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Journal articles on the topic 'Developmentally appropriate curriculum'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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1

Jipson, Janice. "Developmentally Appropriate Practice: Culture, Curriculum, Connections." Early Education & Development 2, no. 2 (1991): 120–36. http://dx.doi.org/10.1207/s15566935eed0202_4.

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2

Fletcher, Janice, and Laurel Branen. "Making mealtime a developmentally appropriate curriculum activity for preschoolers." Day Care & Early Education 21, no. 3 (1994): 4–8. http://dx.doi.org/10.1007/bf02361395.

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Miranda, Martina L. "The Implications of Developmentally Appropriate Practice for the Kindergarten General Music Classroom." Journal of Research in Music Education 52, no. 1 (2004): 43–63. http://dx.doi.org/10.2307/3345524.

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The purpose of this study was to examine the implications of Developmentally Appropriate Practice (DAP) for the kindergarten general music classroom. Ethnographic procedures (classroom observations, interviews, and artifact collection) were used to collect data in three kindergarten music classrooms throughout an academic year. Data were coded using five global dimensions of DAP (creating a caring community of learners, teaching to enhance development and understanding, constructing appropriate curriculum, assessing children's development and learning, and establishing reciprocal relationships

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Thompson, Mumuni. "Attaining Children’s Development through Appropriate Assessment Practices: Insights from Kindergarten Teachers." Global Research in Higher Education 1, no. 1 (2018): 57. http://dx.doi.org/10.22158/grhe.v1n1p57.

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<em>The research contributes to the conversation regarding kindergarten teachers’ knowledge about developmentally assessments practices in attaining curriculum goals of selected kindergartens classrooms within the Ghanaian settings. The mixed method research approach was employed. Quantitative data were gathered from 1,413 teachers using questionnaires, while qualitative data were collected from 10 participants who were interviewed and observed. The participants for the quantitative research were randomly selected from ten districts in the Central Region of Ghana. The data were analysed

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Morelock, Martha J., and Karin Morrison. "Differentiating ‘developmentally appropriate’: The multidimensional curriculum model for young gifted children." Roeper Review 21, no. 3 (1999): 195–200. http://dx.doi.org/10.1080/02783199909553961.

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Zeece, Pauline Davey. "Curriculum Design Strategies in Emergent Literacy: The Role of Developmentally Appropriate Literature Selections." Early Childhood Education Journal 37, no. 5 (2009): 345–50. http://dx.doi.org/10.1007/s10643-009-0360-x.

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Allingham, Sue. "Why we must take back ownership of the EYFS." Early Years Educator 21, no. 3 (2019): 10–11. http://dx.doi.org/10.12968/eyed.2019.21.3.10.

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While our early years curriculum is broad and far ranging, looking at developmentally appropriate practice from birth, we are rapidly losing this in the rush to assess and level, says Dr Sue Allingham.

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Douglas, Masako. "Pedagogical Theories and Approaches to Teach Young Learners of Japanese as a Heritage Language." Heritage Language Journal 3, no. 1 (2005): 60–82. http://dx.doi.org/10.46538/hlj.3.1.3.

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This paper proposes a theoretical framework for the development of curricula for Japanese heritage language schools. Although these schools provide most of the Japanese heritage language (JHL) instruction available to elementary and secondary school pupils, they have received little attention or support from the academic community. Specifically, they are in need research-based knowledge as well as models for teaching methodology, developing curricula and instructional materials, and providing teacher training. This paper examines recent theories and approaches in the fields of heritage languag

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Schwartzstein, Richard M., Jules L. Dienstag, Randall W. King, et al. "The Harvard Medical School Pathways Curriculum: Reimagining Developmentally Appropriate Medical Education for Contemporary Learners." Academic Medicine 95, no. 11 (2020): 1687–95. http://dx.doi.org/10.1097/acm.0000000000003270.

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Edwards, Suzy. "New Directions: Charting the Paths for the Role of Sociocultural Theory in Early Childhood Education and Curriculum." Contemporary Issues in Early Childhood 4, no. 3 (2003): 251–66. http://dx.doi.org/10.2304/ciec.2003.4.3.3.

