Relevant bibliographies by topics / Early childhood education|Educational psychology|Cognitive psychology

Contents

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

Academic literature on the topic 'Early childhood education|Educational psychology|Cognitive psychology'

Author: Grafiati
Published: 9 July 2021
Last updated: 1 February 2022

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Journal articles on the topic "Early childhood education|Educational psychology|Cognitive psychology"

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Bilton, Helen. "Developmental psychology and early childhood education." Early Years 33, no. 2 (June 2013): 203–4. http://dx.doi.org/10.1080/09575146.2012.716220.

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Gumiandari, Septi, Ilman Nafi'a, and Dindin Jamaluddin. "Criticizing Montessori’s Method of Early Childhood Education using Islamic Psychology Perspective." Jurnal Pendidikan Islam 5, no. 2 (December 31, 2019): 133–48. http://dx.doi.org/10.15575/jpi.v5i2.5835.

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This study examined critically Montessori’s concepts on early childhood education through Islamic Psychology perspective. This research used qualitative methodology with a literature approach. The results showed that (1) Montessori’s method pays more attention to the cognitive aspect of children development while children potential doesn’t only consist of cognitive, affective, and psycho-motoric aspects, but also spiritual one; (2) Reinforcement are not needed in Montessori’s method, while in Islamic Psychology, rewards can increase children's learning and punishment is needed to make children become disciplined in carrying out the rules; (3) Learning environment should be structured, in order, realistic and natural. This concept is suitable for upper class educational institutions but it would be difficult for middle-low income groups since the materials required by Montessori’s method is expensive enough. (4) Parents and teachers are required to become observers and interpreters. This role may pose problem on the part of parents and teachers since not all parents and teachers have criteria to act as is it expected by Montessori’s method.
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Hidayat, Bahril, Ary Antony Putra, and Musaddad Harahap. "PENDIDIKAN ANAK USIA DINI MENURUT PSIKOLOGI ISLAMI." Generasi Emas 1, no. 1 (October 24, 2018): 29. http://dx.doi.org/10.25299/ge.2018.vol1(1).2254.

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The relationship among early childhood education is related to the Islamic Education and Islamic Psychology perspective. Discussion of this article forms of theoretical review and expected to generate scientific reference to formulate explanation and development of science about Islamic Early Childhood Education according to Islamic Psychology. Islamic Education into early childhood as students, not only based on the principles of western Educational Psychology and Psychology of Learning (Psychology Learning and Teaching) from the Western scientist theory, but must be based on Islamic values and concept too. By applying the concept, the internalization of Islamic Education into the psychophysiological of early childhood will be achieved. According to the integration of principles of science and Islam through 5 Strategic Development of Islamic Education for Early Childhood Based on Islamic Psychology Principles, namely, 1) awakening learners' self-awareness about Islam, 2) involves the educational environment in to the learning activities, 3) understanding the child's age development by the method of playing, 4) using techniques that appeal to early childhood, 5) directing the child to develop their unique potential.
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Saracho, Olivia N. "Educational play in early childhood education." Early Child Development and Care 66, no. 1 (January 1991): 45–64. http://dx.doi.org/10.1080/0300443910660105.

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Saracho, Olivia N. "Cognitive Styles in Early Childhood Education." Journal of Research in Childhood Education 3, no. 1 (June 30, 1988): 24–34. http://dx.doi.org/10.1080/02568548809594784.

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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.

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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.
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Harris, Mathew A., Caroline E. Brett, John M. Starr, Ian J. Deary, and Wendy Johnson. "Personality and Other Lifelong Influences on Older–Age Health and Wellbeing: Preliminary Findings in Two Scottish Samples." European Journal of Personality 30, no. 5 (September 2016): 438–55. http://dx.doi.org/10.1002/per.2068.

