

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Early childhood education today. 7th ed. Upper Saddle River, N.J: Merrill, 1998.

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Early childhood education today. 9th ed. Upper Saddle River, N.J: Merrill/Prentice Hall, 2004.

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Arce, Eve-Marie. Perspectives: Early childhood education. Boulder, Colo: Coursewise, 1999.

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Early childhood education today. 4th ed. Columbus: Merrill Pub. Co., 1988.

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Book chapters on the topic "Childhood Education in the"

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James, Allison, and Adrian L. James. "Education." In Constructing Childhood, 117–39. London: Macmillan Education UK, 2004. http://dx.doi.org/10.1007/978-0-230-21427-9_5.

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Lee, Chun Wing. "Childhood and Education." In Labor and Class Identities in Hong Kong, 31–53. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137517562_3.

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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, and 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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Turton, Katy. "Childhood and Education." In Forgotten Lives, 10–31. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230592209_2.

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Buehler, Kathleen, Kelsie Corriston, Emily Franz, Meredith Holland, Allison Marchesani, Maggie O’Brien, and 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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Dunne, Joseph. "Education and Childhood." In Why Do We Educate? Renewing the Conversation, 258–73. Oxford, UK: Blackwell Publishing Ltd., 2009. http://dx.doi.org/10.1002/9781444307214.ch18.

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Ben-Avie, Michael, Ilene Vogelstein, Roberta Louis Goodman, Eli Schaap, and 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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Chalmel, Loïc. "Early Childhood Education." In Governing Children, Families, and Education, 133–47. New York: Palgrave Macmillan US, 2003. http://dx.doi.org/10.1007/978-1-137-08023-3_6.

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Stover, Sue. "Early Childhood Education." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_88-1.

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Conference papers on the topic "Childhood Education in the"

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Abdulkarim, Mubeena, Margaret Pearce, Jennifer Romo, Christopher Hollweg, and Melissa Grageda. "Childhood Asthma Education." In Selection of Abstracts From NCE 2016. American Academy of Pediatrics, 2018. http://dx.doi.org/10.1542/peds.141.1_meetingabstract.102.

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Laili, Nor, Novira Silmi Sabila, Vivi Mariesca Vibraena, Ahsan Romadhon Junaidi, and Dimas Arif Dewantoro. "Gifted Education in ASEAN." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.002.

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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.

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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.
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Shah Yousafzai, Mukammil. "Childhood education in Pakistan." In the International Conference on Future of Teaching and Education. Acavent, 2019. http://dx.doi.org/10.33422/icfte.2019.03.195.

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Ayuningrum, Desy, and 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, and 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, and 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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Sukawati, Nadya Nanda, Imam Gunawan, Endra Ubaidillah, Sasi Maulina, and Firman Budi Santoso. "Human Resources Management in Basic Education Schools." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.052.

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Halimah, Leli, SY Margaretha, and Mirawati. "Teacher-Parent Partnership on Early Childhood Education Curriculum Development." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.038.

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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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Reports on the topic "Childhood Education in the"

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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.

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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.

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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, January 2000. http://dx.doi.org/10.15760/etd.6449.

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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.

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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.

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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.

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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.

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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.

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Pappas, Dolores. Early childhood education and compensatory education in the Portland, Oregon, Public Schools, 1965-1984. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5298.

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