Relevant bibliographies by topics / Early childhood education (ECE)

Contents

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

Academic literature on the topic 'Early childhood education (ECE)'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 January 2023

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Journal articles on the topic "Early childhood education (ECE)"

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Sani, Isah Dantani, Nma Aliyu Ibrahim, and John Saidu. "TRANSFORMATION OF EARLY CHILDHOOD EDUCATION IN NIGERIA FOR NATIONAL DEVELOPMENT." Sokoto Educational Review 17, no. 1 (December 4, 2017): 12. http://dx.doi.org/10.35386/ser.v17i1.24.

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This paper examined the existing management strategies for funding Early Childhood Education (ECE) in Nigeria with a view to proposing better funding approach and sustainability. It recognized the commitment of the Nigerian Government (Federal, State and Local), the support of the community, individuals and donor agencies in funding ECE programmes. It argued that, nevertheless, much more needs to be done towards providing adequate funds for quality training of teachers/ caregivers, provision of appropriate ECD facilities, and stimulating learning materials as well as supervision/ monitoring of ECE programmes. Towards this end, increased government allocations, sustained international support, financial allocation to ECE teacher training institutions, equity funding and cost-sharing strategies were recommended.
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Brown, Christopher P. "Unpacking Standards in Early Childhood Education." Teachers College Record: The Voice of Scholarship in Education 109, no. 3 (March 2007): 635–68. http://dx.doi.org/10.1177/016146810710900310.

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Background/Content Policy-makers at the federal and state levels have increased their efforts to implement standards-based accountability reform in early childhood education (ECE) to improve the academic readiness of children for elementary school. As these policies have taken on more prominence within ECE reform, national organizations such as the National Association for the Education of Young Children and the National Association of Early Childhood Specialist in State Departments of Education and the National Institute for Early Education Research have produced guidelines and suggestions for formulating standards. Early childhood researchers have investigated and questioned the purpose, goals, and policy process of early learning standards. These works examine a range of issues such as capacity and capital, curriculum and assessment, and readiness and retention. Focus of Study In this article, I examine how early childhood stakeholders in the state of Wisconsin responded to the current Bush Administration's Good Start, Grow Smart (GSGS) initiative by creating a double-voiced document that answered requirements of the GSGS initiative while at the same time attempting to pique the interest and support of the state's loosely coupled field of ECE to a voluntary set of standards. Examining these stakeholders’ response highlights the tensions that exist in attempting to reform ECE and how simple policy solutions such as the GSGS initiative fail to address the complexity that exists within the field of ECE. Research Design This research project is a qualitative instrumental case study that examines the formulation and implementation of Wisconsin's Model Early Learning Standards. Conclusions Even though the Early Learning Standards Steering Committee created a double-voiced document that responded to policy-makers’ demands for early learning standards while attempting to attract and unite early childhood programs and practitioners around a collective understanding of the goals of ECE, the future of the field is uncertain. The second-class status of ECE in the realm of policy and the investment of capital that is required to alter the field cause one to question whether systemic reform could ever occur in ECE. Nevertheless, policy-makers’ demands for improved student performance will not die down simply because states are implementing early learning standards. Thus, the field of ECE is at a critical point within the history of education reform, and stakeholders must continue to promote a vision of ECE that goes beyond simply protecting current practices and demand structural changes that foster the growth and development of all children.
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Rasmani, Upik Elok Endang. "IDENTIFICATION OF EARLY CHILDHOOD EDUCATION (ECE) MANAGEMENT." Early Childhood Education and Development Journal 2, no. 1 (March 4, 2020): 1. http://dx.doi.org/10.20961/ecedj.v2i1.46915.