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Recent observations that personality traits are related to later–life health and wellbeing have inspired considerable interest in exploring the mechanisms involved. Other factors, such as cognitive ability and education, also show longitudinal influences on health and wellbeing, but it is not yet clear how all these early–life factors together contribute to later–life health and wellbeing. In this preliminary study, we assessed hypothesised relations among these variables across the life course, using structural equation modelling in a sample assessed on dependability (a personality trait related to conscientiousness) in childhood, cognitive ability and social class in childhood and older age, education, and health and subjective wellbeing in older age. Our models indicated that both health and subjective wellbeing in older age were influenced by childhood IQ and social class, via education. Some older–age personality traits mediated the effects of early–life variables, on subjective wellbeing in particular, but childhood dependability did not show significant associations. Our results therefore did not provide evidence that childhood dependability promotes older–age health and wellbeing, but did highlight the importance of other early–life factors, particularly characteristics that contribute to educational attainment. Further, personality in later life may mediate the effects of early–life factors on health and subjective wellbeing. © 2016 The Authors. European Journal of Personality published by John Wiley & Sons Ltd on behalf of European Association of Personality Psychology
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Williams, Marian E., Lara Sando, and Tamara Glen Soles. "Cognitive Tests in Early Childhood." Journal of Psychoeducational Assessment 32, no. 5 (February 11, 2014): 455–76. http://dx.doi.org/10.1177/0734282913517526.

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Shipman, Stephanie L. "Limitations of applying cognitive styles to early childhood education." Early Child Development and Care 51, no. 1 (January 1989): 3–12. http://dx.doi.org/10.1080/0300443890510102.

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Lopez Boo, Florencia. "Socio-economic status and early childhood cognitive skills." International Journal of Behavioral Development 40, no. 6 (July 9, 2016): 500–508. http://dx.doi.org/10.1177/0165025416644689.

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This article documents differences in cognitive development, as measured by the Peabody Picture Vocabulary Test (PPVT), between children from households with high and low socioeconomic status (SES) in two different phases of early childhood in four developing countries. A large number of potential mediators, such as urban residence, preschool attendance, early nutrition, caregiver’s education, and primary school attendance are discussed. Overall, the SES gradient is reduced but persists in most countries even when controlling for all the mediators. The mediational analysis shows that, while urban residence, caregiver’s education and early nutrition appear as significant mediators of the SES-PPVT relation for all countries and most ages, the size of the effect varies widely. For instance, after adding all mediators, the magnitude of the SES-PPVT relation drops by almost half in Peru (mainly due to urban residence), India (mainly due to caregiver’s education at age 5 and urban residence at age 8) and Vietnam at age 5 (mainly due to caregiver’s education). However, it only drops by one third in Ethiopia (mainly due to caregiver’s education at age 5 and urban residence at age 8). The relative importance of each mediator also changes depending on children’s age. Preschool attendance only appears as a minor mediator in Ethiopia and Vietnam at age 5, while primary school attendance does not appear as a significant mediator in any country.
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Dissertations / Theses on the topic "Early childhood education|Educational psychology|Cognitive psychology"

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Gibbs, Benjamin Guild. "Gender and Cognitive Skills throughout Childhood." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249496662.

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Luke, Onzie. "The Effect of Early Childhood Abuse on Educational Attainment." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6917.

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The purpose of this study was to fill a gap in the literature regarding survivors of child abuse and their capacity to continue their educational pursuits beyond high school. Thus, this study explored the lived experience of self-identified abuse survivors who were enrolled in higher education. The theoretical bases for this study included Bandura'€™s social cognitive theory, Rotter'€™s theory of locus of control and Heider'€™s and Weiner'€™s theory of attribution. Open-ended interviews were conducted with 15 survivors of child abuse enrolled in an undergraduate or graduate degree program at an online or brick and mortar university. The interviews were then transcribed and analyzed for relevant codes and themes. Results of this phenomenological qualitative study revealed that external supports played a major role in motivation for survivors of abuse to pursue higher education and that middle school was a pivotal point for child abuse survivors. This study contributes to social change by providing information to survivors of child abuse, educators, family members, and counselors that may lead to better understanding the needs of the survivors of child abuse and increase training effectiveness for interventions useful in meeting the unique needs of child abuse survivors.
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Steiner, Emily Irene. "Trauma-informed practice| A self-study in early childhood special education." Thesis, Mills College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10155716.

