Relevant bibliographies by topics / Early childhood development / Journal articles
To see the other types of publications on this topic, follow the link: Early childhood development.

Journal articles on the topic 'Early childhood development'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Early childhood development.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
3

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
6

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
10

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.

Full text
Abstract:
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
APA, Harvard, Vancouver, ISO, and other styles
11

Black, Maureen M., and Kristen M. Hurley. "Investment in early childhood development." Lancet 384, no. 9950 (October 2014): 1244–45. http://dx.doi.org/10.1016/s0140-6736(14)60607-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
12

Volchegorskaya, Evgenia, and Olga Nogina. "Musical Development in Early Childhood." Procedia - Social and Behavioral Sciences 146 (August 2014): 364–68. http://dx.doi.org/10.1016/j.sbspro.2014.08.113.

Full text
APA, Harvard, Vancouver, ISO, and other styles
13

Qi, Kemin. "Challenges in Early Childhood Development." JAMA Pediatrics 173, no. 4 (April 1, 2019): 307. http://dx.doi.org/10.1001/jamapediatrics.2018.5381.

Full text
APA, Harvard, Vancouver, ISO, and other styles
14

Qasanov, А. I., Z. M. Quliyeva, and R. R. Asgerova. "ASSESSMENT OF EARLY CHILDHOOD DEVELOPMENT." National Journal of Neurology 2, no. 22 (July 21, 2023): 42–46. http://dx.doi.org/10.61788/njn.v2i22.07.

Full text
Abstract:
The indicators of a child's development are influenced not only by biomedical and prenatal changes, but also by factors such as the environment in which he grows up, family relationships, acquired appropriate skills, which play a key role in the child's socialization. These indicators are closely related to each other, and if any of them is violated, developmental deviations are formed. In evaluating a child's development, in addition to the prenatal and biomedical history, the pediatrician must also consider the child's social environment. Improper organization of medical and psychological care, especially at an early age, increases the percentage of general morbidity and disability in the child population.
APA, Harvard, Vancouver, ISO, and other styles
15

Sims, Margaret, and Karl Brettig. "Early childhood education and early childhood development: Do the differences matter?" Power and Education 10, no. 3 (May 8, 2018): 275–87. http://dx.doi.org/10.1177/1757743818771986.

Full text
Abstract:
In many Western nations (an area of the world identified by Connell as the Global North), the early childhood sector has positioned itself within the education discourse. This positioning brings along with it the neo-liberal agenda in relation to education – i.e. that education’s key aim is the preparation of employable future employees (children as human capital). Along with this is the increasing imposition of employer-identified skills and knowledges on the curriculum in order to shape children, through education, into the ‘right’ attitudes, dispositions and knowledges. Thus, early childhood education has become increasingly subject to external accreditation, whereby services are evaluated based on their adherence to predetermined standards. Early childhood educators’ work has increasingly required the operation of a panoptic view of children, whose every behaviour is observed, recorded and judged. The authors argue that such standards, in some contexts, act as barriers to effective service delivery and present examples of work from the Global South, demonstrating how an early childhood development focus facilitates a holistic approach to early childhood service delivery. The authors demonstrate how that development focus can be operationalised in the Global North and suggest that, as the sector proceeds towards professionalisation, it needs to consider its direction.
APA, Harvard, Vancouver, ISO, and other styles
16

Pence, Alan. "Early Childhood Development and E-Learning in Africa: The Early Childhood Development Virtual University Programme." E-Learning and Digital Media 4, no. 1 (March 2007): 15–23. http://dx.doi.org/10.2304/elea.2007.4.1.15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
17

Schoellman, Todd. "Early Childhood Human Capital and Development." American Economic Journal: Macroeconomics 8, no. 3 (July 1, 2016): 145–74. http://dx.doi.org/10.1257/mac.20150117.

Full text
Abstract:
A growing literature stresses the importance of early childhood human capital. I ask whether variation in early childhood investments can help explain cross-country income differences. I provide new empirical evidence: the adult outcomes of refugees are independent of age at arrival to the United States up to age six, despite dramatic improvements in income and environment upon arrival. A standard model is consistent with this finding if parents but not country are important for early childhood development. This finding limits the mechanisms for generating cross-country early childhood human capital differences. I also provide suggestive evidence on parental inputs. (JEL I24, I26, I32, J13, J15, J24, J31)
APA, Harvard, Vancouver, ISO, and other styles
18

Smith, Anne B. "Children's Rights and Early Childhood Education." Australasian Journal of Early Childhood 32, no. 3 (September 2007): 1–8. http://dx.doi.org/10.1177/183693910703200302.