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<p>The purpose of this study is to determine problems related to Early Childhood Education (ECE) Management. It uses a qualitative descriptive approach with case studies. Samples were selected using purposive and snowball sampling techniques, while interviews, observation, and documentation were used in data collection. From the data analysis techniques with an independent sample t-test, an average pretest of the experimental group was 5.45 and post-test 9.60. The data analysis showed a significance value of 0.000 based on decision making with 𝝆&gt; 0.05. The samples for the study were administrative officers and the teachers in Warga Kindergarten and Aulia Kindergarten at Surakarta for the experimental and control group. The results of the analysis indicate that there are ECE management problems lessens the institutions’ quality. Also, the management identification was needed to improve ECE management. This is because the level of significance before directions was greater than 0.05 and smaller than 0.05 after the direction. Therefore, the values before and after the directives have significant differences.</p>
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Liu, Sylvia, Barry Lee Reynolds, Xuan Van Ha, and Chen Ding. "Professionals as Collaborative Mentors in Early Childhood Family Education." Sustainability 13, no. 19 (September 25, 2021): 10644. http://dx.doi.org/10.3390/su131910644.

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Early childhood education (ECE) in China has become complex and multi-dimensional. Chinese parents/caregivers are actively involved in ECE. This qualitative study provides insights into how three ECE-related professionals, namely, a family education professional, an ECE enrichment teacher, and a founder/administrator of an ECE centre, worked collaboratively in a transdisciplinary early childhood family education (ECFE) program in a northern city of China. Qualitative data was collected via three rounds of interviews with each of the three ECE professionals and several sources of documents. The findings are generally in line with existing literature regarding the factors that influence effective transdisciplinary collaboration among ECFE team members. The ECE professionals claimed the program was a success was due to their willingness to become ergonomists, daily collaborative practice with team members, interaction with both the caregivers and their children, and non-judgmental sharing among colleagues. These positive outcomes occurred due to the continued support and instruction from other ECFE team members, especially when applying approaches outside one’s respective fields. The findings illuminate several insights relating to ECFE and offer several implications regarding hands-on practices for effective ECFE.
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Kustiani, Anik Tri, and Puji Yanti Fauziyah. "Analysis of Factors Affecting Parental Participation Towards Early Childhood Education Program." Journal of Nonformal Education 5, no. 1 (February 28, 2019): 47–56. http://dx.doi.org/10.15294/jne.v5i1.18333.

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The lack number of teachers in Wonogiri district urgea participation between parents and organizer of Early Childhood Education (ECE) program. Related to this issue, this study aimed at (1) knowing the implementation of ECE program in Wonogiri district (2) analyzing the forms of parental participation in ECE program (3) analyzing the factors affecting parental participation in ECE program implementation. This study can be catagorized as descriptive research with a quantitative approach. The data analysis technique was using descriptive statistics among ECE program in Wonogiri District, Central Java. The reserach findings showed that (1) ECE program in Wonogiri District was operated under the Education Office of Wonogiri District, especially Non-Formal and Informal Education Unit. It has ECE section focusing on developing ECE services in Wonogiri district (2) most of the respondents had a low level of participation in terms of policies, collaboration, information (3) factors affecting parental participation in ECE program implementation were education, occupation, income as well as distance between home and school.
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Alam, Jan, Muhammad Azeem Ashraf, Samson Maekele Tsegay, and Nadia Shabnam. "Early Childhood between a Rock and a Hard Place: Early Childhood Education and Students’ Disruption in Khyber Pakhtunkhwa Province, Pakistan." International Journal of Environmental Research and Public Health 19, no. 8 (April 8, 2022): 4486. http://dx.doi.org/10.3390/ijerph19084486.

