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Journal articles on the topic 'Early childhood education Victoria'

Author: Grafiati

Published: 10 December 2022

Last updated: 31 July 2025

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1

Morrissey, Anne-Marie, and Andrea Nolan. "Just Another Meeting?: Investigating Mentoring for Early Childhood Teachers in Victoria." Australasian Journal of Early Childhood 40, no. 2 (2015): 40–48. http://dx.doi.org/10.1177/183693911504000206.

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Munchan, Leanne, and Joseph Agbenyega. "Exploring early childhood educators’ experiences of teaching young children with disability." Australasian Journal of Early Childhood 45, no. 3 (2020): 280–91. http://dx.doi.org/10.1177/1836939120944635.

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This paper argues that whilst inclusive education in early childhood is gaining wider acceptance in the equity and diversity movement, the value and contribution of educators’ voices about what is working and challenging are frequently ignored. This small-scale research explored five early childhood educators’ understandings and experiences of inclusive education in two kindergartens in Victoria, Australia. A thematic analysis of the data highlights inclusion as a right to belong and fully participate; the need for modifications to orchestrate a culture of acceptance, diversity and inclusion;

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Land, Nicole, Catherine Hamm, Sherri-Lynn Yazbeck, Miriam Brown, Ildikó Danis, and Narda Nelson. "Doing pedagogical intentions with Facetiming Common Worlds (and Donna Haraway)." Global Studies of Childhood 10, no. 2 (2020): 131–44. http://dx.doi.org/10.1177/2043610618817318.

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Working with stories of children’s relationships with place and technologies from an early childhood education pedagogical inquiry research project in Melbourne, Australia and Victoria, Canada, this article takes up the concept of “pedagogical intentions” to consider how educators and researchers might cultivate intentional teaching practices relevant to the complex worlds we inherit with children. We think with a common worlds pedagogies approach to extend conceptualizations of intentional teaching held in dominant Euro-Western early learning frameworks in Melbourne and Victoria. After situat

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Pacini-‐Ketchabaw, Veronica, Affrica Taylor, Mindy Blaise, and Sandrina De Finney. "From the Editors’ Desk." Journal of Childhood Studies 40, no. 2 (2015): 3. http://dx.doi.org/10.18357/jcs.v40i2.15174.

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<p>Learning How to Inherit in Colonized and Ecologically Challenged LifeWorlds in Early Childhood Education: An Introduction</p><p>The complex and intensifying ecological challenges of the 21st century call for new ways of thinking, being, and doing in all sectors of our society, including early childhood education, and the Aboriginal environmental humanities offer alternative ways of being present and acting in the world. Accordingly, in September 2014 we gathered for three days in Victoria, British Columbia, with leading Indigenous and environmental humanities scholars and

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Wiwatowski, Megan, Jane Page, and Sarah Young. "Examining early childhood teachers’ attitudes and responses to superhero play." Australasian Journal of Early Childhood 45, no. 2 (2020): 170–82. http://dx.doi.org/10.1177/1836939120918486.

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Research highlights that early childhood teachers (ECTs) hold varied opinions on the value of superhero play (SP) to young children’s learning and development. This study sought to investigate how ECTs in Victoria are responding to superhero play, and to examine the beliefs that underpin their responses. Interviews were conducted with eight ECTs from the Bayside area in Melbourne. The study revealed that while the majority of the teachers interviewed responded to children’s superhero play in a variety of ways, there were a number of barriers to supporting superhero play in early childhood educ

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Nolan, Andrea. "Effective mentoring for the next generation of early childhood teachers in Victoria, Australia." Mentoring & Tutoring: Partnership in Learning 25, no. 3 (2017): 272–90. http://dx.doi.org/10.1080/13611267.2017.1364800.

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MacNaughton, Glenda, and Karina Davis. "Beyond ‘Othering’: Rethinking Approaches to Teaching Young Anglo-Australian Children about Indigenous Australians." Contemporary Issues in Early Childhood 2, no. 1 (2001): 83–93. http://dx.doi.org/10.2304/ciec.2001.2.1.10.