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The purpose of this self-study is to examine and analyze if and how an understanding of early childhood trauma informs my practice in my student-teaching placements in early childhood special education and a special day class (SDC) autism preschool. This study was informed by research in the field, as well as qualitative interviews on the subject. This study aims brings to light the need for more training and education on trauma-informed care in ECE. Data was collected through self-focused reflections and feedback from my colleagues on my work in my student-teaching placements at a center-based early intervention program in Oakland and an autism SDC preschool in San Leandro. Data was also collected through qualitative interviews with professionals working in the realms of early brain development and childhood trauma. This data was examined using an understanding of trauma’s impact on brain development, behavior, learning, and interactions with others, the role of early childhood educators as protective factors who provide supportive, responsive care that fosters resiliency, as well as literature on trauma sensitive care. This study makes an important contribution to the literature because, while there is a great deal of literature on early childhood trauma in the fields of psychology and neurobiology, there is a disconnect between this knowledge base and what training early childhood educators receive and a general lack of trauma-informed care in early childhood settings. This study discusses how trauma-informed care can be put into practice in ECE and advocates for more training and implementation in these settings.

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Beers, Courtney. "Early Childhood Preservice Teachers' Knowledge of Children's Cognitive Development and Developmentally Appropriate Pedagogical Practices| Understanding the Role of Clinical Experiences." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10300319.

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The quality of early caregiving and educational environments has a significant effect on children’s later cognitive outcomes. Early childhood teachers are an important determining factor in the quality of these environments. Due to inconsistencies in practice across the early childhood field, there is a call for better prepared teachers. Teacher preparation itself is criticized for its lack of innovative and effective practices. While research finds that more effective teacher preparation programs are those that are steeped in clinical practice, these types of experiences are inconsistent and fragmented in the early childhood field. Part of the issue is the lack of knowledge on how to integrate highquality clinical experiences carefully into early childhood teacher preparation in order to prepare all preservice teachers successfully for the classroom.

The purpose of this qualitative study was to propose a middle-range, systematic theory for the types of practices and ideologies that the most successful early childhood teacher education programs use to prepare their preservice teachers for the education profession. A more focused purpose of this grounded theory study was to describe the ways in which early childhood preservice teachers learn about children’s cognitive development as well as how they describe their application of this knowledge to developmentally appropriate pedagogical practices. A secondary purpose of this study was to examine these various clinical models as described by experts in the field. Analysis was completed on semi-structured interviews with preservice teachers and faculty members, open-ended surveys completed by preservice teachers, and university documents. As a result of rigorous data analysis, a theory emerged to explain clinical practice at three model early childhood teacher preparation programs. Findings suggest that there are seven layers of strength that contribute to the model programs’ expertise in preparing their preservice teachers. This study is significant in that it reports researchbased elements that may contribute to policy regarding models for teacher preparation and meaningful clinical experiences.

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Williams, Nina Lynne. "Identification of giftedness in preschoolers: Are some environmental factors related to cognitive assessments?" Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284027.

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This study has the objective of examining parental perceptions, some home environmental factors, and SES on a child's cognitive development. Two groups were used to collect data, a high SES group and a low SES group. Twenty-six preschool children, 13 females and 13 males (24 Caucasian, one African American, and one Asian) were referred for giftedness. Parents responded to two surveys, one questionnaire, and an interview. The children were administered two cognitive skills tests: (a) The Kaufman Assessment Battery for Children (Kaufman & Kaufman, 1983), KABC and (b) the Qualitative Use of English and Spanish Tasks, QUEST, (Gonzalez, 1991). Qualitative analyses was used to: (a) describe parental perceptions about the meaning of giftedness; and (b) describe parental perceptions about the development of giftedness. A total of seven patterns were found. Quantitative analyses was used to: (a) explore any relationship between parental perceptions and their own child's cognitive abilities; (b) explore any relationship between some environmental factors and the child's cognitive abilities; and (c) explore any relationship between the parents socioeconomic status and their own child's cognitive abilities. Quantitative results suggest that some home environmental factors do influence a child's cognitive abilities. Quantitative results also suggest that the parents' SES influences the child's performance on cognitive skills tests.
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Saxler, Patricia Kasak. "The Marshmallow Test: Delay of Gratification and Independent Rule Compliance." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112705.