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Looking through the lens of ecological system theory, this paper used a mixed-method approach, based on 20 interviews and 208 Early Childhood Education (ECE) teacher questionnaires, to elaborate the position of ECE in Pakistan. The study indicates that ECE is between a rock and a hard place in Khyber Pakhtunkhwa, Pakistan. The findings further show that ECE is provided by less qualified and inexperienced teachers, who give less attention to the physical and psychological needs of the students. The classrooms are overcrowded and lack relevant teaching–learning materials. Moreover, the single-teacher policy and overcrowded classrooms hinder students’ motivation, the delivery of quality education and the development of good behaviors. These challenges are also the main causes of students’ dropouts. This paper increases people’s understanding of ECE and its challenges in Pakistan. For ECE development, the paper recommends separating ECE from primary schools and giving it a budget to purchase adequate and relevant resources.
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Young, Gabrielle, David Philpott, Emily Butler, Kimberly Maich, and Sharon Penney. "Exploring the Impact of Quality Early Child Education on Special Education." Exceptionality Education International 29, no. 3 (December 20, 2019): 6–21. http://dx.doi.org/10.5206/eei.v29i3.9384.

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This article examines the research literature to determine whether the provision of quality early childhood education (ECE) lowers the risk of a child developing special education needs (SEN) and mediates the intensity of support for children with an identified exceptionality. Schools play a crucial role in reducing developmental gaps assessed at school entry, but their success comes with great expense in special education and related costs. Research indicates that ECE could narrow these gaps and better prepare children for success in school, and this realization is slowly being reflected in public policy. Based on our literature review, we describe the benefits of quality ECE in lowering special education expenses. Specific play-based learning pedagogical strategies support all children in optimizing academic progress, language development, social skills, and emotional-behavioural regulation. Professional learning for early childhood educators can build capacity to embed effective pedagogy into daily practice. The provision of quality ECE that makes a difference depends on the knowledge and skills of this workforce.
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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.

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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.
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Ilechukwu Chukwbikem, Peace Ebele. "Resources for Early Childhood Education (E.C.E)." International Letters of Social and Humanistic Sciences 19 (December 2013): 1–17. http://dx.doi.org/10.18052/www.scipress.com/ilshs.19.1.

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The central theme of this paper is resources for early childhood education. The paper highlights issues such as purpose and benefits of ECE. It also discusses human, material and financial resources and gives detailed instructional resources for effective teaching at this level of education. The benefits of E.C.E. are that there is a positive relationship between E.C.E life performances of the recipient of this level of education. Good. ECE inculcates the spirit of enquiry and creativity through exploration of nature and the local environment. It teaches them cooperation, team spirit and good habit. It also prepares them for primary education. The study also examined the importance of play, things to look for in preschool curriculum which are human resources, materials and finance. Quality support system should include educational training for programme personnel as well as ongoing technical assistance programme providers and individual care provider. Personnel who are well prepare through education, training and support are essential to achieving high quality.
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Meidl, Christopher. "Challenges to Recruiting Black Males Into Early Childhood Education." Urban Education 54, no. 4 (July 25, 2018): 564–91. http://dx.doi.org/10.1177/0042085918789745.

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There is a lack of Black male teachers working with young children in early childhood education (ECE). This qualitative research investigated 23 Black male participants’ beliefs about challenges to recruiting Black males to teach in ECE (birth-fourth) and recommendations to increase the number of Black males in ECE. Black masculinity identity theory was used as the lens to understand the sociocultural context participants provided. From the data, several themes emerged from participants’ experiences: challenges to recruitment (i.e., presence, financial, and systematic obstacles in society) and recommendations for change (i.e., recruitment, alternative approaches, encouraging educational paths, and valuing personal interaction).
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Dissertations / Theses on the topic "Early childhood education (ECE)"

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Kim, Yeon Ha. "Korean ece teachers' strategies for addressing challenging behavior." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/5932.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on December 26, 2007) Includes bibliographical references.
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Jones, Kourtney Denise. "Empowering Early Childhood Teachers: A Community Based Participatory Research Approach." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/426.