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Current early childhood literature concerning anti-racist and multicultural education discusses the importance of adopting a curriculum framework to counter the development of prejudice and racism in young children. This article draws on two separate research projects in Victoria, Australia that explore how this might best be done. One project was concerned with exploring young children's understandings of indigenous Australians and their cultures and the other investigated teaching practices of a group of early childhood practitioners with indigenous Australians and their cultures. The result

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Eadie, Patricia, Penny Levickis, Lisa Murray, Jane Page, Catriona Elek, and Amelia Church. "Early Childhood Educators’ Wellbeing During the COVID-19 Pandemic." Early Childhood Education Journal 49, no. 5 (2021): 903–13. http://dx.doi.org/10.1007/s10643-021-01203-3.

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AbstractThe importance of Early Childhood (EC) educators’ wellbeing has been brought into sharp focus during the COVID-19 pandemic, as educators have navigated numerous additional stressors while providing education and care services for some children and ongoing support for many others learning at home. This study aimed to explore the impact of the pandemic on EC educators’ wellbeing and educator-child relationships, as growing evidence shows the influence of these factors on children’s developmental outcomes.In July 2020, members of a Research Network of EC Professionals—who previously ident

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Hadley, Fay, and Elizabeth Rouse. "The family–centre partnership disconnect: Creating reciprocity." Contemporary Issues in Early Childhood 19, no. 1 (2018): 48–62. http://dx.doi.org/10.1177/1463949118762148.

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The purpose of this article is to examine the disconnect happening in relation to family–centre partnerships. Developing partnerships with families is hotly debated and provides challenges for educators teaching in the early childhood sector. Using a comparative case study analysis, several research studies conducted in the states of New South Wales and Victoria, Australia, are examined to illustrate these disconnects. These issues are examined within Belonging, Being and Becoming: The Early Years Learning Framework for Australia, a national framework that is common to all programs across Aust

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Breach, Rayleen, and Linda K. Jones. "Victorian maternal child health nurses’ knowledge, attitudes and beliefs towards national registration changes." Journal of Hospital Administration 6, no. 3 (2017): 1. http://dx.doi.org/10.5430/jha.v6n3p1.

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In 2010 National Registration for nurses was established which was likely to impact the role of the maternal and child health nurses (MCH) in Victoria. This study explored the perceived impact of the national changes to the MCH nurse workforce in Victoria following the implementation of national registration and a proposed national service framework. A qualitative exploratory descriptive design was employed with the purpose of exploring the knowledge, attitudes and beliefs of Key Stakeholders (KSH) to the recent changes and perceived impact to Victorian MCH nurses. The significance of this stu

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Keary, Anne, Haoran Zheng, and Susanne Garvis. "Educators’ Construction of a Sense of Belonging in ECEC: An Australian Case Study." Education Sciences 13, no. 5 (2023): 510. http://dx.doi.org/10.3390/educsci13050510.

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The involvement of refugee families in early childhood education and care (ECEC) is a complex issue in many countries. In this paper, we explore how early childhood (EC) educators construct refugee families’ sense of belonging in two metropolitan and one regional EC setting in Victoria, Australia. We undertook a multiple case study, analyzing interview data. We implemented Bourdieu’s notion of cultural capital and identity capital, drawing on the Provision Articles from the Convention on the Rights of the Child (1989) and the Australian Early Years Learning Framework 2.0. Our study revealed th

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Woods, Haro, Narda Nelson, Sherri-Lynn Yazbeck, et al. "With(in) the Forest: (Re)conceptualizing Pedagogies of Care." Journal of Childhood Studies 43, no. 1 (2018): 44–59. http://dx.doi.org/10.18357/jcs.v43i1.18264.

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Drawing on moments from an early learning forest inquiry located on Songhees, Esquimalt, and WSÁNEĆ territories, otherwise known as Victoria, BC, this paper engages with the messy politics of “care” that emerge when early childhood education and colonized forest ecologies meet. In it, we take up the challenge of unsettling our deeply held conceptualizations of care through a series of pedagogical stumblings with young children’s worldly forest relations. Foregrounding the question “what constitutes good care in troubling times?” this discussion explores the logics we draw on to respond to the

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Page, Jane, and Patricia Eadie. "Coaching for continuous improvement in collaborative, interdisciplinary early childhood teams." Australasian Journal of Early Childhood 44, no. 3 (2019): 270–84. http://dx.doi.org/10.1177/1836939119855542.