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The Marshmallow Test, a self-imposed delay of gratification task pioneered by Walter Mischel in the 1960’s, showed that young children vary in their ability to inhibit impulses and regulate their attention and emotion in order to wait and obtain a desired reward (Mischel & Mischel, 1983). The Marshmallow Test offers an opportunity to observe and measure children’s decision-making and self-regulation in an emotionally charged context of often conflicting motivations. Additionally, this task provides a context to investigate how compliance with rules and self-regulation may depend on or compete with each other. In this dissertation, I examine the marshmallow test by comparing different criteria of ‘success’ in this task with the two ways in which children can ‘fail’ to delay, either by voluntarily terminating the task, or by breaking one of the rules. Though distinctly observable behaviors, these have traditionally been considered equivalent in indicating the end of the delay period. In two studies, I examine the cognitive, behavioral, and demographic measures that characterize these behavioral choices. First, I conducted a cross-sectional behavioral study of children ages 3-7. My findings in the first study suggest that models predicting delay of gratification performance for compliant children do not apply to noncompliant children. Secondly, I carried out a secondary analysis of longitudinal data in which the children participated in the marshmallow task at age 4.5, followed by subsequent assessments in elementary and high school (NICHD Early Child Care Research Network, 1998). In this analysis, I found that there were no substantial differences in behavioral or cognitive longitudinal outcomes between the two modes of termination of the task, with the exception of certain academic outcomes in mathematics.
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Podraza, Dan John. "Elementary School Social Workers' Perspectives on the Development of Resilience in Early Childhood." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10281911.

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Researchers have stressed the importance of addressing the social/emotional needs of early childhood (EC) children, including the development of resilience; however, some U.S. school personnel focus more on academics than on these needs. When young children possess these skills, they can handle social/emotional challenges later in life. The purpose of this qualitative bounded case study was to explore school social workers’ (SWs) perspectives about resilience in EC settings. Research questions focused on knowledge of existing programs, participants’ perceptions of the successes and challenges of working with EC students, and their recommendations to improve EC students’ education. Bronfenbrenner’s ecological systems theory and O’Neill’s and Gopnik’s work on needs of young children informed this study. Five elementary school SWs with at least 6 years’ experience from 5 districts in the U.S. Midwest participated in 2 semistructured individual interviews. Interpretive phenomenological analysis, involving first-cycle, transition, and second cycle coding, was used to identify themes. SWs’ experiences indicated a need for a clear definition of resilience, and needs of young children, including EC programs that develop psychological resilience of children’s thoughts and an increase in adults to promote resilience. Additional research may expand and enhance educators’ and families’ understanding of resilience and help develop research-based preventive programs and strategies to foster psychological resilience in young children. These endeavors may enhance positive social change by adding components of psychological resilience to EC programs for school personnel and students and in parent/family workshops, which may result in sound mental health practices that enable them to become productive members of society.

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Sproul, Faith M. "Effects of Family Involvement: Early Childhood Cognitive Outcomes Using Longitudinal Growth Curve Models." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/186689.

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School Psychology
Ph.D.
Early childhood education and family involvement have been shown to provide a positive impact on students' academic achievement regardless of socioeconomic circumstances and background. They have been regarded as two of the most important protective factors in maximizing outcomes for children at risk, especially those from low-income backgrounds. The overall objective of this study was to examine how family involvement changes over time, whether it predicted cognitive outcomes for preschool populations, and potential variables that mediate the relationship between family involvement and outcomes. Data from the Head Start Impact Study conducted through the Department of Health and Human Services (DHHS) were used to answer the research questions. Exploratory and Confirmatory analysis revealed three dimensions of home involvement based on survey items: involvement related to literacy, numeracy, and family resources. Growth curve models suggested increased levels of involvement as children progressed from preschool to first grade. Higher levels of involvement for Literacy for observed for children in Head Start during the first data collection follow-up. The types of involvement were significantly related to cognitive scores as measured by the PPVT-III and WJ-III Achievement. Parenting styles acted as a mediator between involvement and cognitive outcomes. Implications for policy and practice related to transition services are discussed.
Temple University--Theses
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Ervin, Brad Robert. "Social-Emotional Learning Interventions| Familiarity and Use among NYS Elementary School Principals." Thesis, Alfred University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13422180.