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Despite a significant increase in the demands for teachers’ professional development, the work environments of teachers have not developed at a comparable rate. Due to research on inequity in teacher work environment, the purpose of this case study was to explore the role of empowerment in the early childhood education (ECE) workforce, using Community Based Participatory Research (CBPR) as a framework. This project was done with 5 educators in a for‑profit ECE center. Over the course of five weekly sessions, the educators completed questionnaires, interviews, and engaged in weekly focus groups geared towards providing the teachers with an opportunity to share their experiences and collaborate on solutions for change in their work environment. Overall, descriptive statistics of the quantitative data did not demonstrate an increase in empowerment over the course of the project. However, the six emerging themes (i.e., Frustration with Center Operations and Corporate, Empowerment, Communication, Emotional and Physical Well‑Being, Teacher Unity, and Teacher Training and Education) provided important insights into the nature of teacher empowerment in the ECE setting, which informed lessons learned and future directions for research.
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Rickardsson, Erik. "Teknik på förskolan : Hur pedagoger uppfattar och ser på teknik i förskolan." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-20836.

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Syftet med uppgiften är att få kunskap om hur pedagoger uppfattar och ser på teknik i förskolan. För att undersöka detta har jag formulerat följande övergripande frågeställningar: Hur resonerar, uppfattar och ser pedagoger på begreppet teknik?, samt Hur arbetar pedagogerna med teknik i förskolan? Som metod har jag valt semistrukturerade kvalitativa intervjuer som tolkas utifrån fenomenologisk teori och sex pedagoger vid sex olika verksamheter i en kommun har intervjuats. Pedagogerna i studien ser teknikämnet som något positivt och tycker det är kul, men framför att många i deras arbetslag finner en viss rädsla för ämnet. Teknik behöver inte vara svårt och går att fånga i vardagen på förskolan, men det svåra är att medvetandegöra för barnen att de arbetar med teknik. Av studiens resultat framkommer att teknik på förskolorna framför allt är bygg- och konstruktion med olika strukturerade och ostrukturerade material, och att aktiviteter sker främst spontant och äger rum året runt både inomhus och utomhus.
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Rucker, Larra. "The Inclusion of Training on Family Engagement in State-Level ECE Workforce Policy." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/secfr-conf/2019/schedule/32.

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The early childhood education (ECE) workforce provides care and education to young children, birth to age five. Little research examines how teachers are trained to interact with and support families. Policy is identified as a way to increase qualification attainment, however, how policy may best support qualification attainment is widely unstudied. The current study seeks to fill this gap to understand how states differ in order to best support policy advancement. This involves a qualitative policy analysis using emergent techniques for all 50 states. Policies regulating ECE teacher qualification attainment, specifically mentioning family engagement are examined. Results demonstrate that policies regulating family engagement in qualification attainment for the ECE are overall, minimal. Only 30 states include mention of family engagement in policy. This research provides insight into how family engagement is supported in the workforce at a national level, and subsequently, how family engagement is supported throughout individual states.
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Kalinde, Bibian. "Cultural play songs in early childhood education in Zambia : in and outside of classroom practice." Thesis, University of Pretoria, 2016. http://hdl.handle.net/2263/60369.