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There is growing evidence that coaching early childhood educators leads to higher quality teaching practices and improved child learning outcomes. Despite this, there is a lack of Australian evidence on the impact that coaching in collaborative, interdisciplinary teams in early childhood education and care settings has on teacher effectiveness and by extension child learning. This paper will draw on data from two collaborative interdisciplinary research projects – the Victorian Advancing Early Learning Study and the Every Toddler Talking Initiative – to explore the features of coaching, collab

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Rodd, Jillian. "A Week in the Life of a Four-Year-Old: A Study of Victorian Children's Patterns of Usage of Early Childhood Services." Australasian Journal of Early Childhood 21, no. 1 (1996): 37–42. http://dx.doi.org/10.1177/183693919602100109.

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The study used a form of the International Association for the Evaluation of Educational Achievement (IEA) Preprimary Project which was adapted for the Australian context to investigate the patterns of usage and factors behind parental choices of early childhood services for four-year-old children in the year prior to formal education. Data were obtained from interviews with 175 parents, usually the mother, regarding where, with whom and how their children spent their day and week. The findings revealed that many children in Victoria spent time in a number of services each day. A substantial n

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Robertson, Natalie, Katherine Anne Bussey, and Anne-Marie Morrissey. "“If we can’t advocate for ourselves, nobody else will”: Teacher agency during early childhood reform." Australasian Journal of Early Childhood 48, no. 4 (2023): 281–93. http://dx.doi.org/10.1177/18369391231208731.

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The Victorian Government has engaged in multiple reforms in early childhood education and care, marketed to support quality education and increase investment in social reform. Initiatives accompanying reforms, aiming to assist teacher knowledge and skills. However, with each new initiative more pressures are placed on early childhood professionals. Throughout 2021 and 2022, a group of early childhood teachers employed in kindergartens across Melbourne participated in focus groups and interviews, sharing experiences of working with these initiatives and providing recommendations for their roll

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Nolan, Andrea, Jennifer Cartmel, and Kym Macfarlane. "Thinking about Practice in Integrated Children's Services: Considering Transdisciplinarity." Children Australia 37, no. 3 (2012): 94–99. http://dx.doi.org/10.1017/cha.2012.27.

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Integrated service delivery in the early childhood education and care sector is burgeoning as a direct result of government agendas in Australia that privilege services for young children and families, especially those considered most vulnerable and at risk. In many cases this means reviewing and revising current practice to work more collaboratively with other professionals. This paper reports the findings of one aspect of a larger Australian study entitled: ‘Developing and sustaining pedagogical leadership in early childhood education and care professionals’. The focus of this paper is the u

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Armstrong, Lauren. "Multiplicities in early childhood reform engagement in Victorian long day care centres: Discourse, position and practice." Australasian Journal of Early Childhood 44, no. 3 (2019): 257–69. http://dx.doi.org/10.1177/1836939119855558.

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Change is not a new concept in the Australian early childhood sector. However, the rate of change has significantly increased throughout the last decade, specifically with the introduction of the curriculum and quality frameworks, changes to regulations, and subsequent reviews (some particularly affecting the Victorian long day care sector). The rapid timeline of these reforms created challenges for early childhood professionals who needed to understand, interpret and translate multiple changes to their practice. This paper presents some key findings from a poststructural study involving 11 pa

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Thompson, Emma J., Miriam H. Beauchamp, Simone J. Darling, et al. "Protocol for a prospective, school-based standardisation study of a digital social skills assessment tool for children: The Paediatric Evaluation of Emotions, Relationships, and Socialisation (PEERS) study." BMJ Open 8, no. 2 (2018): e016633. http://dx.doi.org/10.1136/bmjopen-2017-016633.