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As defined by the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2012), social-emotional learning (SEL) involves the acquisition of skills necessary to: identify and manage one’s emotions, relate to and establish relationships with others, and make positive and healthy decisions. With only 40% of kindergarten students demonstrating the social-emotional skills needed to be both academically and socially successful upon school entrance (Yates et al., 2008), explicit instruction targeting SEL is needed. As this instruction requires systems-level implementation and decision-making practices, members of these decision-making bodies can include several different school personnel, who may have varying levels of familiarity and previous use of SEL programs. Because the school principal is responsible for overseeing the implementation of school-wide programs (NYS Education Department, 2014), obtaining information regarding their familiarity and use of SEL programs, as well as their decision-making practices is needed. Consequently, the present study examined the extent to which principals participate in SEL decision-making practices; the selection procedures and decision making methods they use to select SEL programs; and their levels of familiarity, past use, and current use of CASEL approved SEL programs. The relationship between principal demographic characteristics and familiarity and use of SEL programs was also evaluated using survey methods. Analysis of descriptive statistics, frequency data, and three multiple regression analyses indicated that most NYS elementary school principals participate in SEL program decision-making. Additionally, they use a variety of methods for learning about programs and deciding upon programs. Overall, however, NYS elementary school principals have little familiarity, past use, or current use with CASEL-approved programs, suggesting a need for increased dissemination and professional development regarding these programs and resources.

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Gomez, Celia J. "Exploring Intergenerational Effects of Education: A Mixed-Methods Approach to Understanding Mothers’ Educational Pursuits and Their Young Children’s Development." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112713.

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The positive relationship between parental education and children’s educational outcomes is one of the most well established connections in the developmental literature. However, nearly all of this research treats parent education as static across a child’s development. Estimates from the 2008-2009 Survey of Income and Program Participation suggest that nearly 2 million low-income parents were engaged in some form of continued education that year. Given this, it is critical to understand parents’ experiences in school, as well as the relationship between child development and parent education, as the latter changes over time. In this two-study dissertation, drawing broadly from ecological theories of development, I used quantitative and qualitative methods with multiple datasets to explore the relationship between mothers’ attainment of additional education and their young children’s development. In Study 1, I used data from a national sample of low-income families with young children to test whether there is a relationship between the development of children’s cognitive skills between the ages of 3 and 7 and mothers’ attainment of additional education. Based on individual growth modeling analyses, I found a positive relationship between maternal educational attainment and children’s early writing and mathematics skills. In addition, children appeared to benefit more when their mothers attained additional education after children had transitioned to elementary school. For children’s mathematics skills only, the positive relationship between children’s growth trajectories and mothers’ attainment of additional education was largest in magnitude for children whose mothers had the lowest levels of education at baseline. In Study 2, I employed grounded-theory methods and longitudinal qualitative interviews from a different sample of low-income mothers (with preschool-aged children) to understand mothers’ motivation for pursuing additional education while raising a young child. I found that women’s motivation to pursue, or not to pursue, additional education was related to their caregiving responsibilities, and their personal goals, in contradictory and complementary ways. Specifically, the need to provide and care for their children simultaneously pushed mothers towards, and pulled them away from, additional schooling. However, women were also motivated to pursue schooling by their desire for intellectual growth and personal fulfillment. The extent to which women articulated these personal motivations may be related to their success in pursuing additional education.
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Books on the topic "Early childhood education|Educational psychology|Cognitive psychology"

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Russell, Bertrand. On education: Especially in early childhood. London: Unwin Paperbacks, 1985.

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Tamás, Vekerdy. Az óvoda és az első iskolai évek: A pszichológus szemével: Török Sándor emlékének. Budapest: Tankönyvkiadó, 1989.

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Uruntaeva, Galina. Child psychology. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/989683.