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Cultural play songs are a world wide phenomenon in which children participate. The current research explored settings where such cultural play songs occur; both in and outside of pre-schools. Despite the availability of play songs in most cultural contexts, combined with children's natural inclination to be actively involved in playing and singing games, these cultural assets are generally not considered as a pedagogical tool in Early Childhood Education (ECE). Therefore, the aim of this research was to investigate the pedagogical significance of cultural play songs found in and outside of pre-schools for ECE. In this study, I investigated how play songs take place in both settings in order to reveal commonalities and differences so that, when taken together, this knowledge would enhance the understanding of how educators could optimally use play songs in ECE contexts. An ethnographic research design was conducted within a qualitative paradigm, incorporating non-participant observation, complete participant observation, video recordings, and face-to-face interviews. For the first part of data collection within pre-school settings, participants included thirty teachers from twenty pre-schools in seven provinces of Zambia. During the second part of data collection in a simulated out of school setting, participants included eighteen pre-school children and an expert on cultural play songs. This resource person facilitated sixteen cultural play song sessions in which the children and I actively participated. Video recordings were made of all cultural play song activities in both settings, supporting non-participant as well as complete participant observasions. This empirical data provided evidence regarding the pedagogical value of play songs as a cultural resource. As a result, play songs were collected in order to be preserved and promoted for future use in ECE, thus defying the simplistic view that they are mere entertainment. By drawing on Vygotsky's socio-cultural learning theory and African traditional education perspectives as theoretical framework, the study equally makes a scholary contribution towards play songs as a valuable indigenous tool for teaching and learning in ECE. The results of the study indicate the following concerning cultural play songs: Firstly, there is limited to non use of these songs in Zambian pre-schools compared to English rhymes and Sunday school songs; secondly, they are not currently considered as valid resources for teaching and learning; and thirdly, their use in ECE depends on the teacher's knowledge, skills and perceptions, as well as on the attitudes of school administration and parents. Recommendations are made for flexible methodologies which nurture linkages between music practice in and outside of school settings. Play songs as cultural resources support teacher and learner interactions in musically and playfully stimulated environments.
Thesis (DMus)--University of Pretoria, 2016.
Music
DMus
Unrestricted
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Davis, Elspeth Anne. "Optimising the education and care experiences of children with 'difficult' temperament." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/78354/4/Elspeth_Davis_Thesis.pdf.

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This thesis asked whether more temperamentally reactive or difficult children are more sensitive to Early Childhood and Care (ECEC) environments than less reactive children. The aim was to assess what forms of ECEC provision best support more reactive children. The study analysed data from the national Effective Early Educational Experiences (E4Kids). Children with reactive temperament had less behavioural difficulties in classrooms with higher quality instruction but more when instructional quality was low. The findings underscore the importance of higher quality ECEC environments for temperamentally vulnerable children and the possibility that temperamentally reactive children are "barometers" of ECEC quality more generally.
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Roy, Anuja. "Attitude, Perceptions and Development of edTPA as an assessment process among ECE senior cohort students." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1574417390691589.

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Lawrence, Karen A. "Early Intervention/Early Childhood Special Education (EI/ECSE) and early childhood mental health services : a qualitative study of programs in Oregon /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8549.

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Thesis (Ph. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 230-244). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
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Lawrence, Karen A. 1952. "Early Intervention/Early Childhood Special Education (EI/ECSE) and early childhood mental health services: A qualitative study of programs in Oregon." Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/8549.

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xv, 244 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
Incorporation of a mental health focus into Early Intervention/Early Childhood Special Education (EI/ECSE) services is considered critical by many professionals due to the vulnerability of young children with disabilities to developing behavior problems, mental health disorders, and to experiencing maltreatment. This qualitative research study investigated ways personnel in EI/ECSE agencies in Oregon are addressing the mental health needs of the children and families they serve. How mental health is conceptualized by EI/ECSE providers, how well prepared providers are in addressing the needs, what kinds of strategies are used to serve children and families, and how adequately EI/ECSE families and children are served by the mental health system were explored. The study was divided into two parts, which included a state-wide study of 14 EI/ECSE agencies in five regions in Oregon, and an in-depth study of one EI/ECSE agency that has employed a mental health consultant. State-wide agencies were mainly located in rural parts of the state, although two education service districts in metropolitan areas were included. The perspectives of 10 mental health providers from community mental health centers were also collected. The most salient issues that surfaced in the state-wide study included the focus of EI/ECSE concern on behavioral and mental health problems in children ages three through five and strategies for related behavior management in classroom settings, the importance of collaboration with community agencies, and a desire for increased partnership with mental health. Interviews with both EI/ECSE and mental health agencies revealed problems in the mental health system including training of therapists in working with very young children, gaps in services for children who were not Medicaid-eligible and in services for parents with their own psychological issues, and in the capacity to serve all of the children who were referred. The in-depth study focused on one EI/ECSE agency that was developing staff competence in relationship-based work with families through support from a mental health consultant employed by the agency. Salient issues included funding for a mental health consultant in an educational agency, development of mental health services for early childhood through community collaboration, and supporting staff through reflective supervision.
Adviser: Jane Squires
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Ancell, Katherine. "PROVIDER PERSPECTIVES: EXAMINING THE TRANSITION FROM EI TO ECSE." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1646.