Full text
Abstract:
THERE IS STILL RESISTANCE and hostility within some circles to the United Nations Convention on the Rights of the Child (the Convention), but professionals working with children should be familiar with rights principles and their use in advocating for change. A rights perspective fits well with the new paradigm of Childhood Studies, which is critical of developmental psychology and recognises multiple childhoods, children's agency and competency, and the primacy of children's lived experience. The Convention has been used in advocating for reforms in early childhood services in New Zealand. One example is the development and implementation of our early childhood education curriculum, Te Whariki. The second example is New Zealand's Strategic Plan for Early Childhood Education (Ngā Huarahi Arataki), which is focused on improving early childhood education quality and participation. It is argued that child advocacy for better early childhood education policies can be strengthened by the use of the Convention.
APA, Harvard, Vancouver, ISO, and other styles
19

Yeung, Edwina H., Rajeshwari Sundaram, Akhgar Ghassabian, Yunlong Xie, and Germaine Buck Louis. "Parental Obesity and Early Childhood Development." Pediatrics 139, no. 2 (January 2, 2017): e20161459. http://dx.doi.org/10.1542/peds.2016-1459.

Full text
APA, Harvard, Vancouver, ISO, and other styles
20

Shaw, Patricia. "Child development for early childhood studies." Education 3-13 40, no. 2 (April 2012): 217–20. http://dx.doi.org/10.1080/03004279.2011.586642.

Full text
APA, Harvard, Vancouver, ISO, and other styles
21

Duncan, Greg J., Jeanne Brooks-Gunn, and Pamela Kato Klebanov. "Economic Deprivation and Early Childhood Development." Child Development 65, no. 2 (April 1994): 296. http://dx.doi.org/10.2307/1131385.

Full text
APA, Harvard, Vancouver, ISO, and other styles
22

Hay, Dale F. "Development in infancy and early childhood." Psychiatry 4, no. 6 (June 2005): 1–3. http://dx.doi.org/10.1383/psyt.4.6.1.66348.

Full text
APA, Harvard, Vancouver, ISO, and other styles
23

Hsu, Ching‐Yun. "Taiwanese early childhood educators’ professional development." Early Child Development and Care 178, no. 3 (April 2008): 259–72. http://dx.doi.org/10.1080/03004430600767932.

Full text
APA, Harvard, Vancouver, ISO, and other styles
24

Snyder, Patricia, Mary Louise Hemmeter, and Tara McLaughlin. "Professional Development in Early Childhood Intervention." Journal of Early Intervention 33, no. 4 (November 23, 2011): 357–70. http://dx.doi.org/10.1177/1053815111428336.

Full text
Abstract:
We describe historical foundations of professional development (PD) in early childhood intervention (ECI) and where we stand on the silver anniversary of PL 99-457. To advance its scientific basis, we assert that it is important to define what is meant by PD; identify structural and process features of PD hypothesized to be effective for supporting improvements in intervention quality and effectiveness; specify theories of action or change related to how specific features of PD are assumed to affect practitioner behaviors and, in turn, child or family outcomes; and conduct experimental studies that provide evidence to support or refute specified theories of action. We describe progress being made in each of these areas and discuss several challenges and future directions related to advancing the scientific basis of PD in ECI.
APA, Harvard, Vancouver, ISO, and other styles
25

Jolly, Richard. "Early childhood development: the global challenge." Lancet 369, no. 9555 (January 2007): 8–9. http://dx.doi.org/10.1016/s0140-6736(07)60007-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
26

Zonji, Shekufeh. "A network for early childhood development." Annals of the New York Academy of Sciences 1419, no. 1 (May 2018): 20–22. http://dx.doi.org/10.1111/nyas.13683.

Full text
APA, Harvard, Vancouver, ISO, and other styles
27

Schomburg, Roberta L. "LEADERSHIP DEVELOPMENT IN EARLY CHILDHOOD EDUCATION." Journal of Early Childhood Teacher Education 20, no. 2 (January 1999): 215–19. http://dx.doi.org/10.1080/0163638990200224.