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BackgroundHumans are by nature a social species, with much of human experience spent in social interaction. Unsurprisingly, social functioning is crucial to well-being and quality of life across the lifespan. While early intervention for social problems appears promising, our ability to identify the specific impairments underlying their social problems (eg, social communication) is restricted by a dearth of accurate, ecologically valid and comprehensive child-direct assessment tools. Current tools are largely limited to parent and teacher ratings scales, which may identify social dysfunction,

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Nolan, Andrea, Anne-Marie Morrissey, and Iris Dumenden. "Expectations of mentoring in a time of change: views of new and professionally isolated early childhood teachers in Victoria, Australia." Early Years 33, no. 2 (2013): 161–71. http://dx.doi.org/10.1080/09575146.2013.781137.

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Rouse, Elizabeth. "Partnerships in Early Childhood Education and Care: Empowering Parents or Empowering Practitioners." Global Studies of Childhood 2, no. 1 (2012): 14–25. http://dx.doi.org/10.2304/gsch.2012.2.1.14.

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Research acknowledges that outcomes for young children are enhanced when effective partnerships are developed between educators and families. The Australian Early Years Learning Framework provides direction for the professional practice of early childhood educators by acknowledging the importance of educators working in partnership with families. In the Victorian state-based early years framework, family-centred practice has been included as the practice model. Family-centred practice has as its core a philosophy of professionals supporting the empowerment of parents as active decision makers

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Antonsen, Connie M. "Restorying the image of the child’s body in early childhood education." Contemporary Issues in Early Childhood 21, no. 1 (2018): 7–19. http://dx.doi.org/10.1177/1463949118805435.

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This article emerged through the author’s involvement with the University of Victoria’s Investigating Quality in Early Learning Environments project in British Columbia. During an eight-month internship, the author had the opportunity to collaborate with community facilitators in the province; participate in monthly learning-circle discussions with educators and researchers; share pedagogical narrations; connect theory to practice explicitly; and think with children’s bodily encounters. This article contributes to broader and deeper discussions about children’s bodies by placing value on refle

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Suwahono, Suwahono, and Dwi Mawanti. "Using Environmentally Friendly Media (Happy Body) in Early Childhood Science: Human Body Parts Lesson." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (2019): 281–95. http://dx.doi.org/10.21009/jpud.132.06.

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The knowledge of the science of human body parts for early childhood is very important so that children have the ability to recognize and support the cleanliness and health of members of the body, as well as so that they recognize their identity. In addition, introducing environmentally friendly material for early childhood teachers to enrich learning media. This study aims to improve student learning outcomes in science using environmentally friendly media. The topic raised in this search was about recognizing body parts and their benefits and treatments. This type of research is action resea

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Ryan, Kathleen, Kathryn Snow, Margie Danchin, Kim Mulholland, Sharon Goldfeld, and Fiona Russell. "SARS-CoV-2 infections and public health responses in schools and early childhood education and care centres in Victoria, Australia: An observational study." Lancet Regional Health - Western Pacific 19 (February 2022): 100369. http://dx.doi.org/10.1016/j.lanwpc.2021.100369.

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Hayati, Nur, Muthmainah, and Rina Wulandari. "Children’s Online Cognitive Learning Through Integrated Technology and Hybrid Learning." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (2022): 116–32. http://dx.doi.org/10.21009/jpud.161.08.

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Cognitive learning during the COVID-19 pandemic encountered many obstacles, but the use of various gadgets could be an effective solution in early childhood learning, especially to prepare them to enter the elementary school level. This study aims to describe the online cognitive learning process (OCL) in early childhood during the COVID-19 and new era of the pandemic through integrated technology and hybrid learning. This study uses a qualitative approach with a case study involving two ECE teachers and one principal. Data analysis using Miles and Huberman models. The findings of this study e

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Diana, Neneng Tasu’ah, Sony Zulfikasari, and Tias Martika. "ECE Teachers’ Roles of Developing Numeracy Literacy in Special Needs Children." JPUD - Jurnal Pendidikan Usia Dini 17, no. 2 (2023): 267–83. http://dx.doi.org/10.21009/jpud.172.06.