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Children with disabilities might experience multiple transitions during their early years. One important transition that occurs for many children with disabilities or developmental delays and their families is the transition from Early Intervention (EI) to Early Childhood Special Education (ECSE) services at three years of age. The stress of this transition may be exacerbated for families of young children with disabilities as the shifts between services involve many choices and decisions depending on the child’s level of need. Effective transition procedures for children with disabilities sets the stage for future positive or negative transition experiences and optimal learning experiences in the school setting. The study of transition is multifaceted and researchers, as well as professionals, attempt to understand the complexities of the transition experiences of young children with disabilities and their families. There is a common assertion in the literature that providers assist in the transition by providing environmental supports and involving families in transitions, yet provider perspectives and specifics of how they are involved in transition is mostly absent in studies about transition. Some researchers suggest that little is known about how relationships between families and service providers, which often begin during the transition between systems, are established. The purpose of this study is to investigate the common practices that EI professionals engage in during the EI-to-ECSE transition, and the perceptions of EI professionals during the EI-to-ECSE transition focusing on determining which actions, policies, and procedures contribute to make the experience a positive one for all of those involved. The research questions are answered through two focus groups and two interviews with Early Intervention providers in the Southern part of Illinois. The major themes that emerged are related to professionalism, working within the EI system, and supporting families. EI providers discussed their roles, staff shortages, schedules and funding, parent education, and collaboration. Implications and future research are discussed.
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Books on the topic "Early childhood education (ECE)"

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Mohanty, J. Early childhood care and education (ECCE). New Delhi: Deep & Deep Publications, 1994.

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

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Jahan, Momtaz. Early childhood care and education programmes in Bangladesh: Strengths and challenges (for inclusive and child friendly ECCE programmes). Dhaka: UNESCO Dhaka, 2005.

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Association for the Development of Education in Africa. Working Group on Early Childhood Development, ed. Guide to ECD innovations in Africa: Showcasing innovative ECD strategies, lessons learned and tools! = Guide des innovations relatives au DPE en Afrique : présentation des stratégies novatrices en DPE, les enseignements tirés et les outils! Dakar, Senegal: Association for the Development of Education in Africa, Working Group on Early Childhood Development, 2009.

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Early childhood education. Westminster, CA: Teacher Created Materials, 1996.

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Ebbeck, Marjory Anne. Early childhood education. Melbourne, Australia: Longman Cheshire, 1991.

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Early childhood education. 4th ed. London: Hodder Education, 2011.

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Siraj-Blatchford, Iram, and Aziza Mayo. Early Childhood Education. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications Ltd, 2012. http://dx.doi.org/10.4135/9781446261439.

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Early childhood education. Los Angeles: SAGE, 2012.

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B, Mottely Janet, and Randall Anne R, eds. Early education. New York, NY: Nova Science Publishers, 2009.

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Book chapters on the topic "Early childhood education (ECE)"

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Margrain, Valerie. "Early Childhood Education (ECE) Philosophies and Services." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_90-1.

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Margrain, Valerie. "Early Childhood Education (ECE) Philosophies and Services." In Encyclopedia of Teacher Education, 530–35. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_90.

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Hruska, Claudia A. "Strategies for Teacher Learning and Development Over Child-Adult Interactions in ECE Settings." In Interactions in Early Childhood Education, 129–44. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4879-1_10.

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Nolan, Andrea. "Early Childhood Education, Sociocultural Contexts - Professional Partnerships in ECE." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_102-1.

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Nolan, Andrea. "Early Childhood Education, Sociocultural Contexts: Professional Partnerships in ECE." In Encyclopedia of Teacher Education, 540–45. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_102.

