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Relevant bibliographies by topics / Developmentally appropriate practices early childhood beliefs and practices kindergarten instruction Kindergarten teachers Teaching Early childhood education

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Academic literature on the topic 'Developmentally appropriate practices early childhood beliefs and practices kindergarten instruction Kindergarten teachers Teaching Early childhood education'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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Journal articles on the topic "Developmentally appropriate practices early childhood beliefs and practices kindergarten instruction Kindergarten teachers Teaching Early childhood education"

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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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Taufik, Ali, Tatang Apendi, Suid Saidi, and Zen Istiarsono. "Parental Perspectives on the Excellence of Computer Learning Media in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (2019): 356–70. http://dx.doi.org/10.21009/jpud.132.11.

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The introduction of basic computer media for early childhood is very important because it is one of the skills that children need in this century. Need to support parents and teachers in developing the implementation of the use of computer technology at home or at school. This study aims to determine and understand the state of learning conducted based on technology. This research uses a qualitative approach with a case study model. This study involved 15 children and 5 parents. Data obtained through interviews (children and parents) and questionnaires for parents. The results showed that chil

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Rentzou, Konstantina, and Maria Sakellariou. "Greek pre-service kindergarten teachers’ beliefs about and practices of developmentally appropriate practices in early childhood education." Early Child Development and Care 181, no. 8 (2011): 1047–61. http://dx.doi.org/10.1080/03004430.2010.509796.

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Sakellariou, Maria, and Konstantina Rentzou. "Cypriot pre-service kindergarten teachers' beliefs about and practices of developmentally appropriate practices in early childhood education." Early Child Development and Care 181, no. 10 (2011): 1381–96. http://dx.doi.org/10.1080/03004430.2010.531132.

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Fowler, R. Clarke. "Educator licensure overlap in the early grades: Why it occurs, why it matters, and what to do about it." Phi Delta Kappan 101, no. 1 (2019): 12–17. http://dx.doi.org/10.1177/0031721719871557.

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In the United States, 48 states have recognized the educational importance of the early years by awarding stand-alone early childhood education (ECE) licenses that require specialized training in teaching young children. Yet, at the same time, teachers with elementary education (ELED) licenses are allowed to teach kindergarten in 34 states and 1st through 3 rd grade in more than 45 states. This means that teachers may be licensed to teach young children without receiving specialized early childhood training. R. Clarke Fowler explores the extent of the licensure overlap, the reasons for it, and

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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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Ardiyansyah, Arief, Eko Setiawan, and Bahroin Budiya. "Moving Home Learning Program (MHLP) as an Adaptive Learning Strategy in Emergency Remote Teaching during the Covid-19 Pandemic." JPUD - Jurnal Pendidikan Usia Dini 15, no. 1 (2021): 1–21. http://dx.doi.org/10.21009/jpud.151.01.

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The Covid-19 pandemic had a dangerous impact on early-childhood education, lost learning in almost all aspects of child development. The house-to-house learning, with the name Moving Home Learning Program (MHLP), is an attractive offer as an emergency remote teaching solution. This study aims to describe the application of MHLP designed by early-childhood education institutions during the learning process at home. This study used a qualitative approach with data collection using interviews, observation, and documentation. The respondents involved in the interview were a kindergarten principal

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Dissertations / Theses on the topic "Developmentally appropriate practices early childhood beliefs and practices kindergarten instruction Kindergarten teachers Teaching Early childhood education"

1

Phillips, Cara L. ""Appropriate" kindergarten instruction beliefs and practices of early childhood educators /." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1091757691.

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Lynch, Dale P. "Teachers' Expressed Beliefs and Practices About Developmentally Appropriate Education of Multi-age and Single-age Classrooms." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2943.

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The purpose of this study was to determine the expressed beliefs and practices about developmental education from early childhood teachers in Tennessee's First Educational District. A questionnaire measuring expressed beliefs and practices was administered to teachers (kindergarten through third grade) in public schools with both multi-age and single-age classrooms. The area of teaching specialization along with the number of years taught within the organization structure are paramount in the study. Teachers' expressed beliefs concerning the amount of outside influences with planning and imple

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Syrrakou, Ioanna. "The Relationship of Developmentally Appropriate Beliefs and Practices of Greek Kindergarten Teachers." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278118/.

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Sixty Greek kindergarten teachers were surveyed regarding their teaching beliefs and practices using the Teachers Questionnaire based on guidelines recommended by the National Association for the Education of Young Children. A Varimax factor analysis produced four factors for the Teacher Belief Scale and five factors for the Instructional Activities Scale. Scores on developmentally appropriate factors were consistently higher than factors classified developmentally inappropriate. Correlation between appropriate beliefs and activities was significant (r = .470); correlation between inappropriat

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Darnell, Mary McEuen. "A Study of Utah Teachers' Developmentally Appropriate Beliefs and Practices as Related to Perceptions of Kindergarteners' Successful School Entry." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/173.

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This study was an exploration of 450 Utah kindergarten teachers' perceptions of problems children face at the time of kindergarten entry, as well as an examination of the teachers' developmentally appropriate beliefs and practices. Consistent with previous research, teachers' beliefs were found to be more developmentally appropriate than their reported practices. This study also investigated the relationship between both teacher and classroom/school demographics and teachers' developmentally appropriate beliefs and practices. Further, the relationship between teachers' perceptions of childr

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Wright, Rachelle Ernest. "Kindergarten Teachers' Developmentally Appropriate Beliefs and Practices and Their Perceptions of Children's Kindergarten Readiness: Comparing the Beginning and the End of the School Year." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/605.

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This study examined 180 matched pretest/posttest surveys of kindergarten teachers' perceptions of the transition children experienced upon kindergarten entry. Investigations of changes in the percentages of children perceived as not being ready for kindergarten and percentages of children who were rated as having had a very successful, moderately successful, or difficult transition from the pretest to the posttest were conducted. Additionally, changes in teachers' developmentally appropriate beliefs and practices from the beginning of the school year (pretest) to the end of the school year (po

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