Full text
APA, Harvard, Vancouver, ISO, and other styles
28

Porter, Sallie. "Position Statement on Early Childhood Development." Journal of Pediatric Nursing 29, no. 2 (March 2014): 187–88. http://dx.doi.org/10.1016/j.pedn.2013.12.006.

Full text
APA, Harvard, Vancouver, ISO, and other styles
29

Wildová, Radka, and Jana Kropáčková. "Early Childhood Pre-reading Literacy Development." Procedia - Social and Behavioral Sciences 191 (June 2015): 878–83. http://dx.doi.org/10.1016/j.sbspro.2015.04.418.

Full text
APA, Harvard, Vancouver, ISO, and other styles
30

Britto, Pia R., Stephen J. Lye, Kerrie Proulx, Aisha K. Yousafzai, Stephen G. Matthews, Tyler Vaivada, Rafael Perez-Escamilla, et al. "Nurturing care: promoting early childhood development." Lancet 389, no. 10064 (January 2017): 91–102. http://dx.doi.org/10.1016/s0140-6736(16)31390-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
31

Macours, Karen, and Renos Vakis. "Seasonal Migration and Early Childhood Development." World Development 38, no. 6 (June 2010): 857–69. http://dx.doi.org/10.1016/j.worlddev.2010.02.012.

Full text
APA, Harvard, Vancouver, ISO, and other styles
32

Barnett, W. Steven, and C. R. Belfield. "Early Childhood Development and Social Mobility." Future of Children 16, no. 2 (2006): 73–98. http://dx.doi.org/10.1353/foc.2006.0011.

Full text
APA, Harvard, Vancouver, ISO, and other styles
33

Fawzi, Wafaie W., and Uttara Partap. "Optimizing Interventions for Early Childhood Development." JAMA 331, no. 1 (January 2, 2024): 25. http://dx.doi.org/10.1001/jama.2023.23652.

Full text
APA, Harvard, Vancouver, ISO, and other styles
34

Ejuu, Godfrey. "Is this Early Childhood Development Ours? Deciphering what African Parents want their Children to Learn in Early Childhood Development." Teachers' Work 12, no. 1 (December 3, 2015): 30–44. http://dx.doi.org/10.24135/teacherswork.v12i1.44.

Full text
Abstract:
As modern Early Childhood Development begins to gain prominence in African communities, questions are beginning to emerge as to what sort of Early Childhood Development is being promoted as ‘best practices’. Thus, the discourse for and against western Early Childhood Development as opposed to indigenous Early Childhood Development and scope of each in a culturally contaminated African society continues to rage on. This paper highlights some of the issues and provides insights into what African Early Childhood Development researcher can do to lead the way in owning, redefining and rebuilding a more culturally relevant Early Childhood Development in the African context.
APA, Harvard, Vancouver, ISO, and other styles
35

Khairiah, Khairiah. "STRATEGY OF EARLY CHILDHOOD LEARNING MODEL DEVELOPMENT." Al Fitrah: Journal Of Early Childhood Islamic Education 1, no. 2 (January 1, 2018): 47. http://dx.doi.org/10.29300/alfitrah.v1i2.1333.

Full text
Abstract:
This paper will discuss about the strategy of developing early childhood learning model. This discourse is very important to be studied in view of the development of dynamic times and curricula. Recent discoveries in the field of education require educators to innovate in producing superior educational products including early childhood education. To achieve the goal of science learning in early childhood optimally, the PAUD organizers should consider the model, approach and strategy that will be applied. And improve the process skills that must be owned by early childhood. In order to learn science is not considered as difficult and boring by early childhood.Keywords : Strategy, Early Childhood, Development
APA, Harvard, Vancouver, ISO, and other styles
36

Khairiah, Khairiah. "STRATEGY OF EARLY CHILDHOOD LEARNING MODEL DEVELOPMENT." Al-Fitrah 1, no. 2 (January 1, 2018): 47. http://dx.doi.org/10.29300/ja.v1i2.1333.

