Relevant bibliographies by topics / Early childhood development centres

Contents

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

Academic literature on the topic 'Early childhood development centres'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Early childhood development centres"

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Supprasert, Warunsicha, and Piyathida Khajornchaikul. "Capacity Enhancement of Family Development Centre Staff in Early Childhood Language Learning." Asian Social Science 17, no. 8 (2021): 23. http://dx.doi.org/10.5539/ass.v17n8p23.

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This study aimed to identify effective plans using the Future Search Conference (FSC) approach to enhance the Thai Family Development Centre (FDC) staff in early childhood language promotion through good parenting.  Data from, 55 stakeholders FDC staff, district and local health centres, Child Care Centres (CCCs), and local authorities from 10 villages of rural subdistricts in a central Thai province, Thailand, checked for correctness and analyzed using thematic analysis, alongside field notes from observations, worksheets, videotape records, and photo voice. Results revealed that app
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Bahadur Karki, Yam, and Kamla Vashisth. "Child -Centered Teaching: Facilitators’ Perceptions and Practices in Nepalese Early Childhood Development (ECD) Center." Issues and Ideas in Education 2, no. 1 (2014): 93–98. http://dx.doi.org/10.15415/iie.2014.21008.

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Petrie, Kirsten, and Jeanette Clarkin-Phillips. "‘Physical education’ in early childhood education." European Physical Education Review 24, no. 4 (2017): 503–19. http://dx.doi.org/10.1177/1356336x16684642.

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Children’s physical education in early childhood settings has always been underpinned by an emphasis on play. This is viewed as foundational for child development (movement education, cognitive growth, socialising functions, emotional development). However, where priorities about childhood obesity prevail, increased ‘prevention’ efforts have become targeted at primary and pre-school-aged children. It could be argued that early childhood education has become another site for the ‘civilising’ of children’s bodies. Drawing on data from a questionnaire completed by 65 early childhood education cen
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Farewell, Charlotte V., Emily Maiurro, Jamie Powers, and Jini Puma. "The Healthy Environment Project: Promoting sustainable change in early childhood education settings." Health Education Journal 80, no. 4 (2021): 472–86. http://dx.doi.org/10.1177/0017896920988754.

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Objective: The Healthy Environment Project (HEP) was designed to improve familiarity with attitudes, confidence and knowledge related to health-promoting best practices, as well as the implementation of health-promoting policy, system and environment best practice change in diverse early childhood education settings. Design: Pre–post study design to assess the outcomes of the HEP intervention. Setting: Early childhood education providers representing 14 centres ( n = 117) and 30 homes ( n = 30) in Colorado, USA. Method: The Policy, System and Environment Change Process, which is an evidence-ba
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Knaus, Marianne. "Supporting Early Mathematics Learning in Early Childhood Settings." Australasian Journal of Early Childhood 42, no. 3 (2017): 4–13. http://dx.doi.org/10.23965/ajec.42.3.01.

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DESPITE A GROWING BODY of research that demonstrates young children have the capacity to learn mathematical concepts, early childhood educators are still strongly influenced by dated ideas that mathematics education should be delayed until formal schooling. Such attitudes are contributing to Australia's poor rating of young children's mathematics skills as compared to other Organisation for Economic Co-operation and Development (OECD) countries. Negative perceptions about mathematics as well as a lack of knowledge of curriculum content and pedagogy are major factors limiting mathematics experi
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Boyd, Wendy. "‘Nothing Goes to Waste’: A professional learning programme for early childhood centres." Australasian Journal of Early Childhood 45, no. 1 (2019): 69–81. http://dx.doi.org/10.1177/1836939119885313.

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Waste created by modern lifestyles is of key concern to sustainable development globally. Early childhood centres engage in sustainable practices, and waste management is one of these practices. Past research has indicated that early childhood staff are challenged to implement sustainable practices. However, the National Quality Standard requires centres to engage in sustainable practices. This study reports on research undertaken to examine the effectiveness of effectiveness of a waste management professional learning programme run in 30 early childhood centres in Australia. The data collecte
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Ritchie, Jenny. "Bicultural Development: Innovation in Implementation of Te Whäriki." Australasian Journal of Early Childhood 27, no. 2 (2002): 32–37. http://dx.doi.org/10.1177/183693910202700207.