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This article identifies the growing role of sociocultural theory as an informant to the early childhood curriculum. Beginning with a brief description of the more traditional Piagetian interpretation regarding development and its use in early childhood education and curricula such as DAP (Developmentally Appropriate Practice), the article identifies key theoretical arguments made against this view on the basis of ontological, methodological and/or epistemological precepts. The growing literature regarding the use of curriculum approaches to early childhood education based on the sociocultural

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Alqaryouti, Ibrahim A., and Ahmed H. Hemdan. "Student Teachers’ Beliefs about Developmentally Appropriate Practices and Their Relationship with some Demographic Variables." Journal of Educational and Psychological Studies [JEPS] 10, no. 1 (2016): 166. http://dx.doi.org/10.24200/jeps.vol10iss1pp166-181.

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The purpose of this study was to investigate female student teachers’ beliefs towards developmentally appropriate practices (DAP) and the relationship between these beliefs and the GPA. It also aimed to investigate the differences in DAP beliefs among female student teachers at different years(lst through 4th year). Study sample consisted of 60 female students selected from the Early Child Education program at the College of Education, Sultan Qaboos University from different years (lst through 4th year). The study used the three subscales of teacher beliefs scale: (a) integrated/social- cultur

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Chevalier, Cheryl, Mary H. Pippen, and Dorothy Stevens. "MIM: Math in Motion for K–2." Teaching Children Mathematics 15, no. 4 (2008): 196–200. http://dx.doi.org/10.5951/tcm.15.4.0196.

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In spring 2002, the authors attended an algebra workshop sponsored by the NCTM Academy for Professional Development. The workshop presented algebraic standards and activities exploring each aspect of the Learning Principle from Principles and Standards for School Mathematics (NCTM 2000). The hands-on activities were developmentally appropriate for students at grade levels K–2 and could easily be transferred into our classrooms to enhance the curriculum.

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Stemn, Blidi, and Jill Collins. "Do Numbers Have Shapes? Connecting Number Patterns and Shapes through the Vedic Matrix." Teaching Children Mathematics 7, no. 9 (2001): 542–47. http://dx.doi.org/10.5951/tcm.7.9.0542.

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As teachers who are interested in integrating non-Western mathematics activities into our lessons, we decided to teach number patterns through the Vedic (pronounced “Vaydik”) matrix. This stimulating activity, which is found in Vedic mathematics from India, investigates patterns using the numbers 1 through 9. The premise underlying the Vedic matrix is that numbers form symmetrical “shapes” (Nelson, Joseph, and Williams 1993). This approach to teaching developmentally appropriate mathematics content contrasts with the “tourist curriculum” approach in which students view multicultural mathematic

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Walsh, Glenda Margaret, Carol McGuinness, Liz Sproule, and Karen Trew. "Implementing a play‐based and developmentally appropriate curriculum in Northern Ireland primary schools: what lessons have we learned?" Early Years 30, no. 1 (2010): 53–66. http://dx.doi.org/10.1080/09575140903442994.

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Stapp, Alicia Cooper, Melinda Valliant, and Kathy Knight. "Elementary Teachers’ Perceptions and the Impact of a Nutrition-Integrated Pilot Curriculum." World Journal of Educational Research 8, no. 2 (2021): p48. http://dx.doi.org/10.22158/wjer.v8n2p48.

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Studies have demonstrated the positive effects of nutrition education on elementary students’ overall well-being. However, teachers continue to report a lack of instructional time, suitable curriculum, self-efficacy, and support as barriers to integrating nutrition into the daily curriculum. To address these barriers, this study developed and implemented a 16-week standards-based nutrition-integrated curriculum entitled Fuel to Learn. Participants included fourth-grade teachers (N=9) across North Mississippi. Qualitative observational data were collected via teacher feedback after each Fuel to

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Cahapay, Michael Bobias. "A Case Study of Curriculum Unpacking Practices of a Kindergarten Teacher." Journal of Curriculum and Teaching 9, no. 2 (2020): 1. http://dx.doi.org/10.5430/jct.v9n2p1.

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Curriculum unpacking, defined as the process of interpreting the intended curriculum into classroom instruction, is important in the overall success of the school curriculum. As a critical process that serves as a bridge between the intended curriculum and classroom instruction, however, there is a paucity of research about it. Hence, this study aimed to describe the curriculum unpacking practices of a teacher. It entailed a qualitative research design specifically a case study to look closely into the single context of a purposively selected kindergarten teacher in a public school. The main d

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Schriver, Martha, and Charlene M. Czerniak. "A Comparison of Middle and Junior High Science Teachers' Levels of Efficacy and Knowledge of Developmentally Appropriate Curriculum and Instruction." Journal of Science Teacher Education 10, no. 1 (1999): 21–42. http://dx.doi.org/10.1023/a:1009472629345.

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Ranjan, Vedamoni. "Education Curriculum of Learning In Children." Proceedings Journal of Education, Psychology and Social Science Research 1, no. 1 (2014): 33–36. http://dx.doi.org/10.21016/icepss.14017.

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To develop in children a broad range of skills, including the problem solving, interpersonal and communication skills that are essential for successful living in a rapidly changing society. The curriculum encourages student initiative by providing children with materials, equipment, and time to pursue activities they choose. At the same time, it provides teachers with a framework for guiding children’s independent activities toward sequenced learning goals. There are seven specific types of learning styles. Visual learners prefer to learn mathematics through pictures, diagrams etc. A well-bala

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Al-Barakat, Ali Ahmad, Ruba Fahmi Bataineh, Samih Mahmoud Al-Karasneh, and Rula Fahmi Bataineh. "Jordanian EFL Teachers' Perceptions of the Appropriateness of Action Pack Textbooks." ITL - International Journal of Applied Linguistics 151 (2006): 33–56. http://dx.doi.org/10.2143/itl.151.0.2015221.

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This study investigates the appropriateness of the Action Pack Textbook Series (APTS) currently taught in the first four primary stage classes in Jordanian public schools. An evaluation checklist, compiled from the literature, and a semi-structured interview were used to evaluate the content, layout, assessment tasks, teacher's book and the availability of supplementary materials. The findings support the following conclusions: Poor ratings were minimal; APTS is adaptable to the needs of both teachers and pupils and provides a broad range of resources that can be selectively integrated into th

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Sullivan, Amanda, and Marina Umashi Bers. "Girls, Boys, and Bots: Gender Differences in Young Children’s Performance on Robotics and Programming Tasks." Journal of Information Technology Education: Innovations in Practice 15 (2016): 145–65. http://dx.doi.org/10.28945/3547.

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Prior work demonstrates the importance of introducing young children to programming and engineering content before gender stereotypes are fully developed and ingrained in later years. However, very little research on gender and early childhood technology interventions exist. This pilot study looks at N=45 children in kindergarten through second grade who completed an eight-week robotics and programming curriculum using the KIWI robotics kit. KIWI is a developmentally appropriate robotics construction set specifically designed for use with children ages 4 to 7 years old. Qualitative pre-intervi

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Villaluz, RSCJ, Geraldine D. "People Empowerment: An Approach towards Indigenous Early Childhood Curriculum." ASEAN Journal of Community Engagement 1, no. 1 (2017): 96. http://dx.doi.org/10.7454/ajce.v1i1.64.

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This paper is aimed at presenting an implemented community engagement of the University of San Carlos School of Education with the communities of Agusan del Sur, Philipines, in close partnership with the Justice Peace and Integrity of Creation-IDC, (JPIC-IDC) Incorporated of Agusan del Sur as a response to a felt need in the early childhood education program of the province. In 2004, JPIC pooled together concerted resources from provincial and local government units, non-government organization and academe to create and develop a cul-ture-based curriculum guide for early childhood education th

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Villaluz, RSCJ, Geraldine D. "People Empowerment: An Approach towards Indigenous Early Childhood Curriculum." ASEAN Journal of Community Engagement 1, no. 1 (2017): 96. http://dx.doi.org/10.7454/vol1iss1pp96-107.

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This paper is aimed at presenting an implemented community engagement of the University of San Carlos School of Education with the communities of Agusan del Sur, Philipines, in close partnership with the Justice Peace and Integrity of Creation-IDC, (JPIC-IDC) Incorporated of Agusan del Sur as a response to a felt need in the early childhood education program of the province. In 2004, JPIC pooled together concerted resources from provincial and local government units, non-government organization and academe to create and develop a cul-ture-based curriculum guide for early childhood education th

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Dhieni, Nurbiana, Sofia Hartati, and Sri Wulan. "Evaluation of Content Curriculum in Kindergarten." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (2019): 72–85. http://dx.doi.org/10.21009/10.21009/jpud.131.06.

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This research aimed to map the quality curriculum used of kindergartens in Jakarta. The mapping curriculum was done by looking at the suitability curriculum with the stages of child development, needs of children, using the child-centered learning process, and taking ad-vantage of technological development. Subjects were 32 kindergarten institutions in Jakarta (North Jakarta and Jakarta Central), from 14 districts. Kindergarten institutions selected by representing every district. In collecting data, the researchers conducted an analysis content of curriculum and interview with respondents and

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Haile, Yigzaw, and Abdirahman Mohammed. "PRACTICES AND CHALLENGES OF PUBLIC AND PRIVATE PRESCHOOLS OF JIGJIGA CITY ADMINISTRATION." International Journal of Research -GRANTHAALAYAH 5, no. 12 (2020): 17–32. http://dx.doi.org/10.29121/granthaalayah.v5.i12.2017.470.

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The main purpose of this study was to assess practices and challenges of preschool education in Jijiga City administration. Mixed design was employed (both quantitative and qualitative) for this study. 19 preschool centres (6 public and 13 private preschools) were randomly selected for the study. 51 preschool teachers (12 teachers from public and 39 teachers from private teacher) were selected. A semi-structured questionnaire was used to collect quantitative data in which 57 items were filled by preschool teachers which are dealing with Early Childhood Care and Education (ECCE) practices. Inte

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Barnard, Elna, and Martin Braund. "Strategies for the implementation of mathematics in Grade R: Teachers’ beliefs and practices." South African Journal of Childhood Education 6, no. 1 (2016): 8. http://dx.doi.org/10.4102/sajce.v6i1.409.

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<p>Concerns have been expressed about the quality of teaching and learning in Grade R (reception) classrooms in South Africa. In mathematics, learning outcomes are said to be particularly limited, especially in poorer provinces of the country (Department of Performance, Monitoring and Evaluation [DPME] 2012). The study reported in this article explored the perceptions and beliefs on teaching mathematics in Grade R, compared with actual classroom practices, of selected teachers in a range of schools and Early Childhood Development Centres in the Eastern Cape. Sixteen teachers took part in

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Frede, Ellen, and W. Steve Barnett. "Developmentally appropriate public school preschool: A study of implementation of the high/scope curriculum and its effects on disadvantaged children's skills at first grade." Early Childhood Research Quarterly 7, no. 4 (1992): 483–99. http://dx.doi.org/10.1016/0885-2006(92)90034-v.

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Umaschi Bers, Marina. "Coding, robotics and socio-emotional learning: developing a palette of virtues." Pixel-Bit, Revista de Medios y Educación, no. 62 (2021): 309–22. http://dx.doi.org/10.12795/pixelbit.90537.

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This paper describes a pedagogical approach, Coding as Another language (CAL) to teach programming and computational thinking in early childhood. The CAL curriculum connects powerful ideas from the discipline of computer science with ideas from literacy in a way that is developmentally appropriate for children 4-8 years of age. CAL is free and can be used with two widely available programming environments for young children: the free on-screen ScratchJr app and the KIBO robotics kit that doesnt require keyboards or screens. Through 24 lessons centered on books, CAL emphasizes creative play and

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Strawhacker, Amanda, Amanda Sullivan, Clarissa Verish, Marina Umashi Bers, and Orit Shaer. "Enhancing Children's Interest and Knowledge in Bioengineering through an Interactive Videogame." Journal of Information Technology Education: Innovations in Practice 17 (2018): 055–81. http://dx.doi.org/10.28945/3976.

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Aim/Purpose: Bioengineering is a burgeoning interdisciplinary learning domain that could inspire the imaginations of elementary aged children but is not traditionally taught to this age group for reasons unrelated to student ability. This pilot study presents the BacToMars videogame and accompanying curricular intervention, designed to introduce children (aged 7-11) to foundational concepts of bioengineering and to the interdisciplinary nature of scientific endeavors. Background: This pilot study explores the bioengineering-related learning outcomes and attitudes of children after engaging wit

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Venugopal, Kalpana. "Project Approach to Learning in Early Childhood Education." World Journal of Educational Research 3, no. 1 (2016): 86. http://dx.doi.org/10.22158/wjer.v3n1p86.

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<p><em>This paper deals with Project approach to learning in early childhood education. It draws on the fluid and continuous relationship in learning and teaching with renewed insights. It highlights the context for an emergent curriculum through child-initiated activities that are extended</em><em> </em><em>by teachers appropriately and innovatively. The intent of the paper is to portray children’s learning through an approach that involves them.</em></p><p><em>This is a qualitative research paper.</em><em> </em>&lt

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Yang, Sunyoung, and Jihyun Kim. "The Influence of Educational Beliefs in a Developmentally Appropriate Practice to Mathematics Pedagogical Content Knowledge of Early Childhood Teachers: Focusing on the Mediating Effects of Curriculum Implementation." Korean Journal of Child Studies 39, no. 2 (2018): 1–13. http://dx.doi.org/10.5723/kjcs.2018.39.2.1.

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Lewsader, Joellen, and Judith A. Myers-Walls. "Developmentally appropriate peace education curricula." Journal of Peace Education 14, no. 1 (2016): 1–14. http://dx.doi.org/10.1080/17400201.2016.1228527.

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Hapidin, R. Sri Martini Meilanie, and Eriva Syamsiatin. "Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (2020): 15–31. http://dx.doi.org/10.21009/jpud.141.02.

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   Playing curriculum development based on early childhood learning is a major issue in international early childhood education discussions. This study aims to look at the concepts and practices of play-based curriculum in early childhood education institutions. The study uses qualitative methods with the CIPP model program evaluation on play-based curriculum. Data collection techniqueswere carriedout using participatory observation, document studies and interviews. Participants are early childhood educators, early childhood and parents. The results found that the play-based

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Pang, Yanhui. "Services for young children with disabilities in China’s rural area: a case study." Journal for Multicultural Education 35, no. 2 (2019): 33–44. http://dx.doi.org/10.1108/jme-05-2019-0042.

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Purpose Recently with increased legislative support and evidence-based studies on the importance of education for children with disabilities in China, special education programs and intervention and rehabilitation services have received more and more attention. There are limited studies on special education programs for children with disabilities located in China’s rural areas. This paper aims to select one special education program in China’s northeast rural area with a special focus on its curriculum design, accommodative services and teacher qualifications. Recommendations were provided on

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Amolloh, Odundo Paul, Ganira Khavugwi Lilian, and Milimu Gladys Shaji. "Adopting Digital Technology in Teaching and Learning Environment in Early Childhood Education Classes in Nairobi County, Kenya." Asian Education Studies 2, no. 3 (2017): 18. http://dx.doi.org/10.20849/aes.v2i3.192.

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Dispositions towards use of digital technologies in modern early childhood settings have dramatically transformed aspects in education sector through development and integration of technology into education policy, curriculum and practice. Digital technology as a tool in instruction benefits learner’s fine motor skills, language and communication readiness, mathematical thinking as well as positive attitudes towards learning. Conversely inadequate educational and digital competence hampers teachers in Early Childhood Education (ECE) access to digital technology. This study assessed ways in whi

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Gutiérrez, David, Jennifer Fisette, Luis Miguel García-López, and Onofre Contreras. "Assessment of Secondary School Students’ Game Performance Related to Tactical Contexts." Journal of Human Kinetics 42, no. 1 (2014): 223–34. http://dx.doi.org/10.2478/hukin-2014-0076.

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Abstract Certain limitations remain unaddressed when utilizing the Teaching Games for Understanding approach, suggesting the need for more research on authentic assessment of skill development and tactical awareness in order to guide the design of developmentally appropriate curriculum materials. This study investigated physical education students’ (n=19; age: 13.71 ± 0.4) game performance during an invasion game, specifically the relationship between their skill execution and decision-making ability. The purpose of the study was twofold: (a) to devise and implement a ‘game context’ approach t

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Seefeldt, Carol. "Cognitive and appropriate: The kindergarten curriculum." Early Child Development and Care 61, no. 1 (1990): 19–25. http://dx.doi.org/10.1080/0300443900610103.

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Miranda, Martina L. "Developmentally Appropriate Practice in a Yamaha Music School." Journal of Research in Music Education 48, no. 4 (2000): 294–309. http://dx.doi.org/10.2307/3345365.

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Pedagogical practices in a Yamaha Music School were explored using ethnographic techniques to collect data during one semester of instruction. Two groups of participants served as informants in this study: (1) children 4-6 years of age, who were enrolled in the Yamaha Junior Music Courses, and (2) their teachers and parents in the setting. Developmentally Appropriate Practice (DAP) guidelines as published by the National Association for the Education of Young Children were the theoretical grounding for the study. The following question guided the investigation: In what ways are the events and

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Cress, Susan W., and Daniel T. Holm. "Demystifying the Common Core in Kindergarten Writing." Journal of Education and Learning 6, no. 4 (2017): 92. http://dx.doi.org/10.5539/jel.v6n4p92.

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Having a set of standards, whether they are common core or state standards, appropriate for kindergarten children is a concern raised by many early childhood educators and parents. Given that at this point and time standards are recognized by many other stakeholders as a way of ensuring children are ready for the future, it is time to further investigate ways to infuse standards into the curriculum in an appropriate way. The developmental appropriateness, and the planning, implementation, and assessment techniques of the curriculum are key to meeting the standards. The article focuses on writi

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Smith, Stephen W., Ann P. Daunic, James Algina, et al. "Self-Regulation for Students With Emotional and Behavioral Disorders: Preliminary Effects of the I Control Curriculum." Journal of Emotional and Behavioral Disorders 25, no. 3 (2016): 143–56. http://dx.doi.org/10.1177/1063426616661702.

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Maladaptive adolescent behavior patterns often create escalating conflict with adults and peers, leading to poor long-term social trajectories. To address this, school-based behavior management often consists of contingent reinforcement for appropriate behavior, behavior reduction procedures, and placement in self-contained or alternative settings. Yet, these commonplace practices may not foster the self-regulation processes necessary to override the habitual and negative response sequences that prohibit independent and sustained positive social functioning. As such, we developed I Control, a

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Gersten, Russell, John Woodward, and Craig Darch. "Direct Instruction: A Research-Based Approach to Curriculum Design and Teaching." Exceptional Children 53, no. 1 (1986): 17–31. http://dx.doi.org/10.1177/001440298605300102.

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Direct instruction has come to have many different meanings, all of which are associated with some form of structured teaching. In this article, Direct Instruction refers primarily to the work done by Engelmann and his colleagues. Further, this article focuses on curriculum analysis, an aspect of Direct Instruction that is frequently neglected or obscured by an emphasis in the literature on classroom management and teacher performance. We discuss explicit strategies as they are used to teach higher cognitive skills, the importance of teacher training to an appropriate use of Direct Instruction

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Cupit, C. Glenn. "Charging the Batteries: A Defense of a Multidisciplinary Developmental Focus as a Basis for Teacher Education." Australian Educational and Developmental Psychologist 8, no. 1 (1991): 17–19. http://dx.doi.org/10.1017/s0816512200026341.

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Teachers do not need to be either psychologists, sociologists, historians, political scientists or theologians. However, they do need an appropriate professional grounding if they are to be more than didatic technicians. The question of professional background is often solved by an uncoordinated smorgasbord where students are exposed to varying amounts from the basic disciplines of psychology, sociology, history and philosophy, taught independently of each other, without a clearly defined single focus.Early childhood educators, as a concomitant of a long tradition of child-centred curricula, h

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Block, Martin E. "What Is Appropriate Physical Education for Students with Profound Disabilities?" Adapted Physical Activity Quarterly 9, no. 3 (1992): 197–213. http://dx.doi.org/10.1123/apaq.9.3.197.

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What is appropriate physical education for students with profound disabilities? Some suggest a developmental model in which students learn prerequisite skills before they are exposed to higher level skills. Others suggest the use of specially designed games that often bear little resemblance to traditional physical education activities. Still others call for a therapeutic model in which physical education focuses on physical and occupational therapy techniques. While these models provide viable programming options for students with profound disabilities, alone they do not constitute an appropr

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Yang, Weipeng. "Moving from imitation to innovation: Exploring a Chinese model of early childhood curriculum leadership." Contemporary Issues in Early Childhood 20, no. 1 (2019): 35–52. http://dx.doi.org/10.1177/1463949119825501.

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School leadership plays a critical role in providing appropriate and sustainable curriculum practices. However, there remain significant knowledge gaps in understanding early childhood curriculum leadership in Chinese contexts. In order to examine early childhood curriculum leadership in such contexts, this study analyses and interprets data from interviews with leaders in five Chinese kindergartens. Data from classroom observations and curriculum documents are used to supplement the interviews. The evidence indicates that, in each of the Chinese kindergartens, (1) early childhood curriculum i

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Purpura, David J., Ellen C. Litkowski, Robert J. Duncan, and Jessica A. R. Logan. "Response to Fuson, Clements, and Sarama Commentary on Litkowski, Duncan, Logan, and Purpura (2020)." AERA Open 7 (January 2021): 233285842110271. http://dx.doi.org/10.1177/23328584211027132.