Full text
Abstract:
This paper will discuss about the strategy of developing early childhood learning model. This discourse is very important to be studied in view of the development of dynamic times and curricula. Recent discoveries in the field of education require educators to innovate in producing superior educational products including early childhood education. To achieve the goal of science learning in early childhood optimally, the PAUD organizers should consider the model, approach and strategy that will be applied. And improve the process skills that must be owned by early childhood. In order to learn science is not considered as difficult and boring by early childhood.Keywords : Strategy, Early Childhood, Development
APA, Harvard, Vancouver, ISO, and other styles
37

Daelmans, Bernadette, Gary L. Darmstadt, Joan Lombardi, Maureen M. Black, Pia R. Britto, Stephen Lye, Tarun Dua, Zulfiqar A. Bhutta, and Linda M. Richter. "Early childhood development: the foundation of sustainable development." Lancet 389, no. 10064 (January 2017): 9–11. http://dx.doi.org/10.1016/s0140-6736(16)31659-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
38

Lee, Yeon Seung, and Jong-Myoung Park. "Awareness and demand of early childhood teachers for development of a sustainable development-oriented early childhood promotion program." korean Jouranl of Early Childhood Education 25, no. 4 (December 31, 2023): 478–503. http://dx.doi.org/10.15409/riece.2023.25.4.19.

Full text
Abstract:
This study conducted a survey of 230 teachers in Busan to find out the perceptions and demands of early childhood teachers for the development of a sustainable development-oriented infant personality promotion program, and the results of the analysis with the SPSS 23.0 program are as follows. First, as a result of examining the perceptions of early childhood teachers about sustainable development education and early childhood personality education programs, the awareness and necessity of sustainable development education were high, and teaching and learning methods were high in terms of experience and difficulty in implementation. Next, the number of implementations of early childhood personality education programs was the highest every day (often), and the lack of data was high in difficulty. Second, as a result of examining the needs of early childhood teachers for the development of a sustainable development-oriented infant personality promotion program, it was found that the appropriate time was 20-30 minutes and the appropriate age was 5 years old, and the necessity of program development was very necessary.
APA, Harvard, Vancouver, ISO, and other styles
39

Adhikari, Surya Prasad. "Practice of Early Childhood Development Curriculum Preparation." Interdisciplinary Research in Education 4, no. 1 (September 20, 2019): 43–52. http://dx.doi.org/10.3126/ire.v4i1.25709.

Full text
Abstract:
This article aimed to explore early childhood development (ECD) curriculum preparation practices. To accomplish the objective, I have collected qualitative information from ECD center through unstructured interview and discussion with the participant. This study revealed that the respondent has just Montessori basic training on pronunciation and curriculum preparation. Curriculum development center is prepares ECDC curriculums as based on the Wheeler curriculum process. However, private ECDCs prepare curriculum themselves in line with the curriculum development center. Private ECDCs have not compulsory to follow the government’s curriculum. Curriculum of Curriculum Development Center focus on children’s all round developments. But there is lack of spiritual development. Facilitators always start to teach/learn through the objects of the environment. Children learn more words from their mother and parents at home. Facilitators teach children by arranging the words from simple to complex. They teach correct pronunciation, structure of words and then concept.
APA, Harvard, Vancouver, ISO, and other styles
40

Dunekacke, Simone, and Julia Mareike Barenthien. "What About Early Childhood Mathematics Education in Early Childhood Teacher Education?" Zeitschrift für Pädagogik, no. 1 (January 25, 2023): 1–23. http://dx.doi.org/10.3262/zp0000010.

Full text
Abstract:
From existing research, it is known that early childhood teacher education pro-vides few opportunities to learn mathematical content or mathematics pedagogical con-tent knowledge. Furthermore, little is known about the extent to which teacher educators are qualified to teach early childhood mathematics within teacher education programs. This study investigates the frequency of opportunities to learn mathematical content knowledge and mathematics pedagogical content knowledge. Additionally, we investigate some characteristics of teacher educators, namely the sources they use for professional development with respect to early mathematics education. We report descriptive results as well as correlations. The results indicate that opportunities to learn mathematical con-tent knowledge and mathematics pedagogical content knowledge have increased over time. Moreover, the results indicate that teacher educator professional development for-mats that encourage professional exchange among teacher educators, experts in early mathematics education and in-service teachers may increase teacher educators’ compe-tence in early childhood mathematics and thereby the frequency with which this topic is addressed in teacher education.
APA, Harvard, Vancouver, ISO, and other styles
41

Dunekacke, Simone, and Julia Mareike Barenthien. "What About Early Childhood Mathematics Education in Early Childhood Teacher Education?" Zeitschrift für Pädagogik, no. 1 (January 25, 2023): 88–110. http://dx.doi.org/10.3262/zp2301088.