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Grindheim, Liv Torunn. "Exploring the Taken-for-Granted Advantage of Outdoor Play in Norwegian Early Childhood Education." In International Perspectives on Early Childhood Education and Development, 129–44. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_8.

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AbstractIt is claimed that nature is given temporal and cultural dimensions in Norway, in a transgression of the distinction between nature and culture. The overall emphasis on nature in the Nordic countries may represent an unconscious taken-for-granted understanding of nature as the best place for children’s play, learning and cultural formation. Understandings of a strong Norwegian cultural connection to nature, and thereby outdoor life, as an important arena for children’s cultural formation may be challenged by changes in Early Childhood Education (ECE) institutions and the contemporary society. Such changes can force conflicts that help in depicting what is taken for granted. This chapter is therefore structured around the research question: What conflicts can be found between ECE teachers’ values and motives for outdoor play versus contextual conditions and demands in personal, institutional and cultural perspectives and in the perception of nature? By exploring conflicts between contextual conditions and demands and ECE teachers’ values and motives, the aim is to get a broader insight into perspectives and conditions for children’s cultural formation. The analysis draws on 15 interviews with ECE teachers, political documents and earlier research. The analysis reveals that nature as a valued arena for cultural formation, through play, may not be as apparent as expected in Norwegian ECE.
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Sommer, Dion. "Early Childhood Education (ECE) in the Nordic Countries: Universal Challenges to the Danish Model—Towards a Future ECE Paradigm." In Nordic Families, Children and Early Childhood Education, 193–212. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16866-7_10.

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Sadownik, Alicja R. "Princesses (Don’t) Run in the Mud: Tracing the Child’s Perspective in Parental Perceptions of Cultural Formation Through Outdoor Activities in Norwegian ECEs." In International Perspectives on Early Childhood Education and Development, 61–78. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_4.

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AbstractBy examining Polish parents’ perceptions of outdoor activities in Norwegian Early Childhood Education (ECE), this chapter discusses how focusing on the child’s perspective can change and challenge parental gender-related value positions, thereby changing perceptions of the cultural formation taking place through outdoor activities. The empirical data on the basis of which this question is answered are comprised of group interviews with 30 Polish migrant parents (18 mothers and 12 fathers) whose children were in Norwegian ECEs. The applied theoretical toolkit of a cultural historical wholeness approach (Hedegaard M, Mind Cult Act 19:127–138, 2012) enables the description of (parental) experiences of cultural formation through outdoor activities as anchored in the value positions established within and across involved societies. It also allows us to grasp those moments when the focus on the child’s perspective in outdoor activities challenges parental value positions and cultural traditions of heteronormativity. The concluding remarks point to the importance of enhancing both the child’s perspective and the specific plane of interpersonal interactions in ECE collaborations with parents and caregivers.
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Sadownik, Alicja Renata, and Ruth Ingrid Skoglund. "Parental involvement in ECE in Norway." In Parental Engagement and Early Childhood Education Around the World, 174–84. London: Routledge, 2021. http://dx.doi.org/10.4324/9780367823917-15.

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Westbrook, Fiona, Bridgette Redder, and E. Jayne White. "A ‘Quint-Essential(ised)’ ECE Workforce." In Early Childhood Education and Care in a Global Pandemic, 196–210. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003257684-15.

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Conference papers on the topic "Early childhood education (ECE)"

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Senza, Arsendy, George Adam Sukoco Sikatan, and Yusuf Faisal Martak. "The Privilege of Attending Early Childhood Education (ECE)." In International Conference on Early Childhood Education and Parenting 2019 (ECEP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200808.009.

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Waluyo, Edi, Sri Sularti Dewanti Handayani, and Diana Diana. "The Portrait of Rural Early Childhood Education (ECE) Quality in the Digital Era After One Village One ECE Policy Program." In Proceedings of the 4th International Conference on Early Childhood Education. Semarang Early Childhood Research and Education Talks (SECRET 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/secret-18.2018.39.