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The textbook is devoted to the problems of mental development of children of early and preschool age. It reveals the basic laws and conditions of mental development in preschool childhood, outlines the basic ideas about the personal characteristics, cognitive development of the preschool child, development of his various activities. Meets the requirements of Federal state educational standard of higher education of the last generation 44.03.01 direction of preparation "Pedagogical education" (profile "Primary education"). For students of higher educational institutions, as well as for practical psychologists, kindergarten teachers and anyone interested in the mental development of a preschooler, the formation of his personality.
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Dolya, Galina. Vygotsky in action in the early years: The 'key to learning' curriculum. London: Routledge, 2010.

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Driscoll, Amy. Cases in early childhood education: Stories of programs and practices. Boston: Allyn and Bacon, 1995.

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Amy, Lawson, ed. Motivational leadership in early childhood education. Australia: Thomson Delmar Learning, 2007.

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Briggs, Pamela. Early childhood activities for creative educators. South Africa: Delmar/Thomson Learning, 2001.

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Boehm, Ann E. The classroom observer: Developing observation skills in early childhood settings. 2nd ed. New York: Teachers College Press, Columbia University, 1987.

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Boehm, Ann E. The classroom observer: Developing observation skills in early childhood settings. 3rd ed. New York: Teachers College Press, Columbia University, 1997.

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Fichtner, Bernd, Christoph Wulf, and Michalis Kontopodis. Children, development and education: Cultural, historical, anthropological perspectives. Dordrecht: Springer, 2011.

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Book chapters on the topic "Early childhood education|Educational psychology|Cognitive psychology"

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Hauser-Cram, Penny, and Darcy B. Mitchell. "Early childhood education." In APA educational psychology handbook, Vol 3: Application to learning and teaching., 3–22. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13275-001.

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Hviid, Pernille. "Educational Play-supervision: Playing and Promoting Children's Development of Meaning." In The SAGE Handbook of Developmental Psychology and Early Childhood Education, 257–71. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526470393.n15.

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Hughes, Claire, and Rory T. Devine. "Learning to Read Minds: A Synthesis of Social and Cognitive Perspectives." In The SAGE Handbook of Developmental Psychology and Early Childhood Education, 169–83. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526470393.n10.

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Burke, Robert W. "Early Childhood Education." In Encyclopedia of Cross-Cultural School Psychology, 397–99. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_145.

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McWayne, Christine, and Rodrigo Campos. "Father Involvement in Early Childhood Education." In Encyclopedia of Cross-Cultural School Psychology, 453–56. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_174.

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McIntyre, Laura Lee, and S. Andrew Garbacz. "Early Childhood Special Education in the Context of School Psychology." In Handbook of Early Childhood Special Education, 441–53. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28492-7_23.

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Whitebread, David. "Quality in Early Childhood Education: The Contribution of Developmental Psychology." In International Handbook of Early Childhood Education, 319–34. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-024-0927-7_13.

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Burman, Erica. "Towards a Posthuman Developmental Psychology of Child, Families and Communities." In International Handbook of Early Childhood Education, 1599–620. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-024-0927-7_83.

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Raikes, Helen, Lisa St. Clair, and Sandie Plata-Potter. "Early Childhood Education and Care: Legislative and Advocacy Efforts." In Issues in Clinical Child Psychology, 107–23. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7456-2_8.

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Debey, Mary. "Child Care and Early Education." In Evidence-Based Practice in Infant and Early Childhood Psychology, 641–66. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118269602.ch22.

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Conference papers on the topic "Early childhood education|Educational psychology|Cognitive psychology"

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Pekárková, Simona. "Affective Domains, Intrinsic Motivation And Game-Based Application In Early Childhood Education." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.70.

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Lasode, Abolanle Olukemi. "Parental Involvement In Early Childhood Education In Ogun-State, Nigeria: Implication For Counselling." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.20.

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Escalante, Elsa. "Quality Of Colombian Early Childhood Education: An Exploratory Study Of Teacher-Child Interactions." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.63.

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Yudianti, Maria Susana, Mubiar Agustin, and Titin Kartini. "ECD Teacher Perspective on the Thematic Song in Early Childhood Learning." In Proceedings of the International Conference on Educational Psychology and Pedagogy - "Diversity in Education" (ICEPP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.107.

