Relevant bibliographies by topics / Early childhood development

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Academic literature on the topic 'Early childhood development'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2024

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Journal articles on the topic "Early childhood development"

Britto, Pia Rebello, Craig Mc Clure, Pablo Stansbery, and Thomas Fenn. "Early childhood development." AIDS 28 (July 2014): S245—S246. http://dx.doi.org/10.1097/qad.0000000000000380.

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Hidayat, Yusuf, Nia Tania, Nurhayati Nurhayati, Neng Kurniasih, Heni Nuraeni, and Sri Ningsih. "Analysis of Parenting Styles on Early Childhood’s Independent Character Development." International Journal Corner of Educational Research 2, no. 2 (September 11, 2023): 70–76. http://dx.doi.org/10.54012/ijcer.v2i2.207.

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Parenting is the interaction process between parents and early childhood to instill and develop early childhood’s characters through natural since early age. The present study aims to analyze parenting styles applied by the parents to develop the early childhood’s independent character. In addition, this study employed a case study at which the reseachers gathered the data through observation and interview towards 13 early childhoods and 13 mother (parents) as the respondents. The results of the study revealed that 61,54% of the respondents apply positive parenting style to develop their early childhood’s independent character, 23,08% of the respondents apply permissive parenting style to develop their early childhood’s independent character, and 15,38% of the respondents apply mixed parenting style (positive and permissive parenting styles) to develop their early childhood’s independent character. Thus, the majority of the respondents apply positive parenting style to develop the early childhood’s independent character at home. In conclusion, the 3 parenting styles can be collaborated each other by the parents based on the characteristics of the early childhood, the tasks given, and also the situation.

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Vargas-Barón, Emily, and Kristel Diehl. "Early Childhood Diplomacy: Policy planning for early childhood development." Childhood Education 94, no. 3 (May 4, 2018): 73–79. http://dx.doi.org/10.1080/00094056.2018.1475719.

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Welch, Graham F. "Early Childhood Musical Development." Research Studies in Music Education 11, no. 1 (December 1998): 27–41. http://dx.doi.org/10.1177/1321103x9801100104.

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Agustina Nua, Kristian Pano, Wadeltrudis Redempta Reynewa, Yulita Kristina Tai, Maria Hendriani Bedha, Arcangela Ghiriani Nari, and Oktaviani Gulo. "Early Childhood Cognitive Development in Integrated Early Childhood Education Citra Bakti." Jurnal Ilmiah Pendidikan Holistik (JIPH) 2, no. 1 (January 31, 2023): 55–66. http://dx.doi.org/10.55927/jiph.v2i1.2763.

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The ability to restate the concepts or principles that have been learned that is related to the ability to think. The ability to think is one of the developments of the cognitive shutter. The term cognitive comes from the word cognition which has the equivalent of knowing (knowing). Cognitive development is the stages of growth and change that occur occurs in the span of human life to understand, process information, solve problems and know something. Developmental theory is a theory that focuses on changes and developments in physical structure, behavior and mental function in various stages of life, starting from conception to near death. In the process of child development, there are six aspects where the development is very supportive of cognitive aspects in early childhood. The purpose of this study is to increase cognitive intelligence. in group B children, understand the characteristics of children in learning and can reflect on a teacher's self after doing learning. The approach of this method is to use a qualitative approach and use a quantitative approach in which it prioritizes analytical descriptive to solve concepts and also uses statistical numerical concepts.

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Jenkins, Jade Marcus. "Early Childhood Development as Economic Development." Economic Development Quarterly 28, no. 2 (March 20, 2014): 147–65. http://dx.doi.org/10.1177/0891242413513791.

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Dooma, Jonacel Lei E., Joanne Mantes, Rowelyn M. Misajon, Jonally R. De Mesa, Cristelle Joy A. Dandan, Joseline M. Santos, and Joel B. Faustino. "Development of MATH-erials for Teaching Numeracy in Early Childhood." International Journal of Research Publication and Reviews 5, no. 5 (May 7, 2024): 5529–42. http://dx.doi.org/10.55248/gengpi.5.0524.1261.

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Clements, Douglas H., and Julie Sarama. "Early Childhood Corner: Mathematics Curricula in Early Childhood." Teaching Children Mathematics 9, no. 3 (November 2002): 163–66. http://dx.doi.org/10.5951/tcm.9.3.0163.

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Mardhatillah, Mardhatillah. "MEDIA LEARNING FOR EARLY CHILDHOOD IN EARLY CHILDHOOD EDUCATION." Sensei International Journal of Education and Linguistic 1, no. 4 (November 8, 2021): 861–71. http://dx.doi.org/10.53768/sijel.v1i4.109.

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Early Childhood Education is an effort to stimulate and stimulate children from birth to the age of six which is carried out by providing educational stimuli to help the growth and development of children, both physically and spiritually so that children are ready to enter further education. Early childhood is a group that is in a process of growth and development that is unique, namely patterns of growth and development, intelligence, social-emotional, language, and communication that are specific to the child's level of growth and development. Media in an activity can be interpreted as anything that can be used to channel messages or lesson content, stimulate thoughts, feelings, attention, and the ability of children so that they can encourage the achievement of the process of activities stimulated by the teacher. The use of technological media can have a positive impact, in other words, the use of multimedia or animation as a learning tool and a teacher's tool in carrying out the activity process.

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Leontiev, A. N. "Mental Development in Early Childhood." Cultural-Historical Psychology 16, no. 2 (2020): 118–24. http://dx.doi.org/10.17759/chp.2020160213.

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This is the first English translation of the paper of the prominent Soviet scholar Alexey Nikolaevich Leontiev (1903—1979) published in 1948. The paper introduces the author’s ideas on mental and personality development in preschool children based on the research results of his close colleagues under his leadership during the 1930-s and 1940-s. It embraces the conditions and features of the development of the hierarchy of motives in preschoolers which underlies the emergence of volitional behaviour at this age. Evidence is provided for the role of the motivational structure in the volitional regulation of such cognitive processes as perception, memory and in the emergence of children’s control of their motor processes. It demonstrates that the motives of the child of the preschool age get subordinated when the child is engaged in the social interaction with the participation of an adult. In a brief preface to this publication, E.E. Sokolova highlights the context of the author’s work, the continuity of his ideas of the activity theory with Vygotsky’s approach, and emphasizes a nontrivial approach in Leontiev’s school to mental development as rooted in the total activity of the subject rather than in the brain processes

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Dissertations / Theses on the topic "Early childhood development"

Jervis, Ortiz Pamela. "Essays on early childhood development." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10058970/.

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Recent research demonstrates that the effects of early childhood environments last a lifetime. There is a vast literature on how parental characteristics and household environment affect investment in children's human capital, but little about how parents' investment decisions and the structure of family dynamics behave. The pathways linking parental characteristics to long-term child outcomes remain unclear. A better understanding of these relationships requires novel modes of inquiry that transcend those of any particular discipline. In this thesis dissertation, I study early skill formation and which factors motivate parental human capital investments by using dynamic behavioural models. Over the four chapters of this dissertation, I address some crucial and unknown research questions as What are the processes (biological, neurological, psychological) that govern the components of human flourishing? How do acquired skills generate new skills and how do they vary at different stages of early ages? What are the determinants of parental investments in children and what are the constraints they face? What are the channels, if any, through which parents' decisions affect child outcomes? Do their decisions respond to incentives/stimulation? Can parents' decisions/behaviour be affected through public policies and by doing so change child outcomes? Doing this, I aim to expand the scope of research on child development to explicitly account for the dynamic interpersonal relationships of attachment, interaction, and scaffolding emphasised in the literature on early child development as well as the fact that it is indispensable to develop more complex economic analysis where preferences, technologies, parental decisions and the importance of dynamics are simultaneously considered in a model. Using models as the ones that I develop in this thesis dissertation it is possible to understand the mechanisms behind decision-making and use them to simulate policies ex-ante that are crucial to addressing all these questions.

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Malkus, Amy J. "Adolescent Brain Development." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/4314.

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Abdu, Hannatu Aishatu. "An exploratory study of early childhood development teacher attitudes towards parent involvement in early childhood development centres in Athlone." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13271.

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This study aimed to explore early childhood development teacher attitudes towards parent involvement in early childhood development centres. The researcher aimed to gain an understanding of how ECD teachers describe their roles within the ECD centres, their perception of parent involvement in ECD centres, the ways in which ECD teachers involve parents within the ECD centre, to know the factors influencing parent involvement within the ECD centres and teachers needs for further support in parent involvement. The study was undertaken in Athlone with the aim to using the results to highlight areas that need improvement within ECD centres.

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Fernández, Barrés Sílvia. "Early life factors and childhood obesity development." Doctoral thesis, Universitat Rovira i Virgili, 2016. http://hdl.handle.net/10803/399640.

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L’obesitat infantil és un dels majors problemes de Salut Pública i comença en edat primerenca. Per tant, identificar factor de risc podria ajudar en la prevenció del desenvolupament d’obesitat infantil. L’objectiu principal d’aquesta tesi va ser investigar les associacions prospectives entre factors de risc potencialment modificables de l’embaràs i la infància, i el desenvolupament d’obesitat infantil. Vam utilitzar dades de dues cohorts de naixement del projecte INMA (Espanya) i del Projecte Viva (Estats Units). Vam explorar les associacions entre varis factors de risc pre i postnatals i l’obesitat infantil general i abdominal, el risc metabòlic i les trajectòries de creixement infantil. Vam trobar que els factors de risc presents en l’edat primerenca i modificables juguen un paper important en el desenvolupament d’obesitat. Les combinacions de factors de risc modificables que prediuen més obesitat infantil difereixen segons la població. Tot i que, el guany ràpid de pes durant la infància és un factor de risc comú pel desenvolupament d’obesitat infantil, tal general com abdominal . Els nostres resultats suggereixen que prendre una Dieta Mediterrània durant l’embaràs podria tenir un efecte positiu en la mida del neonat, el patró de creixement i l’obesitat infantil abdominal. Tanmateix, aquest patró alimentari no deu estar associat amb l’obesitat general o el risc cardiometabòlic.
La obesidad infantil es uno de los mayores problemas en Salud Pública y empieza en edad temprana. Por lo tanto, identificar factores de riesgo podría ayudar en la prevención del desarrollo de obesidad infantil. El objetivo principal de esta tesis fue investigar la asociación prospectiva entre factores de riesgo durante el embarazo y la primera infancia, y el desarrollo de obesidad infantil. Usamos datos de dos cohortes de nacimiento del Proyecto INMA (España) y del Proyecto Viva (Estados Unidos). Exploramos las asociaciones entre varios factores de riesgo pre y postnatales y la obesidad infantil general y abdominal, el riesgo cardiometabólico y las trayectorias infantiles de crecimiento. Encontramos que factores de riesgo modificables en etapas tempranas juegan un papel importante en el desarrollo de obesidad. Las combinaciones de factores de riesgo modificables que predicen mayor obesidad difieren entre poblaciones. Sin embargo, la rápida ganancia de peso en la infancia es un factor de riesgo común de obesidad infantil, tanto general como abdominal. Nuestros resultados sugieren que la Dieta Mediterránea durante el embarazo podría tener un efecto protector en el tamaño del recién nacido, en el patrón de crecimiento y en la obesidad abdominal en la infancia. Sin embargo, este patrón alimentario podría no estar asociado con la obesidad infantil general y el riesgo cardiometabólico.
Childhood obesity is one of the main public health problems and starts in early life. Thus identifying risk factors could help to prevent childhood obesity development. The main objective of this thesis was to investigate the prospective association between potentially modifiable factors in pregnancy and infancy, and offspring childhood obesity development. We used data from two birth cohorts studies INMA project (Spain) and Project Viva (USA). We explored the associations between several pre and postnatal risk factors and childhood general and abdominal obesity, cardiometabolic risk and child longitudinal growth trajectories. We found that modifiable early-life risk factors play an important role in obesity development. The combinations of modifiable risk factors that predict higher obesity differed across populations. However, rapid infant weight gain is a common risk factor of general and abdominal obesity in childhood. Our findings suggest that the Mediterranean diet during pregnancy may have a protective effect on birth size, growth pattern and childhood abdominal adiposity in early childhood. However, this dietary pattern may not be associated with childhood general obesity and cardiometabolic risk.

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Lirette, Patricia R. "Barriers to education in early childhood development." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0001/MQ59757.pdf.

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Mashon, Danielle Nichole. "Realizing 'quality' in Indigenous early childhood development." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/20591.

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This study used the BC Aboriginal Child Care Society’s (BCACCS) Draft Quality Statement on Aboriginal Child Care (quality statement) as a starting point to identify Indigenous values for early childhood programming and describe how Aboriginal early childhood practitioners implement these values in Indigenous early childhood practice. Building on the view that in early childhood education, we must move ‘beyond quality to meaning-making,’ (Dahlberg, Moss & Pence, 1999), this study explored a working definition of ‘Indigenous quality care,’ comprised of five values reflected in the quality statement and supported by Indigenous early childhood education literature: Indigenous knowledge, self-determination, a holistic view of child development, family and community involvement, and Indigenous language. Using an Indigenous research methodology, I conducted audio-recorded telephone interviews with ten Aboriginal early childhood practitioners in British Columbia to identify how they operationalize the five values in practice. Findings from this study describe the successes and challenges Aboriginal early childhood practitioners face implementing programs that reflect Indigenous values for early childhood development. This study contributes to the ‘reconceptualist movement for quality care’ (Pence & Pacini-Ketchabaw, 2008) by further identifying how Indigenous notions of ‘quality’ differ from their mainstream counterparts, and sharing how mainstream notions of quality care continue to pervade the field and create challenges for Indigenous early childhood practice. Findings from this study also contribute to Indigenous early childhood education literature by sharing concrete strategies the Aboriginal early childhood practitioners in this study used to implement Indigenous values for early childhood education and care.

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Lo, Pang-yuen. "Early childhood growth patterns and adult health indicators." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B38030603.

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Ncube, Gugulethu. "Perceptions of Early Childhood Development practitioners regarding professionalisation." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65451.

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Utilising a case study design in the Gauteng Province of South Africa, this study explores the perceptions of ECD practitioners regarding the professionalisation of the ECD sector. With a purposive sample of fifteen ECD practitioners teaching children aged between birth and four years this study sought to find out what is exactly happening in the sector regarding the birth of the new qualification for ECD teachers in the South African education system; which attempts to standardise a B.Ed. curriculum for new teachers in the ECD sector. Adopting the Uncertainty Reduction Theory (URT) as a lens, the study revealed that the Government and the Non-Governmental Organisations (NGOs) were not giving adequate support to the sector while parents viewed ECD centres as places of play and sleep rather than educational. The study concludes that the ECD sector is indispensable for the South African Education system to perform on par with other world countries and recommends that everyone; not only government; should come to the party to fix this challenge of the education system.
Dissertation (MEd)--University of Pretoria, 2017.
Early Childhood Education
MEd
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Jung, Myoungwhon. "Professional development in early childhood mathematics examining professional growth in two early childhood teachers through collaboration /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215198.

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Thesis (Ph.D.)--Indiana University, School of Education, 2006.
Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1216. Adviser: Mary B. McMullen. "Title from dissertation home page (viewed May 14, 2007)."

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Parry, Melinda Ann. "Little Machiavellians: Deception in Early Childhood." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194285.

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The analyses in this dissertation were designed to identify 1) whether there is an age effect among three-, four-, and five-year-old preschool children for false-belief understanding, deceptive ability, and deception detection ability, 2) whether there is a gender effect among preschool children for false-belief understanding, deceptive ability, and deception detection ability, 3) whether there is a relationship between false-belief understanding, deceptive ability, and deception detection ability in preschool children, and 4) whether there is a relationship between peer acceptance and false-belief understanding, deceptive ability, and deception detection ability among preschool children. Participants were 78 (34 male, 44 female) preschool children of mixed ethnicity who were between three to five years of age. All subjects completed four tasks that assessed false-belief understanding, deceptive ability, deception detection ability, and peer acceptance. Results from the four-way repeated measures mixed-model analysis of variance (2 Gender x 3 Age x 2 False-Belief Understanding x 2 Deception) suggest that there is a task effect, age effect, gender effect, and false-belief understanding effect for deception among preschool children. Children received significantly higher scores on the deception detection ability task than they did on the deceptive ability task. This indicates that young children find deception detection to be easier than deceptive ability. In addition, this also provides evidence that deceptive ability and that deception detection are two separate constructs. This is further supported by the principal components analysis, which extracted two separate components for deception intelligence. In addition, three-year-old children perform significantly lower than four- and five-year-old children on deception tasks. However, there is not a significant difference between the performances of four- and five-year-old children on deception tasks. This supports previous research that four years of age appears to be the critical age for the emergence of Machiavellian Intelligence (Peskin, 1992; Peterson, 2003). Moreover, males perform significantly better on deception tasks than females. Furthermore, there is a significant positive correlation between deception detection ability and peer acceptance. Children who obtain higher deception detection ability scores are ranked as being more liked by their peers.

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Books on the topic "Early childhood development"

Hospital, Helen Hayes. Early Childhood Development Program. West Haverstraw, NY: Helen Hayes Hospital, 1986.

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Kjørholt, Anne-Trine, and Helen Penn, eds. Early Childhood and Development Work. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-91319-3.

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Tarlov, Alvin R., and Michelle Precourt Debbink, eds. Investing in Early Childhood Development. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230610415.

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Johnson, J. E. Play and early childhood development. Glenview, Ill: Scott, Foresman, 1987.

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1946-, Oates John, Grayson Andrew 1963-, and Wood Clare Patricia, eds. Psychological development and early childhood. Walton Hall, Milton Keynes: The Open University, 2005.

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F, Christie James, and Yawkey Thomas D, eds. Play and early childhood development. Glenview, Ill: Scott, Foresman, 1987.

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F, Christie James, and Yawkey Thomas D, eds. Play and early childhood development. 2nd ed. New York: Longman, 1999.

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A, Blazer Doris, and Fowler James W. 1940-, eds. Faith development in early childhood. Kansas City, MO: Sheed & Ward, 1989.

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Associates, Curriculum, ed. Brigance: Early childhood development inventory. North Billerica, MA: Curriculum Associates, 2010.

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Menke, Paciorek Karen, and Munro Joyce Huth, eds. Early childhood education. 2nd ed. Guilford,CT: McGraw-Hill/Dushkin, 2002.

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Book chapters on the topic "Early childhood development"

Elizabeth Hancock, Robin. "Early Childhood Development." In Global Citizenship Education for Young Children, 11–18. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003005186-3.

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Axe, Judah B. "Early Childhood." In Encyclopedia of Child Behavior and Development, 548–49. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_925.

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Willan, Jennifer. "Cognitive development." In Early Childhood Studies, 87–107. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-27402-1_6.

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Cooper, Linda, and Julianne Harlow. "Physical Development." In Early Childhood Studies, 86–127. 2nd edition. | Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315561318-4.

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Johnston, Jane, and Ruby Oates. "Cognitive Development." In Early Childhood Studies, 128–65. 2nd edition. | Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315561318-5.

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Nahmad-Williams, Lindy, and Carol Fenton. "Language Development." In Early Childhood Studies, 166–202. 2nd edition. | Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315561318-6.

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Johnston, Jane, Angela House, and Ihsan Caillau-Foster. "Social Development." In Early Childhood Studies, 240–76. 2nd edition. | Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315561318-8.

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Wagner, Daniel A. "Learning in Early Childhood." In Learning as Development, 81–99. New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9780203115305-5.

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Willan, Jennifer. "Emotional and moral development." In Early Childhood Studies, 131–51. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-27402-1_8.

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Johnston, Jane, and Val Wood. "Emotional and Moral Development." In Early Childhood Studies, 203–39. 2nd edition. | Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315561318-7.

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Conference papers on the topic "Early childhood development"

Suyanta, I. Wayan, and I. Gede Sedana Suci. "Yoga Stimulation is A Physical Development of Early Childhood." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.035.

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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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Muzaki, Ferril Irham. "Game Development for Indonesian Language Evaluation Materials in Elementary Schools." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.024.

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Zaeni, Ilham A. E., M. Iqbal Akbar, Kartika C. Kirana, and Dessy R. Anzani. "Development of Colour and Shape Learning Device for Kindergarten Students." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.025.

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Sultoni, Juharyanto, Dedi Prestiadi, Maulana Amirul Adha, and Pramono. "One-Roof School Principal Excellence Leadership Development Model in Indonesia." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.044.

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Dolgova, Valentina. "Early Childhood Educator Professional Development." In 18th PCSF 2018 - Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.12.02.33.

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Palupi, Indah Nur, Lilik Bintartik, and Arda Purnama Putra. "Development of Guided Inquiry-Based Science Modules for Elementary School Students." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.053.

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Fitria, Rohmatul, Ni Luh Sakinah Nuraini, and Sri Estu Winahyu. "Development of Digital Plane Shape Houses Media for Class IV Elementary Schools." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.032.

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Maimunah, Tutut, Nanik Yuliati, and Senny Weyara Dienda Saputri. "The Analysis of Emotional Development in Autistic Children Age 4-5 Years." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.046.

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Marci-Boehncke, Gudrun, Matthias O. Rath, and Madeleine Rusch. "ECOLOGICAL LITERACY IN EARLY CHILDHOOD." In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.1181.

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Reports on the topic "Early childhood development"

Chaparro, Juan, Aaron Sojourner, and Matthew Wiswall. Early Childhood Care and Cognitive Development. Cambridge, MA: National Bureau of Economic Research, February 2020. http://dx.doi.org/10.3386/w26813.

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Attanasio, Orazio, Sarah Cattan, and Costas Meghir. Early Childhood Development, Human Capital and Poverty. Cambridge, MA: National Bureau of Economic Research, October 2021. http://dx.doi.org/10.3386/w29362.

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Näslund-Hadley, Emma. ALAS IDB Early Childhood Development Awards: 2012. Inter-American Development Bank, April 2012. http://dx.doi.org/10.18235/0005979.

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The ALAS-IDB Awards arise from the need to recognize the dedication, innovation, and excellence of so many people who work in early childhood development in Latin America and the Caribbean. Presented jointly by the Inter-American Development Bank (IDB) and the ALAS Foundation of the international artist Shakira, awards are given in four categories, highlighting leading educators, centers, publications, and innovations in the region.

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Daruich, Diego. The Macroeconomic Consequences of Early Childhood Development Policies. Federal Reserve Bank of St. Louis, 2018. http://dx.doi.org/10.20955/wp.2018.029.

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Beuermann, Diether, Camilo Pecha, and Juan Pedro Schmid. The Effects of Weather Shocks on Early Childhood Development . Inter-American Development Bank, October 2017. http://dx.doi.org/10.18235/0000839.

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Rohwerder, Brigitte. Disability Inclusive Early Childhood Development and Education in Humanitarian Settings. Institute of Development Studies, January 2023. http://dx.doi.org/10.19088/ids.2023.006.

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This review looks at the available evidence on disability inclusion in early childhood development and education in humanitarian settings. It found that little evidence and guidance is available relating specifically to the inclusion of children with disabilities in early childhood education in humanitarian settings and there is a lack of extensive provision. However, some guidance exists and the review presents a number of case studies of disability inclusion in early childhood development and education in humanitarian settings.

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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.

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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.

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Duncan, Greg, Ariel Kalil, Magne Mogstad, and Mari Rege. Investing in Early Childhood Development in Preschool and at Home. Cambridge, MA: National Bureau of Economic Research, April 2022. http://dx.doi.org/10.3386/w29985.

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Barham, Brad, Seth Gitter, and James Manley. The Coffee Crisis, Early Childhood Development, and Conditional Cash Transfers. Inter-American Development Bank, March 2011. http://dx.doi.org/10.18235/0011208.

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This paper examines the efficacy of three conditional cash transfer (CCT) programs in Honduras, Mexico, and Nicaragua in mitigating the potential negative effects of an income shock caused by falling prices of coffee, an important cash crop to many CCT participants. A theoretical household model is developed that demonstrates both the positive potential of CCTs to mitigate negative shocks effects on early childhood development and the negative potential of CCTs to exacerbate the impacts of a negative shock to early childhood development if the conditionality encourages households to shift resources from younger to older children to sustain their school attendance. The experimental design includes both CCT and non-CCT households and communities with and without coffee production. The paper finds that in Mexico the CCT mitigated the negative shock on child height-for-age z-scores, while in Nicaragua coffee-producing households who participated in CCTs saw greater declines in z-scores. Findings for Honduras are largely inconclusive.

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Cloney, Dan, Kellie Picker, David Jeffries, and Prue Anderson. The Overcoming Disadvantage in Early Childhood Study. Summary report. Australian Council for Educational Research, November 2023. http://dx.doi.org/10.37517/978-1-74286-730-4.

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This report provides a summary of the completed Overcoming Disadvantage in Early Childhood (ODEC) longitudinal research study. The study was designed to evaluate the Australian Literacy and Numeracy Foundation’s (ALNF) Early Language and Literacy (EL&L) program by answering the research question: What is the effect of the EL&L program on the development of language and literacy skills in preschool aged children? An integral component of this study was the development of the Early Language and Literacy Developmental Index (ELLDI), a new tool to measure oral language and literacy learning. The development of the ELLDI was based on the recognised need for a fit for purpose early childhood best practice measure of oral language and literacy. This summary report highlights the demonstrated capacity of the EL&L program to close the language and literacy achievement gap for children who participate in the program, particularly those from disadvantaged backgrounds. It also encapsulates the successful development of the ELLDI and the ELLDI scale to accurately measure and map children’s language and literacy development, to inform teaching and learning.

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