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Rohmah, Naili, Hariyono Mohamad, and Muh Shofiyuddin. "Implementation of Google Forms in ECE to Face Digital Era." In Proceedings of the 4th International Conference on Early Childhood Education. Semarang Early Childhood Research and Education Talks (SECRET 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/secret-18.2018.28.

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Adiarti, Wulan, Henny Puji Astuti, and Sri Sularti Dewanti Handayani. "The Implementation of Holistic Integrative Services in Early Childhood Education (ECE): Perspective on 2013 ECE Curriculum in Indonesian Preschool." In 3rd International Conference on Early Childhood Education (ICECE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icece-16.2017.51.

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Wahyuni, Desvi, and Rudiyanto. "A Critical Policy Analysis of Early Childhood Education (ECE) in Indonesia." In 5th International Conference on Early Childhood Education (ICECE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.002.

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Amini, Mukti. "Formative Test of Cognitive Development Method Modules for ECE Students." In 6th International Conference of Early Childhood Education (ICECE-6 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220602.011.

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Laili, Nor, Novira Silmi Sabila, Vivi Mariesca Vibraena, Ahsan Romadhon Junaidi, and Dimas Arif Dewantoro. "Gifted Education in ASEAN." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.002.

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Arizandy, Aan. "Inclusive-Dialogic Religious Education: A Model for Cultivating Multi-Religious Character in Early Childhood Education (ECE)." In International Conference on Early Childhood Education and Parenting 2019 (ECEP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200808.003.

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Magta, Mutiara, and Ni Gst Ayu Made Yeni Lestari. "The Challenges of The Early Childhood Education (ECE) Institution Towards The Usage of The SISPENA In The Buleleng District Bali." In Proceedings of the 4th International Conference on Early Childhood Education. Semarang Early Childhood Research and Education Talks (SECRET 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/secret-18.2018.37.

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Madeira-Coelho, Cristina. "Teaching Processes: Training for Teachers of Early Childhood Education (ECE) – ECE in a Brazilian Municipality." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1689386.

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Reports on the topic "Early childhood education (ECE)"

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Elango, Sneha, Jorge Luis García, James Heckman, and Andrés Hojman. Early Childhood Education. Cambridge, MA: National Bureau of Economic Research, November 2015. http://dx.doi.org/10.3386/w21766.

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Tofaris, Elizabeth, and Asadul Islam. Improving Early Childhood Education in Rural Bangladesh. REAL Centre, University of Cambridge and The Impact Initiative, August 2020. http://dx.doi.org/10.35648/20.500.12413/11781/ii351.

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Carson, Jessica. Working Families’ Access to Early Childhood Education. University of New Hampshire Libraries, 2018. http://dx.doi.org/10.34051/p/2020.335.

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García, Jorge Luis, and James Heckman. Early Childhood Education and Life-cycle Health. Cambridge, MA: National Bureau of Economic Research, March 2020. http://dx.doi.org/10.3386/w26880.

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Tupper, Gail. Assessment: Authentic Strategies for Early Childhood Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6449.

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García, Jorge Luis, Frederik Bennhoff, Duncan Ermini Leaf, and James Heckman. The Dynastic Benefits of Early Childhood Education. Cambridge, MA: National Bureau of Economic Research, July 2021. http://dx.doi.org/10.3386/w29004.

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Bassok, Daphna, Thomas Dee, and Scott Latham. The Effects of Accountability Incentives in Early Childhood Education. Cambridge, MA: National Bureau of Economic Research, September 2017. http://dx.doi.org/10.3386/w23859.

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Kearney, Melissa, and Phillip Levine. Early Childhood Education by MOOC: Lessons from Sesame Street. Cambridge, MA: National Bureau of Economic Research, June 2015. http://dx.doi.org/10.3386/w21229.

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Thompson, Deborah. Portfolios as developmentally appropriate assessment in early childhood education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6176.

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

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