Full text
Abstract:
From existing research, it is known that early childhood teacher education provides few opportunities to learn mathematical content or mathematics pedagogical content knowledge. Furthermore, little is known about the extent to which teacher educators are qualified to teach early childhood mathematics within teacher education programs. This study investigates the frequency of opportunities to learn mathematical content knowledge and mathematics pedagogical content knowledge. Additionally, we investigate some characteristics of teacher educators, namely the sources they use for professional development with respect to early mathematics education. We report descriptive results as well as correlations. The results indicate that opportunities to learn mathematical content knowledge and mathematics pedagogical content knowledge have increased over time. Moreover, the results indicate that teacher educator professional development formats that encourage professional exchange among teacher educators, experts in early mathematics education and in-service teachers may increase teacher educators’ competence in early childhood mathematics and thereby the frequency with which this topic is addressed in teacher education.
APA, Harvard, Vancouver, ISO, and other styles
42

Astuti, Budi, Sugiyatno Sugiyatno, and Siti Aminah. "The development of early childhood sex education materials for early childhood education (ECE) teachers." JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) 4, no. 2 (November 29, 2017): 113–20. http://dx.doi.org/10.21831/jppm.v4i2.14869.

Full text
Abstract:
The objective of this research was to create early childhood sex education materials for Early Childhood Education Teachers. The research was initiated by conducting need assessment in the form of identification of the needs of sex education materials that appropriate for early childhood and the role of teachers and parents in the sex education. The subjects were chosen by using the purposive technique. The subjects of this study were 28 Early Childhood Education teachers in Sleman Regency. The data collection in this research was using a questionnaire. The data analysis technique was using quantitative descriptive techniques. The results of the research provided a description that the materials about the skills to protect themselves from sexual violence is the most needed matter of Early Childhood Education teachers. Further, respectively according to the level of need, the material that needs to be included in a Early Childhood Sex Education is the introduction of the gender, the introduction of self-identity, the relationship of men and women and ways to maintain the health, and the introduction of reproductive organs and functions. Materials product is expected to be a guideline and reference in providing early sex education.
APA, Harvard, Vancouver, ISO, and other styles
43

Yusuf, Ali. "Parenting of Industrial Workers: The Impact of Emotional Social Development of Early Childhood." International Journal of Psychosocial Rehabilitation 24, no. 3 (February 28, 2020): 2544–60. http://dx.doi.org/10.37200/ijpr/v24i3/pr201900.

Full text
APA, Harvard, Vancouver, ISO, and other styles
44

., Nuraida, Fasli Jalal, and Rusmono . "Development of Thematic Instructional Models Problem-Solving based Morals Integrated for Early Childhood." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 386–91. http://dx.doi.org/10.9756/int-jecse/v14i1.221047.

Full text
Abstract:
This study aims to develop an instructional model problem-solving based that integrated with morals. The method used modification between the Borg and Gall research model and Dick and Carey Instructional Design with four stages of development steps. The first stage is a preliminary study in the form of needs analysis, (2) the second stage is the planning stage of instructional model development, (3). The third stage is trial, expert evaluation and product revision, and (the fourth stage of model implementation. Participants in the study were 90 students. The finding of this study is that using a problem solving-based instructional model thematic can develop morals in early childhood. At the same time, the novelty is that the problem-solving strategy integrated moral development.
APA, Harvard, Vancouver, ISO, and other styles
45

CANBELDEK, Merve, and Nesrin ISIKOGLU ERDOGAN. "The Effects of Early Childhood Classroom Size and Duration on Development of Children." Eurasian Journal of Educational Research 17, no. 68 (March 22, 2017): 257–71. http://dx.doi.org/10.14689/ejer.2017.68.14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
46

Kustiono, Suripto, Sugiharto, and Rafika. "Javanese Culture-Based Character Development Model for Early Childhood in Semarang City, Indonesia." INTERNATIONAL JOURNAL OF MANAGEMENT SCIENCE AND BUSINESS ADMINISTRATION 4, no. 5 (2018): 7–13. http://dx.doi.org/10.18775/ijmsba.1849-5664-5419.2014.45.1001.

Full text
APA, Harvard, Vancouver, ISO, and other styles
47

Hazizah, Nur, and Erni Ariyanti. "Urgency of Development and Awareness of Early Childhood Morals." KOLOKIUM: Jurnal Pendidikan Luar Sekolah 7, no. 2 (October 30, 2019): 135–38. http://dx.doi.org/10.24036/kolokium-pls.v7i2.129.