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In response to Fuson et al.’s commentary on Litkowski et al. (2020), we clarify and expand on three areas: (1) the need for prekindergarten standards, (2) the value in developmental survey work, and (3) the importance of understanding curriculum translation and uptake. Specifically, we note that standards need to be appropriate for grade-level and it is time for more aligned prekindergarten standards. Developmental survey work is critical for ensuring that standards and expectations are accurate and adjusted to meet current needs and can be used address equity issues in instruction. Furthermor

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Et al., Rungtawee Panrana. "The Model of Basic Education Curriculum Administration according to Buddhist Principles in Eastern Economic Corridor." Psychology and Education Journal 58, no. 1 (2021): 1599–604. http://dx.doi.org/10.17762/pae.v58i1.952.

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The purposes of this research were 1) study the current states of the school curriculum administration 2) to develop the model of basic education curriculum administration according to Buddhist principles in Eastern Economic Corridor and 3) to evaluate the model. Quantitative research and qualitative research were used and research tools were interview form and questionnaires. Data were collected from in-depth interview, focus group discussion and document analysis. Qualitative data from 20 key informants was analyzed by using content analysis whereas quantitative data collected from 265

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Pujianti, Yuli, Hapidin Hapidin, and Indah Juniasih. "The The Effectiveness of Using Mind Mapping Method to Improve Child Development Assessment." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (2019): 172–86. http://dx.doi.org/10.21009/10.21009/jpud.131.13.

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This study aims to determine the effectiveness of using mind mapping method in improving early childhood educator’s skill in mastering the child development assessment. This research is quasi-experimental using a pre-test and post-test design. The population was the entire classes of early childhood education training held by LPK Yayasan Indonesia Mendidik Jaka Sampurna at Cileungsi, Bogor. The participants were 45 early childhood educators. This study used three research methods which are implemented from learning methods in child development assessment was as pre-test and post-test. Data wer

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Walsh, Glenda, Liz Sproule, Carol McGuinness, Karen Trew, Harry Rafferty, and Noel Sheehy. "An appropriate curriculum for 4–5‐year‐old children in Northern Ireland: comparing play‐based and formal approaches." Early Years 26, no. 2 (2006): 201–21. http://dx.doi.org/10.1080/09575140600760003.

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Lehr, Donna, and Paul Haubrich. "Legal Precedents for Students with Severe Handicaps." Exceptional Children 52, no. 4 (1986): 358–65. http://dx.doi.org/10.1177/001440298605200408.

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Since the passage of the Education for All Handicapped Children Act in 1975 many legal precedents have been established that serve to define the parameters of programs for students. These parameters, as well as emerging and as yet unresolved issues as they relate to students with severe handicaps, are discussed. The authors focus their discussions around an example of a student with severe handicaps and present the effects of the precedents on this child's free appropriate public education, including extended school year, related services, appropriate curriculum, and appropriate placement.

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Shaji, Milimu Gladys, and Francis C. Indoshi. "Conditions for Implementation of the Science Curriculum in Early Childhood Development and Education Centres in Kenya." Contemporary Issues in Early Childhood 9, no. 4 (2008): 389–99. http://dx.doi.org/10.2304/ciec.2008.9.4.389.

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Cognitive development and teaching have highlighted the importance of learning based on the relationship among individuals and the learning environment. Teaching and learning of science in early childhood development and education (ECDE) can only be effective if adequate facilities, materials, equipment and activities are put in place. Teaching of science in ECDE centres in Kenya is faced with numerous challenges, hence the negative influence on children's learning of the subject. This raised the question of whether we have appropriate conditions for implementation of the science curriculum in

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Doosti, Hooman, Kourosh Fathi Vajargah, Abasalt Khorasani, and Saied Safaee Movahed. "Dominant discourses of workplace curriculum in Iranian organizations." Journal of Workplace Learning 31, no. 4 (2019): 274–88. http://dx.doi.org/10.1108/jwl-10-2018-0130.

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Purpose The purpose of this paper is to investigate and analyze the dominant discourses of the workplace curriculum in Iranian organizations. Design/methodology/approach The research data were collected through in-depth interviews with 30 professionals working in the field of workplace curriculum in three groups of consultants, managers and experts who were selected purposefully and with a theoretical sampling strategy. To analyze the data, thematic analysis method was used. The themes are extracted and categorized into three phases, namely, descriptive coding, interpretive coding and determin

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