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A recent innovation in early childhood care and education in Aotearoa/New Zealand has been the new curriculum, Te Whäriki (Ministry of Education, 1996), which has a strong bicultural emphasis. This means that early childhood educators and teacher educators are attempting to address the challenges posed by a document which requires them to move outside the mono cultural dominant paradigm. Most early childhood teachers and teacher educators are not speakers of the Maori language, and lack Maori cultural knowledge. This paper discusses some of the strategies identified in research which addresses
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Koirala, Amit. "Early Childhood and Education Development Center in Kathmandu Valley." International Journal of Social Sciences and Management 1, no. 3 (2014): 103–7. http://dx.doi.org/10.3126/ijssm.v1i3.10585.

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Objectives: the ethnography study was undertaken to assess the situation early childhood education development centre (ECED) based on community and school as per ECED minimum standard and also to explore teaching pedagogy, infrastructure and environment of teaching at ECEDs. Similarly this study also tries to identify the challenges and issues to implement the ECED minimum standards.Method: a qualitative research design was applied for this evaluation research. The primary data were gathered through interview and observation. Conclusion: from the effectiveness perspective learning environment
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Waniganayake, Manjula, Romana Morda, and Anthoula Kapsalakis. "Leadership in Child Care Centres: Is it Just Another Job?" Australasian Journal of Early Childhood 25, no. 1 (2000): 13–19. http://dx.doi.org/10.1177/183693910002500105.

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The roles and responsibilities of child care centre personnel are becoming increasingly demanding and complex. Management and leadership are different dimensions of the work of centre directors. However, these roles are not limited to directors only and may be performed by other centre staff. This paper is based on structured interviews with directors, teachers, and assistants who reflect on leadership and its meaning and growth in everyday work within child care centres. This is an exploratory study, linked to an international project on leadership in early childhood. Discussion will include
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Mupondi-Masuka, Grace Sibusisiwe, Richard Nyika, and Phebion Kangai. "Environment and Resource Challenges Faced by Early Childhood Development Centres in Gweru Urban High Density Suburbs." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 6, no. 2 (2017): 142. http://dx.doi.org/10.21013/jems.v6.n2.p1.

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<div><p><em>The aim of the study was to analyse the resource and environment challenges faced by Early Childhood Development (ECD) centres within Gweru Urban high density suburbs. Availability of resources and quality of the environment are crucial components in the holistic development of all children (Bruce, 2004). This study sought to establish the specific nature of resources and environment challenges currently faced by ECD centres in the Gweru urban high density suburbs. In order to establish the dimensions and nature of this phenomenon, the study adopted the mixed meth
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Dissertations / Theses on the topic "Early childhood development centres"

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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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Includes bibliographical references.<br>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 ai
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Clampett, Bridget. "Quality Early Childhood Development centres: an exploratory study of stakeholder views." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20702.

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This study 'Quality Early Childhood Development (ECD) centres: an exploratory study of stakeholder views' was carried out with a sample of fifteen principals of effective ECD centres in the Western Cape, South Africa. The study adopted a qualitative, exploratory approach using a semi-structured interview schedule for face-to-face interviews with the participants. A purposive sample was used and the selected sample were geographically spread across the Western Cape Metropolitan area.The findings revealed the following: Effective ECD centres that provide quality care and education is of critical
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Shertiel, Sabra Hussein. "The role of practitioners in early childhood development centres in shaping behaviour of children." University of the Western Cape, 2018. http://hdl.handle.net/11394/6375.

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Magister Artium - MA (Child and Family Studies)<br>Early childhood centres play a profound role in shaping the behaviour of children. Research indicates that early childhood centres contribute to the holistic development of children, encompassing their motor, congnitive and behavioural skills. Research has further shown that the South African authorities have an early childhood policy which spans various aspects of childhood development. To establish the nexus between early childhood centres and the behaviour of children, this study explored the role of practitioners in early childhood de
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Thorogood, Camilla Renée. "Food provision challenges facing early childhood development centres in two Cape Town townships." University of Western Cape, 2020. http://hdl.handle.net/11394/8238.

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Magister Philosophiae (Land and Agrarian Studies) - MPhil(LAS)<br>Early childhood has been identified as a critical period for providing nutritional intervention, with nutritional adequacy during the first 1000 days having long term implications for human development. South Africa’s policy environment accordingly aims to support the development of all children through providing services supporting care and nutrition of children so that ‘no one is left behind’. However, the reality is that for the economically marginalised who live in poverty, these services are inaccessible and the whereabouts
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Kwan, Celina Khuan Dai. "The effects of environmental variations in day care centres in the development of young children in Singapore." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10006600/.

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The purpose of this study was to investigate the effects of variations in the day care environment on linguistic and social-emotional development of pre-school children in Singapore after home background has been taken into account. This study examined differences in the environment of 16 day care centres. Characteristics of the environment were assessed by the Early Childhood Environment Rating Scale, ECERS (Harms & Clifford, 1980) and the Target Child Method of Observation, TCM (Sylva, Roy & Painter, 1980). The ECERS measured the physical and programmatic features of day care centres and pro
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Dube, Primrose Sikhanyiso. "An exploratory study of parent involvement in early childhood development centres in Masiphumelele, Cape Town." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/20071.

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This study explored parent involvement in Early Childhood Development (ECD) centres in Masiphumelele, Cape Town. The researcher aimed to gain an understanding of the following; how parents are involved in Early Childhood Development centres, factors that enhance parent involvement in ECD centres, factors that hinder parent involvement in ECD centres and challenges faced by parents in getting involved in ECD centres. This research study adopted a qualitative, exploratory approach using a semi-structured interview schedule. The researcher used non-probability, purposive sampling to select the p
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Sharpley, Jennifer. "An investigation into the implementation of early childhood development policy in early childhood centres (A study of the Fisantekraal, northern district, Cape Town, South Africa)." University of the Western Cape, 2014. http://hdl.handle.net/11394/4205.

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Masters in Public Administration - MPA<br>The White Paper on Education and training defines ECD as the process by which children 0 – 9 grow and thrive in all respects. The main focus of ECD’s is to ensure that children are thriving, by providing a solid foundation for physical, emotional, cognitive and overall healthy development of children (UNICEF, 2005). Therefore a critical factor for educational achievement is access to ECD. In redressing the exclusion of the past in ECD the equity enshrined in the white paper on Education and training (1995) and the Reconstruction and development program
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Hebe, Headman Ngilosi. "Exploring the implementation of environmental education in Grade R : a case study of selected Early Childhood Development (ECD) Centres." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/98015.

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Thesis (PhD)--Stellenbosch University, 2015.<br>ENGLISH ABSTRACT: Planet Earth is plagued by a myriad of problems which have been on the increase in recent years. These include, among other things, e–waste; reduction in biodiversity, air pollution, global warming and many more. Undoubtedly, the greed of human beings more than the quest to satisfy needs has been at the core of these problems which threaten the sustainability of earth’s ecosystems. For some years now, Environmental Education (EE) has been acknowledged and, consequently, employed as the vehicle to offset the impact of the challen
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Keir, Charlene (Ying-Ling). "Practices of early childhood development (ECD) practitioners for children from three to five years: a case of three early childhood development centres in the Buffalo City Municipality." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1016269.

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This study investigates practices of early childhood development (ECD) practitioners for children from three to five years in three ECD centres situated within the municipal boundaries of Buffalo City, East London. It does so by posing the following questions: What are the practices of ECD practitioners for children from three to five years in developing learners’ oral language and physical intelligence. This study, using a qualitative approach and Qualitative methods for data collection were used, that is semi-structured interviews and classroom observations. The findings reveal that for oral
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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,
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Books on the topic "Early childhood development centres"

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Carol, Keyes, ed. Early childhood administration. Allyn & Bacon, 1985.

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Verna, Hildebrand, ed. Management of child development centers. 6th ed. Pearson Merrill/Prentice Hall, 2007.

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Verna, Hildebrand, ed. Management of child development centers. 5th ed. Merrill/Prentice Hall, 2003.

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Verna, Hildebrand, ed. Management of child development centers. 7th ed. Pearson, 2011.

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Hearron, Patricia F. Management of child development centers. 7th ed. Pearson, 2011.

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Introduction to early childhood education: A multidimensional approach to child-centered care and learning. Allyn and Bacon, 2003.

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Hildebrand, Verna. Management of child development centers. 2nd ed. Macmillan, 1990.

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Hildebrand, Verna. Management of child development centers. 3rd ed. Macmillan Pub. Co., 1993.

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Hildebrand, Verna. Management of child development centers. 4th ed. Merrill, 1997.

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Petite enfance, services de garde éducatifs et développement des enfants: État des connaissances. Presses de l'Université du Québec, 2012.

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Book chapters on the topic "Early childhood development centres"

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Aylward, Glen P. "Development of the Central Nervous System." In Infant and Early Childhood Neuropsychology. Springer US, 1997. http://dx.doi.org/10.1007/978-1-4615-5927-6_3.

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Singer, Elly. "Emotional Security and Play Engagement of Young Children in Dutch Child Centres: A Story of Explorative Research, Experiments and Educators Testing Hypotheses." In International Perspectives on Early Childhood Education and Development. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3197-7_14.

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Lee, Shiree, and Gregor Lomas. "A New Zealand Perspective: Mathematical Progressions from Early Childhood to School Through a Child Centred Curriculum." In Early Mathematics Learning and Development. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-215-9_13.

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da Costa, Natália Meireles Santos, Maria Clotilde Rossetti-Ferreira, and Ana Maria de Araujo Mello. "Providing Outdoor Experiences for Infants and Toddlers: Pedagogical Possibilities and Challenges from a Brazilian Early Childhood Education Centre Case Study." In International Perspectives on Early Childhood Education and Development. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_3.

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AbstractIntense urbanization process in Brazil and Latin America has increasingly limited young children, since birth, to access outdoor spaces, especially green areas. Moreover, as conceptions of babies in domestic care support confinement practices, apprehending infants’ constitutive specificities as being intertwined with broader socio-cultural contexts requires further investigation. Notwithstanding the challenges, Early Childhood Education and Care (ECEC) institutions can be promising places to provide babies with daily contacts and appropriation of external areas amid an expanded collective experience. This chapter tackles the process of insertion and appropriation of outdoor spaces for infants and toddlers. We bring a case study from a Brazilian daycare centre with planned multiple outdoor environments, diversified spatial arrangements and natural elements. The empirical material, referring to the transition year of a group of under-twos, includes monthly recordings of everyday routine, interviews, field notes, institutional documents. We describe and analyze various outdoor spaces and socio-spatial practices of the daycare centre based on the cultural-historical perspective of the Network of Meanings. In the first semester, environments organized in semi-open areas connected to closed spaces were more frequently used. Whereas mainly in the second semester, given walking onset and greater motor resourcefulness, the going and appropriation of green areas unfolded as a gradual process not short of struggles. Substantial planning, projects and educational situations put forward by multiple social actors within a multidisciplinary approach modulated alternation of spaces and facilitated exchanges with peers, older children and adults – including family members.
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Harrison, Linda J., Belinda Friezer, and Robyn Dolby. "Applying the Tavistock Method of Observation and Group Reflection to the Study of Babies and Toddlers in Centre-Based Childcare." In International Perspectives on Early Childhood Education and Development. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3197-7_11.

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Rekers, Angela, and Jane Waters-Davies. "‘All of the Wild’: Cultural Formation in Wales Through Outdoor Play at Forest School." In International Perspectives on Early Childhood Education and Development. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_9.

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AbstractThis chapter takes the specific context of outdoor play in the Foundation Phase in Wales to explore how children’s activity and participation is mediated through the socio-material affordances of muddy puddles at forest school. The research was underpinned by the cultural-historical tradition of making visible the sociocultural practices and individual participation which shape the child’s experience within an educational setting. The discussion in this chapter is centred upon the following questions: During forest school sessions for pupils aged 4- and 5-years old, what conflicts may be surfaced as classroom teaching staff aim to meet Welsh Government expectations for both outdoor play and self-regulatory skills development? How do these conflicts shape the child’s experience of participating in outdoor play? The analysis draws upon data gathered during 8 months of fieldwork; audio-visually-recorded observations and video-stimulated interviews with classroom teachers and forest school leaders are used to consider an episode of conflict during play in a muddy puddle. We explore, from child and adult perspectives, the institutional values of the Foundation Phase, demands for reception year practice and subsequent expectations about children’s participation, highlighting the mediating messages being given about ‘how to be’ and what competencies are valued in the activity setting of mud play.
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Axe, Judah B. "Early Childhood." In Encyclopedia of Child Behavior and Development. 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. 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. 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. Routledge, 2018. http://dx.doi.org/10.4324/9781315561318-5.

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Conference papers on the topic "Early childhood development centres"

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Tyilo, Nonzukiso. "IMPLEMENTING INCLUSIVE EDUCATION IN EARLY CHILDHOOD DEVELOPMENT CENTRES." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0904.

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Gajawelli, Niharika, Sean Deoni, Holly Dirks, et al. "Central sulcus development in early childhood." In 2017 39th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC). IEEE, 2017. http://dx.doi.org/10.1109/embc.2017.8036787.

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Fourie, Elsa. "Implementing and managing processes that can encourage resilience in HIV and AIDS affected female teachers in township Early Childhood Development (ECD) centres." In 8th International Conference on Advances in Social Science, Management and Human Behaviour - SMHB. Institute of Research Engineers and Doctors, 2019. http://dx.doi.org/10.15224/978-1-63248-168-9-07.

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Mote, Kristianus. "The Developing of CIPP Evaluation Model on the Evaluation of Early Childhood Educator Training in Early Children Education Development Center for Early Children and Community Education North Sumatera." In 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/aisteel-17.2017.30.

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Hardilla, Dinda Septiani, Harsono Salimo, and Eti Poncorini Pamungkasari. "THE Effects of Nutrition Status and Breastfeeding on Child Development Aged 3-6 Years: Evidence From Tanjung Jabung Timur, Jambi." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.88.

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ABSTRACT Background: Good nutrition and adequate stimulation for early learning are estimated as essential components for child development. The purpose of this study was to determine nutritional factors associated with child development aged 3-6 years. Subjects and Method: A cross sectional study was carried out at 25 preschools in Tanjung Jabung Timur, Jambi, Indonesia, from September to October 2019. A sample of 200 children aged 3-6 years was selected by stratified random sampling. The dependent variable was child development. The independent variables were child nutritional status, dietar
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Pujangkara, Ajeng Ayu Titah, Harsono Salimo, and Eti Poncorini Pamungkasari. "Biological and Social-Economic Determinants of Child Development: A Path Analysis Evidence from Surabaya, East Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.107.

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ABSTRACT Background: Previous study reported that numerous nutritional-related interventions have been shown to improve health aspect for young children. However, social and economic factors also played an indirect role to their nutritional and health fulfillment. The purpose of this study was to examine biological and social-economic determinants of child development using path analysis model. Subjects and Method: This was an analytic observational study with a cross-sectional design. The study was carried out at early childhood education programs (PAUD) in Wonokromo Sub-district, Surabaya, E
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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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Sorzio, Paolo, and Caterina Bembich. "A FRAMEWORK TO ANALYSE THE QUALITY OF ECEC SERVICES ACCORDING TO THE CHILD-CENTRED CULTURE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end005.

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In this contribution it is proposed a critical framework, based on Basil Bernstein’s theory, for two aims. The first one is a critical reflection on some structural limits of the Indicator Frameworks used to evaluate the quality of Early Childhood Education and Care services (ECEC), since they rely mainly on measures of the structural and processual characteristics of the educational settings. As a consequence, the processual dimensions are reduced to their individual components, overlooking the complex and contingent interactions that create opportunities for learning. The second aim is to pr
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Suardi, Mr, Patta Bundu, Mr Anshari, and Sulaiman Samad. "Mother Support for Early Childhood Development." In Proceedings of the 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icamr-18.2019.138.

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Akbar, Zarina, and Awalludin. "Motoric Stimulation on Early Childhood Development." In 3rd International Conference on Education, Science, and Technology (ICEST 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201027.019.

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Reports on the topic "Early childhood development centres"

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

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Berlinski, Samuel, María Marta Ferreyra, Luca Flabbi, and Juan David Martin. Child Care Markets, Parental Labor Supply, and Child Development. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002872.

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We develop and estimate a model of child care markets that endogenizes both demand and supply. On the demand side, families with a child make consumption, labor supply, and child-care decisions within a static, unitary household model. On the supply side, child care providers make entry, price, and quality decisions under monopolistic competition. Child development is a function of the time spent with each parent and at the child care center; these inputs vary in their impact. We estimate the structural parameters of the model using the 2003 Early Childhood Longitudinal Study, which contains i
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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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Andrew, Alison, Orazio Attanasio, Raquel Bernal, et al. Evaluation of infant development centres: an early years intervention in Colombia. International Initiative for Impact Evaluation, 2018. http://dx.doi.org/10.23846/ow4.ie76.

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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, 2017. http://dx.doi.org/10.18235/0000839.

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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, 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 esp
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Amadu, Salifu, Orazio Attanasio, Bet Caeyers, et al. Pre-school and early childhood development in rural Northern Ghana: A snapshot. Institute for Fiscal Studies, 2018. http://dx.doi.org/10.1920/bn.ifs.2019.bn0235.

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Ha, Wei, and Ye Xiao. Early Childhood Development and Poverty Reduction in the People’s Republic of China. Asian Development Bank, 2021. http://dx.doi.org/10.22617/wps210299-2.

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The People’s Republic of China (PRC) has eliminated absolute poverty in 2020. Its recent national 14th Five-Year Plan (2021–2025) highlights improving the quality of human capital as an essential goal. Research has shown that investing in early childhood development generates the highest rates of return and leads to better education, health, social, and economic outcomes. After decades of neglect, the government has been increasing investment in preschool education targeting children in ages 3–6 years since 2010. This paper recommends that a comprehensive and equitable early childhood developm
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Anderson, Ingrid. Early Childhood Educators' Perception of Oregon's Professional Development System: A Hermeneutic Phenomenological Study. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2078.

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Levere, Michael, Gayatri Acharya, and Prashant Bharadwaj. The Role of Information and Cash Transfers on Early Childhood Development: Evidence from Nepal. National Bureau of Economic Research, 2016. http://dx.doi.org/10.3386/w22640.

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