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Madyawati, Lilis, Hamron Zubadi, Khusnul Laely, and Dwi Prihati. "Inclusive Early Childhood Education Management in Disaster Areas of Wonosobo Regency, Central Java." In Proceedings of the International Conference on Educational Psychology and Pedagogy - "Diversity in Education" (ICEPP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.102.

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Rábanos, Natalia Larraz. "Cooperative Learning For First-Year Early Childhood Education Students." In International Conference of Psychology, Sociology, Education and Social Sciences. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.05.12.

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Wandansari, Yettie, Dewi Retno Suminar, and Tina Afiatin. "The Cultural Role on Emotional Competence Development in Early Childhood." In International Conference on Psychology in Health, Educational, Social, and Organizational Settings. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008585600820090.

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Świt-Jankowska, Barbara. "Let’s play with Le Corbusier." In LC2015 - Le Corbusier, 50 years later. Valencia: Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.891.

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Abstract:
Abstract: The research focuses on the possibility of transferring theoretical ideas of Le Corbusier into educational programs of the very young children – between three and six. The worldwide development of civilization changed the natural environment of the human. For the average European citizen a city is more natural place for living than a forest. Simultaneously, in these days many inhabitants present an extremely conformist approach to life and to the surrounding space. The participation of members of the society in the shaping of public spaces is possible only through the involvement and practice, but the democratic responsibility does not appears out of nowhere. It must be fostered and nurtured as early as in childhood. According to developmental psychology, children in the age of 3-6 are very susceptible to the acquisition of new skills and learn it in an intuitive way. The proper education program using Le Corbusier’s lectures and theory could help them to understand the space better. The seeming simplicity of above rules is an advantage in this case – thereby it can be explained to even such an audience as small children. On the other hand, some kind of abstract and hidden difficulty included in this theory becomes an opportunity to create a very absorbing and stimulating workshops that follow the needs of younger and older children. Le Corbusier’s legacy includes not only physical issues and can be used in many different ways. As Pablo Picasso once stated: every child is an artist, the problem is staying an artist when you grow up. For those reasons, incorporating such an innovative strategy for kids’ education reveals a great potential. Resumen: Los estudios realizados enfocan en comprobar las posibilidades de usar las ideas teóricas de Le Corbusier en los programas educativos para niños de tres a seis años. El desarrollo de la civilización ha cambiado el entorno natural del ser humano - una ciudad para el ciudadano promedio de Europa es un lugar más natural para vivir que el bosque. Al mismo tiempo, hay que reconocer que muchas personas muestran el enfoque muy conformista a la vida, tanto al espacio circundante. Esta situación se podría mejorar mediante la participación consciente de los miembros de la sociedad en la creación del espacio público, su compromiso y la práctica. Pero la responsabilidad democrática no aparece sola, se debe estimularla y nutrir ya en la infancia. De acuerdo con la psicología del desarrollo, los niños de 3 a 6 años son muy susceptibles a la adquisición de nuevas habilidades y aprenden de una manera intuitiva. Programa educativo que utiliza los cursos y la teoría de Le Corbusier puede ayudarles a entender mejor el medio ambiente. La aparente sencillez de los principios proclamados por él en este caso es una ventaja. La abstracción y escondidas dificultades incluidas en ellos,nos permiten a crear actividades estimulantes que correspondan a las necesidades de los niños pequeños, tanto y mayores. Como afirmo Pablo Picasso: "Todo niño es un artista. El problema es cómo mantenerse siendo niño una vez que se ha crecido". Keywords: Architectural education, children, Le Corbusier. Palabras clave: Enseñanza de la arquitectura, los niños, Le Corbusier. DOI: http://dx.doi.org/10.4995/LC2015.2015.891
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Jaswandi, Lathiffida Noor, and Farida Kurniawati. "Acceptance of Children with Special Needs in Early Childhood Inclusive Education Programs." In Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iciap-18.2019.52.

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Sanchez-Robayo, Brigitte Johana, and Jesse L. M. Wilkins. "Conditional probability in early childhood: a case study." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-204.

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