Full text
Abstract:
The moral development of early childhood is a change in children's behavior from bad to good and occurs throughout the child's life. The method of instilling moral values in early childhood varies, depending on the character of each child. In the formal education pathway how to instill moral values in early childhood can be done through learning activities with a face-to-face schedule. For example, through Early Childhood Education. Whereas in the non-formal education pathway the inculcation of moral values in early childhood can be done through family education and education organized by the environment.Keywords: Moral Awareness, Early Childhood
APA, Harvard, Vancouver, ISO, and other styles
48

Kim, So-Hyang. "Early Childhood Curriculum Management Decision Making Structure for Sustainable Early Childhood Education." Korea Association for Early Childhood Education and Educare Welfare 27, no. 3 (September 30, 2023): 57–85. http://dx.doi.org/10.22590/ecee.2023.27.3.57.

Full text
Abstract:
The purpose of this study is to provide a basis for sustainable development education in early childhood education by examining the decision-making structure of early childhood curriculum management as the governance structure of ESG related to sustainable development. The results of examining the five factors in the decision-making structure of early childhood curriculum management, such as children, parents, national level curriculum, directors of early childhood education institutions, and teachers are as follows. Children are divided into maturationism, behaviorism, and constructivism according to the perspective of viewing the development of children, and their influence on the decision-making structure is determined. Based on the stewardship code, parents' demands are reflected in the national level curriculum and directors of early childhood education institutions to affect the decision-making structure. The national level curriculum affects the decision-making structure through a re-understanding of the play-centered curriculum that reflects the educational backgrounds and constructivist educational beliefs of early childhood teachers. Directors of early childhood education institutions affect the decision-making structure according to the type of institution. Finally, teachers affect the decision-making structure according to the process of reforming the national level curriculum and educational beliefs. Therefore, it was discussed that children, parents, national level curriculum, directors of early childhood education institutions, and teachers can affect the decision-making structure of early childhood curriculum according to their perspectives.
APA, Harvard, Vancouver, ISO, and other styles
49

Schinke-Llano, Linda. "Early Childhood Bilingualism." Studies in Second Language Acquisition 11, no. 3 (September 1989): 223–40. http://dx.doi.org/10.1017/s0272263100008111.

Full text
Abstract:
Although a number of researchers over the years have focused on the language development of bilingual children, we currently possess only a fragmentary picture of the total phenomenon. Further, what appears to be known about the processes involved may need reexamination in light of recent theoretical and empirical work. It is the purpose of this article to review recent research (i.e., that done within the last five to six years), as well as to discuss difficulties inherent in research on bilingual children. In addition, the article argues for a multidisciplinary approach to research in the area and outlines suggested avenues of inquiry within such a framework. Throughout, the focus is on children's bilingual acquisition in naturalistic settings (i.e., prior to school attendance).
APA, Harvard, Vancouver, ISO, and other styles
50

Paden, Elaine Pagel, Ehud Yairi, and Nicoline Grinager Ambrose. "Early Childhood Stuttering II." Journal of Speech, Language, and Hearing Research 42, no. 5 (October 1999): 1113–24. http://dx.doi.org/10.1044/jslhr.4205.1113.

Full text
Abstract:
Research on the relation between stuttering and phonological/articulation deficits has been reported in the literature over several decades. Yet virtually none of these investigations has taken into account that “children who stutter” includes a large number who spontaneously recover within a few months or years after onset. Thus, little attention has been given to differences between the phonological abilities of children whose stuttering persists and those who recover. This investigation compares these two groups soon after stuttering onset, before it was possible to classify them as members of either group, on a number of phonological characteristics, including mean percentage of error, relative levels of severity of phonological impairment, error on specific phonological patterns, progress in development of key patterns, and the children's strategies for coping with unmastered patterns. The results indicate that the children whose stuttering would be persistent had poorer mean scores on each of our measures than did the children who would recover from stuttering. Both groups, however, showed progression in phonological development that followed the expected order, and they used typical strategies when patterns had not yet been acquired. The persistent group was moving more slowly, however, so phonological development was more delayed than in the children who would recover from stuttering. Our findings support the assumption that most previous studies probably have compared children with persistent stuttering to normally fluent children, and that those who recovered early were not considered differentially.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Early childhood development' for other source types:
Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography