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Relevant bibliographies by topics / Early childhood education – Philosophy

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Academic literature on the topic 'Early childhood education – Philosophy'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 January 2023

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Journal articles on the topic "Early childhood education – Philosophy"

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Turgeon, Wendy C. "Philosophy of Early Childhood Education." Teaching Philosophy 32, no. 1 (2009): 106–8. http://dx.doi.org/10.5840/teachphil200932112.

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Konrad, Franz-Michael. "Early Childhood Education." History of Education Quarterly 49, no. 2 (May 2009): 238–40. http://dx.doi.org/10.1111/j.1748-5959.2009.00200.x.

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As a historian of early childhood education in German-speaking Europe, I am struck by the outstanding role that Friedrich Froebel, or rather his ideas, played in all the countries described in the six essays. This is not really new since even the first historiographic articles in German-speaking countries already pointed out Froebel's role internationally. The worldwide spread of Froebel's educational teachings remains the subject of German research to this day. And yet it is still so remarkable to see how Froebel's philosophy of education—which had its origins in the spirit of romanticism and which seems strange even to German audiences—has succeeded in establishing itself in different cultures and for different reasons. Just think of Italy in the second half of the nineteenth century (James C. Albisetti), of post-revolutionary Russia ruled by the Bolsheviks (Yordanka Valkanova), of Great Britain, France, and the United States. Even in Asian countries we can find evidence of Froebel's influence, for example, in Korea and in Japan (on Japan, Kathleen Uno). In spite of the differences between these countries and their cultures, Froebel's pedagogy has succeeded in playing an influential role in all of them. Extant institutions for the care and education of preschool children developed into modern kindergartens under the influence of Froebel's teachings. In the end it was always about making it possible for young children to learn and, at the same time, taking into account the very special way learning occurs in these early years as an active, action-based and almost effortless kind of learning. Froebel found an answer to this problem. With his gifts he gave the answer in a simple and yet brilliant manner which was, despite its origins in German idealism, apparently unrelated to culture.

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Farquhar, S., and E. J. White. "Philosophy and Pedagogy of Early Childhood." Educational Philosophy and Theory 46, no. 8 (May 13, 2013): 821–32. http://dx.doi.org/10.1080/00131857.2013.783964.

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Butterworth, Susan, and Ana Maria Lo Cicero. "Early Childhood Corner: March 2001." Teaching Children Mathematics 7, no. 7 (March 2001): 396–99. http://dx.doi.org/10.5951/tcm.7.7.0396.

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As teachers of young children, we perceive a tension between the demands of parents and elementary schools—that young children be academically prepared to enter increasingly challenging kindergarten programs—and our philosophy of early childhood education—that fourand five-year-old children should experience creative nurturing in a setting that encourages free expression of childhood through spontaneous play. In the early childhood education community, we have embraced the Reggio Emilia approach, the idea that a successful curriculum grows from the children's own interests and that effective projects encompass multiple disciplines and may develop and change over an extended period.

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FARQUHAR, SANDY. "Narrative Identity and Early Childhood Education." Educational Philosophy and Theory 44, no. 3 (January 2012): 289–301. http://dx.doi.org/10.1111/j.1469-5812.2010.00656.x.

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Lowenthal, Barbara. "Changes in the developmental philosophy for American early childhood education." European Journal of Special Needs Education 6, no. 1 (March 1991): 24–29. http://dx.doi.org/10.1080/0885625910060103.

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Boyer, Wanda. "Person-Centered Therapy: A Philosophy to Support Early Childhood Education." Early Childhood Education Journal 44, no. 4 (June 21, 2015): 343–48. http://dx.doi.org/10.1007/s10643-015-0720-7.

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Moreno, Amanda J., Mark K. Nagasawa, and Toby Schwartz. "Social and Emotional Learning and Early Childhood Education: Redundant terms?" Contemporary Issues in Early Childhood 20, no. 3 (April 17, 2018): 221–35. http://dx.doi.org/10.1177/1463949118768040.

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Social and emotional learning is a young field, but a very old concept. The idea that children require explicit instruction in social-emotional capacities is present in the writings of philosophers as far back as Plato, and partly constitutes the roots of the “whole-child development” and “developmentally appropriate practice” frameworks in early childhood education today. Nevertheless, early childhood education has recently been embracing and embraced by the modern global social and emotional learning movement in compulsory school education. Why would early childhood education do this, given its long tradition of prioritizing social-emotional pursuits and, in fact, serving as a model for the rest of the education continuum? Using Minow’s “dilemma of difference” framework, this article critically examines the question of which set of consequences the early childhood education field should choose in the current era—those of potentially superficially modularizing social-emotional concerns and comingling them with undesirable compulsory school education accountability structures, or those of continuing an embedded approach within a potentially generic whole-child philosophy that is difficult to implement in the real world. After considering early childhood education’s challenges with living by its own philosophy, the authors recommend a cautious but proactive acceptance of new social and emotional learning models within early childhood education because this allows a public interrogation of whichever values and methods for imparting them are chosen. The authors argue that an active alignment around social and emotional learning may buffer the early childhood education principles of democracy and child agency against the marginalization from political cross-currents they have historically experienced.

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Katz, Lilian G. "Information dissemination in early childhood education." Knowledge and Policy 7, no. 4 (December 1994): 118–30. http://dx.doi.org/10.1007/bf02696296.

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Gibbons, Andrew. "Playing the Ruins: The Philosophy of Care in Early Childhood Education." Contemporary Issues in Early Childhood 8, no. 2 (June 2007): 123–32. http://dx.doi.org/10.2304/ciec.2007.8.2.123.

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Dissertations / Theses on the topic "Early childhood education – Philosophy"

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Evanshen, Pamela, and Mary Myron. "Learning Environments of Five Teachers Who Embrace the Constructivist Philosophy." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/4390.

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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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Strout, Lisa J. "Philosophy within practice| Relationship between philosophical orientations and teaching styles of faculty in early childhood teacher preparation programs." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3746854.

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This causal-comparative research study identified the individual adult education philosophical orientations and teaching style preferences of early childhood education faculty members. It also examined the relationship between the educational philosophies, teaching style preferences, and the following demographics: gender, age, academic rank, years of teaching experience, and terminal degree. In addition, this study examined the relationship between theory and practice based on the Principle of Congruity. The concept of adult education philosophical orientations was identified and measured by Zinn’s (2007) Philosophy of Adult Education Inventory (PAEI); the concept of teaching styles was identified and measured by Conti’s (1982) Principles of Adult Learning Scale (PALS); and the Principle of Congruity was identified by Katz (1977). The target population included all higher education faculty members teaching in early childhood teacher preparation programs in college and university settings located in the Northern New England states of Maine, Massachusetts, New Hampshire, and Vermont during the 2015 Winter/Spring semester. Purposive sampling was employed and a total of 45 faculty members completed the online survey. The majority (55.6%) of faculty members reported their primary educational philosophy of adult education was progressive, followed by 17.8% identifying with the behavioral orientation. The results also indicated that 62% of the faculty members had an adult educational philosophy that was congruent with their respective teaching style and of the sample (N=45), 57.8% faculty members identified with a learner-centered preference and 42.2% faculty members identified with the teacher-centered approach. Further, the results indicated that 22 (49%) faculty members identified their educational philosophy (progressive, humanistic, and radical/critical) and teaching style preference (learner-centered) were congruent with the Principle of Congruity. Data was analyzed using the Pearson correlation coefficient and ANOVA. Findings suggested there were statistically significant relationships between several of the adult educational philosophies and the overall teaching style; between several philosophical orientations and various factors of the teaching style; as well as between two demographics (age and terminal degree) and various philosophical orientations and teaching style factors. Lastly, the research hypothesis could not be supported and the null hypothesis was retained because no statistically significant relationships were suggested between the progressive and humanistic higher education faculty members and the liberal, behavioral, and radical/critical faculty members in preferences of teaching style.

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Agil, Alaa Agil. "The Characteristic of Science PCK among Early Childhood Public School Educators in Northwest Ohio." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1594232216561792.

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Baxter, Christine Ann. ""Making connections" early childhood teachers re-creating meaning contextualizing Reggio Emilian pedagogy /." Electronic version, 2007. http://hdl.handle.net/1959.14/659.

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Submitted in fulfilment of the requirements for the degree of master of Philosophy Macquarie University, Australian Centre for Educational Studies, Institute of Early Childhood. 2007.
Thesis (MPhil)--Macquarie University (Australian Centre for Educational Studies, Institute of Early Childhood), 2007.
Bibliography: p. 199-227.
Introduction -- The context of the study -- Literature review -- Methodology -- Teachers' interpretations: the impact of Reggio Emilian pedagogy -- Themes of influence: Reggio Emilian pedagogy and teachers' philosophies and practice -- Relevance to the local context -- Conclusion.
Reggio Emilian pedagogy is an acknowledged and burgeoning world-wide influence in early childhood education, yet it claims not to be a model for emulation. Where practising teachers engage with Reggio Emilian pedagogy in their classrooms, such 'influence without emulation' creates a paradox in the process. This qualitative study aims to investigate the process and theorize the paradox. Following the tradition of interpretive research into teacher reflection, research, inquiry and professional development, eight Australian teachers, working across a range of early childhood contexts, were interviewed for their interpretations of the impact, influence and local relevance of this foreign pedagogy. Analysis revealed strong responses, common themes of influence and a shared perspective on the issue of translocation - engagement in an alternative process to mere replication.
Mode of access: World wide Web.
iii, 283 p

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Boylan, Fiona. "Mindsets matter: Early childhood teacher perceptions of mindset." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2476.

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The research study investigated early childhood teacher perceptions of mindset theory and how teachers can be supported to incorporate the teaching of mindset theory in early childhood contexts. Teachers are pivotal in extending children’s passion for learning to help them aim high and pursue their goals. Substantial research has shown that students with a growth mindset are better positioned for success in learning and in life. The development of a growth mindset to support student learning is recommended as it leads to greater motivation, self-regulation and academic achievement to develop agile and confident 21st century learners. While the literature identifies the impact a growth mindset can have on learning in the upper primary and adolescent years, little is known about supporting early childhood teachers to develop a growth mindset in students in early childhood contexts. This study addresses the need to support early childhood teachers to implement mindset theory to lay solid foundations for learning early in life. A sample of early childhood teachers’ perceptions of mindset was initially examined. Following this, a smaller group of teachers collaboratively developed a set of design principles to support teachers to foster a growth mindset in students in early childhood contexts. Drawing on a pragmatist theoretical framework, four phases of design-based research (Reeves, 2006) were conducted with early childhood teachers in one school in Western Australia. An online survey in Phase One initially gathered 95 early childhood teachers’ (K–2) perceptions of mindset theory through four closed early childhood teacher Facebook groups. The survey data informed the remaining phases of the research. One school in Western Australia was chosen for the remaining phases. Over two five-week iterations, six teachers of children aged 3.5 years to 6.5 years in early childhood classrooms designed, implemented, trialled, refined and evaluated a set of design principles. During the iterations, video reflection diaries, jottings, focus group discussions and a final evaluative survey were used to inform the development and refinement of the principles. Results from Phase One of the study revealed that while early childhood teachers had some understanding of mindset theory and believed that it is an important factor for successful learning, most did not know how to include it in practice. Phases Two, Three and Four aimed to address the identified problem and findings indicated that early childhood teachers found the design principles highly effective and practical in implementing mindset theory in early childhood classrooms. This study offers theoretical and practical contributions to improve early childhood teacher knowledge and practice to assist young learners to develop a growth mindset. All six early childhood teachers indicated that their knowledge of mindset theory improved after developing and implementing the design principles. Additionally, teachers found that the principles were highly effective in providing crucial guidance on the teaching of mindset theory. This novel study was conducted from an educator’s perspective rather than through a psychological lens. It provides findings to develop early childhood teachers’ knowledge and practice of mindset theory in early childhood contexts and highlights the importance of mindset theory to inform strategic direction and policy development.

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Moulin, Elizabeth A. "Pre-primary children's progress and the school development plan." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/878.

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In recent years several policy changes have occurred in Western Australia regarding the provision of pre-compulsory education, particularly for children turning five. These changes have led to education of such children centred largely in full-time, on-site classes rather than in sessional, independent community centres, resulting in pre-primary education becoming mainstream school business. As such it is incorporated in the administrative, managerial and educational policies of the school including school development planning. The school development plan (SDP), a major tool of accountability within the school, provides a planning framework in selected priority areas in which methods of assessment and evaluation of children's progress are an important tool in demonstrating that accountability. There is a concern among some pre-primary teachers and Early Childhood Education specialists that these changes may lead to a trend towards practices more indicative of upper primary school levels, known as a 'push down' effect, on pre-primary classes. There is also a concern that an emphasis on assessment and evaluation for accountability purposes may lead to a decline in the use of assessment data in classroom planning. This qualitative study examined how and why teachers in selected Perth metropolitan pre-primary classes gathered and recorded information on children's progress, and how these choices related to the teacher's responsibility as articulated in the school development plan. The study also identified how that information was used both at class and school levels.

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Taylor, Darla Sue. "Pre-Service Teacher Perspectives of Self-Efficacy, Philosophy, and Epistemology after an Introductory Early Childhood Education Course." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538759/.

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Today's early childhood programs are required to have high-quality inclusive classrooms that serve preschool children with disabilities and diverse needs employed by highly-qualified early childhood teachers. The problem of this study was to describe the current status of pre-service teachers' perspectives of their own teacher self-efficacy, philosophical beliefs, and epistemological beliefs for inclusive practices in an early childhood classroom at the conclusion of an introductory early childhood education course. The study also looked at differences by certification track- EC-6 bilingual (n = 5), EC-6 generalist (n = 8), EC-6 ESL (n = 12), and all-level SpEd (n = 7). The participants (n = 32) were a convenient sample in an Introductory to Early Childhood Education course at a Texas university. Three post-course assignments (i.e. the final self-evaluation, the post-course philosophy of education, and the post-course successful early childhood inclusive teacher drawing) were given to students in an introductory early childhood course and were subjected to content analysis and thematic analysis. The TEIP survey was used as a framework for content analysis. The group-as-a-whole, the EC-6 bilingual, the EC-6 generalists, the all-level SpEd, and the EC-6 ESL certification track participants' teacher self-efficacy perspectives content showed high teacher self-efficacious comments in regards to "classroom environment and student expectations." The all-level SpEd certification track participants' data showed high high teacher self-efficacious comments similar to the group-as-a-whole, with additional comments focused on "providing an alternative explanation or example when students are confused," and "improving the learning of a student who is failing." The group-as-a-whole philosophical perspectives focused on "safety" (in the classroom), "parent involvement," "building relationships with students and parents," "student success," and "classroom environment." EC-6 bilingual certification participants' philosophical perspectives primarily focused on "student success" and "instructional strategies." All-level SpEd certification participants focused on "parent involvement" and "classroom environment." EC-6 generalists certification participants' philosophical perspectives focused on "classroom environment," "community of learners," "parent involvement," and "collaboration with other educators." EC-6 ESL certification track participants' philosophical perspectives focused on "parent communication/parent-teacher communication" and "student success." The group-as-a-whole and all certification track epistemological perspectives focused on (a) "monitor and adjust," (b) "know your students," (c) "awareness," (d) "caring" (about your students), and (e) "teacher character traits needed." The one exception was the EC-6 generalists and all-level SpEd certification track participants adding the focus of "teaching strategies/strategies" and "informal assessments" respectively. The findings revealed that the participants' own experiences, past and present teacher models, respected individuals, and enacted course curriculum(s) influenced their teacher self-efficacy, philosophical, and epistemological perspectives. Implications from this study include adding (a) a focus on education laws and policies to the introductory early childhood course to provide a broader understanding about inclusion, (b) more enacted curriculum to include application to theory to encourage research-based/best practices in future classrooms, and (c) using a mind shift from "what is the disability" to "what is the ability" in more wholistic teacher preparation courses versus silo-track teacher preparation courses.

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Stocek, Charlotte Hough 1939. "Marie Morrison Hughes and her model of education for a democratic society." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282360.

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This qualitative historical research study documents the life of early childhood educator Marie Morrison Hughes (1900-1981) and the evolution and fruition of her model of early childhood education. In-depth interviews with six women educators who worked directly with Dr. Hughes in the implementation of the Tucson Early Education Model (TEEM) provide data for the study. TEEM became a Follow Through Program Sponsor at twenty-two sites all across the United States and served communities from 1968 to 1995. Profiles of each woman educator written in the first-person constitute a large part of the work. A profile of Dr. Hughes gained from transcribed speeches and interviews is included with the Voices of the Women. The model of education founded by Dr. Hughes was based on the definition of teaching as interaction and collaboration. Opening the world to children was the educational goal of Dr. Hughes. Curriculum was built from the lives and experiences of the children in the classroom with an emphasis on 'learning to learn.' Dr. Hughes believed the most important element in the educative process was the relationship between the teacher and the child. An essential part of the model was termed professional response, the rapport between children and the teacher. Children learned from the teacher's flexibility to allow personal response to the ongoing experience and the response was the source of the teacher's constructive and significant influence on children. Dr. Hughes referred to her model as an education program for children in a democratic society. The model's commitment to the whole person and the uniqueness of each person along with the established caring rapport with each individual child exemplifies the ethics of caring and justice in education.

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Darnell, Nikosi. "Best practices in teaching K--3 online| A content analysis of distance education journals, blogs, and electronically-documented surveys." Thesis, Texas Woman's University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3608164.

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The purpose of this study was to examine best teaching practices utilized by virtual K–3 instructors through a qualitative content analysis of distance education journals, dedicated virtual school blogs, and electronically-documented surveys completed by virtual K–3 instructors. Two theoretical perspectives informed this study, socio-constructivism and activity theory. Socio-constructivism provided a lens addressing factors contributing to the implementation of best practices, while activity theory functioned as a descriptive means for considering the implementation of best practices within the context of varying activity systems (Vygotsky, 1978; Engestrom, 1987; Leont’ev, 1978; Luria, 1976). The sample consisted of 5 distance education journals, 4 dedicated virtual school blogs, and 11 electronically-documented surveys completed by virtual K–3 instructors. The qualitative content analysis revealed that in following best practices virtual K–3 instructors were responsible for setting clear expectations, personalizing instruction, accommodating diverse learners, building a community of learners, implementing evidence-based teaching practices, using technology effectively in the online classroom, participating in professional development activities, and actively working with parents and administrators to improve the learning environment for virtual K–3 students.

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Books on the topic "Early childhood education – Philosophy"

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

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The imagination of early childhood education. Westport, Conn: Bergin & Garvey, 1999.

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Davis, Samson Oladiran. An introduction to Nigeria's philosophy of early childhood education. Aboekuta, Nigeria: Goal Educational Pub., 1998.

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Krogh, Suzanne. The early childhood curriculum. Mahwah, NJ: L. Erlbaum Associates, 2000.

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Phyllis, Visone, and Nagle Doreen, eds. The visone method: A new philosophy in early childhood education. Bloomington, Ind: iUniverse, 2006.

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Saracho, Olivia N. Bernard Spodek, early childhood education scholar, researcher, and teacher. Charlotte, N.C: Information Age Pub., Inc., 2013.

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Influencing early childhood education: Key figures, philosophies and ideas. New York: Open University Press, 2011.

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A, Kessler Shirley, and Swadener Beth Blue, eds. Reconceptualizing the early childhood curriculum: Beginning the dialog. New York: Teachers College Press, 1992.

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Bringing Reggio Emilia home: An innovative approach to early childhood education. New York: Teachers College Press, 1997.

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Theories of practice: Raising the standards of early childhood education. St. Paul, MN: Redleaf Press, 2015.

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Book chapters on the topic "Early childhood education – Philosophy"

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Glassner, Amnon, and Shlomo Back. "Philosophy of Early Childhood Education." In Exploring Heutagogy in Higher Education, 157–67. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4144-5_13.

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Demissie, Fufy. "P4C in early childhood education." In Philosophy for Children, 57–65. Abingdon, Oxon ; New York, NY : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2017]: Routledge, 2016. http://dx.doi.org/10.4324/9781315640310-6.

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Lyall, Margaret. "Gender Practices in Early Childhood Education." In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_60-1.

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Lyall, Margaret. "Gender Practices in Early Childhood Education." In Encyclopedia of Educational Philosophy and Theory, 899–904. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_60.

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Farquhar, Sandy. "Early Childhood Sector." In Encyclopedia of Educational Philosophy and Theory, 1–5. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-532-7_56-1.

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Farquhar, Sandy. "Early Childhood Sector." In Encyclopedia of Educational Philosophy and Theory, 627–31. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_56.

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Olsson, Liselott Mariett. "Deleuze and Guattari in Early Childhood Education." In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-532-7_62-1.

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Olsson, Liselott Mariett. "Deleuze and Guattari in Early Childhood Education." In Encyclopedia of Educational Philosophy and Theory, 398–403. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_62.

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Press, Frances. "Policy Imperative in Early Childhood Education and Care." In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-532-7_249-1.

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Ødegaard, E. E., and E. J. White. "Bildung: Potential and Promise in Early Childhood Education." In Encyclopedia of Educational Philosophy and Theory, 1–7. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_57-1.

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Conference papers on the topic "Early childhood education – Philosophy"

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Legowo, Edy, Indriyana Rachmawati, and Rezki Hariko. "The Philosophy of Helping (Consultation Model and Altruistic Behavior as An Important Part of The Counselor for Early Childhood)." In International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.62.

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Marci-Boehncke, Gudrun, Matthias O. Rath, Thomas Goll, and Michael Steinbrecher. "HOW TO BECOME POLITICAL? BASIC CONCEPTS FOR EXPLORING EARLY CHILDHOOD UNDERSTANDING OF POLITICS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end038.

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"In the interdisciplinary project PoJoMeC, we investigate children's understanding of politics at preschool and primary school age. The interdisciplinary research approach is based on the perspectives of political didactics, literature and media didactics, and journalism. Initially, we will use qualitative approaches to find out how children's political awareness is shown. Our research methods focus on the one hand on the children's explicit knowledge, but on the other hand already on concepts of rule-governed action. The different degrees of abstraction of these concepts are based on a modification of the ecological model of human development according to Uri Bronfenbrenner (1979). The paper reconstructs the argumentative process of developing an acceptable interdisciplinary concept of politics for our joint research. Considering political didactics, literature and media studies, and philosophy, a research framework is presented that does not start with terms and concepts but considers more fundamental forms of social perception."

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Adam Assim, Mohamad Ibrani Shahrimin Bin, and Mohamad Maulana Bin Magiman. "Sociocultural Imperatives of Collaborative Interactions among Malaysian Indigenous and Non-Indigenous Children in an Educational Environment." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.16-1.

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This paper seeks to describe the vital traits of sociocultural artifacts within collaborative social interactive patterns exhibited by indigenous and non-indigenous children in a computer environment. The case investigative method was used in one pre-primary centre in metropolitan Perth, Western Australia, to examine the patterns of collaboration among young children whilst working with computers. To assess the children’s current social skills and computer competence, and their general social interaction with peers, the researcher interviewed the children and their teacher through a semi-structured interview, to guide the discussion. Both observational comments, descriptions and data analyses were presented with anecdotes. 243 interactions were identified and classified into 16 interaction patterns. The frequency of occurrence of identified interactions was analysed in the form of descriptive statistics. Factors facilitating the collaborative interaction of children whilst engaged in computer activities were found to be related to the sociological imperatives of the immediate contexts of the social interactions involved. Associated with the main findings were three major variables: (1) The classroom teacher variable (philosophy and educational beliefs, task-structure and computer management); (2) the software variable (sociocultural appropriateness, developmentally appropriateness, content, design, and programmed task-structure); and (3) the child variable (computer competency and attitude towards computer, social goals, social skills, and personal relationship with collaborators). By identifying the imperatives of sociocultural traits of collaborative social interactions of children, and factors that may facilitate or inhibit these interactions, sociologists, social anthropologists, educationists, linguists, and early childhood educators will be in a better position to integrate the computer into their classroom and to promote positive sociocultural-appropriate prosocial interaction among indigenous and non-indigenous children whilst engaged at the computer.

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Jatmiko, Cahyo Dwi, Yasir Arafat, and Dessy Wardiah. "Managing Early Childhood Education." In International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.016.

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Ayuningrum, Desy, and Nopiana Nopiana. "Early Childhood Education Management." In The First International Conference On Islamic Development Studies 2019, ICIDS 2019, 10 September 2019, Bandar Lampung, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.10-9-2019.2289375.

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Waluyo, Edi, and Dr Diana. "Early Childhood Education Standard: Towards Euality Early Childhood Education Services in Indonesia." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.78.

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Kim, Kyung-chul, Seong-joo Lee, and Jin-young Go. "Recognition for Early Childhood Software Education in Early Childhood Teachers." In Advanced Science and Technology 2018. Science & Engineering Research Support soCiety, 2018. http://dx.doi.org/10.14257/astl.2018.150.67.

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Clipa, Otilia. "Early Childhood Education – Parents’ Perceptions." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.210.

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Ismet, Syahrul. "Sex Education for Early Childhood." In International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.15.

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Nikawanti, Gia. "Multicultural Education for Early Childhood." In 3rd International Conference on Early Childhood Education (ICECE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icece-16.2017.40.

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Reports on the topic "Early childhood education – Philosophy"

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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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