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Special needs ECE children should be prepared with early literacy and numeracy skills to strengthen their competencies during the transitional phase to primary school. To help this transitional phase, teachers can provide a variety of diverse play activities. This study aims to explore and evaluate the pedagogical strategies employed by teachers in reinforcing special needs children's literacy and numeracy, as a support to their transition process from ECE to primary year. The research applied a qualitative method with data collection techniques through interviews, observations, and documentat

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Blasquillo, Mary Joyce O. "Development and Evaluation of the Effectiveness of Mary’s TutoRead among Kindergarten Pupils in Lungib Elementary School of Victoria District, Division of Northern Samar, Philippines." Asian Journal of Education and Social Studies 51, no. 8 (2025): 117–30. https://doi.org/10.9734/ajess/2025/v51i82229.

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Early childhood education (ECE) introduces children to key concepts and foundational skills, enhancing their language, numerical, and problem-solving abilities. These early learning experiences prepare children for the academic challenges ahead. This study focused on the development and assessment of Mary’s TutoRead, a contextualised reading intervention designed for kindergarten pupils in Lungib Elementary School, Victoria District, Division of Northern Samar, Philippines. Specifically, it sought to develop Mary’s TutoRead instructional material based on the ADDIE model and evaluate the devel

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Hood. "Does Early Childhood Education in England for the 2020s Need to Rediscover Susan Isaacs: Child of the Late Victorian Age and Pioneering Educational Thinker?" Genealogy 3, no. 3 (2019): 39. http://dx.doi.org/10.3390/genealogy3030039.

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Since the nineteenth century, the history of childhood has been inextricably linked to the history of schooling. Throughout the period of state-provided schooling, the approach to teaching the youngest children, originally from five but currently usually from three years old, has been contentious. This article looks at Susan Isaacs as a major figure in the shaping of views about early childhood education and thus in the history of contemporary childhood. It surveys her rather special position as someone who was herself a child in the urban late Victorian school system when schooling became com

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Kirk, David, and Barbara Spiller. "Schooling the Docile Body: Physical Education, Schooling and the Myth of Oppression." Australian Journal of Education 38, no. 1 (1994): 78–95. http://dx.doi.org/10.1177/000494419403800105.

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There is a popular perception of physical education in Australian schools as an oppressive practice. In this paper, we attempt to qualify this myth of oppression and extend some of the arguments surrounding it. First, we build on some of Foucault's arguments to show how children's bodies were worked on in Victorian elementary schools in pursuit of the twin aims of docility-utility, a key requirement of capitalist Australia. Second, we point out that the disciplinary practices which constituted early physical education were in themselves a central part of the notion of schooling. Our argument i

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Ride, Jemimah, Heather Rowe, Karen Wynter, Jane Fisher, and Paula Lorgelly. "Protocol for economic evaluation alongside a cluster-randomised controlled trial of a psychoeducational intervention for the primary prevention of postnatal mental health problems in first-time mothers." BMJ Open 4, no. 10 (2014): e006226. http://dx.doi.org/10.1136/bmjopen-2014-006226.

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IntroductionPostnatal mental health problems, which are an international public health priority, are a suitable target for preventive approaches. The financial burden of these disorders is borne across sectors in society, including health, early childhood, education, justice and the workforce. This paper describes the planned economic evaluation of What Were We Thinking, a psychoeducational intervention for the prevention of postnatal mental health problems in first-time mothers.Methods and analysisThe evaluation will be conducted alongside a cluster-randomised controlled trial of its clinical

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Morrison, Hugh. "“Impressions Which Will Never Be Lost”: Missionary Periodicals for Protestant Children in Late-Nineteenth Century Canada and New Zealand." Church History 82, no. 2 (2013): 388–93. http://dx.doi.org/10.1017/s0009640713000061.

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Despite extensive engagement, children were invisible in the programs of the nineteenth-century Protestant missionary conferences. By the early 1900s this had noticeably changed as denominations and missionary organizations sought to maximize and enhance juvenile missionary interest. Childhood was the key stage in which to establish habits; the future depended upon “the education of the childhood of the race, in missionary matters as in all others.” Literature was pivotal and periodicals were deemed to be the most effective literary form. They provided the young with “impressions which will ne

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Suryana, Dadan, Novi Engla Sari, Winarti, Lina, Farida Mayar, and Sri Satria. "English Learning Interactive Media for Early Childhood Through the Total Physical Response Method." JPUD - Jurnal Pendidikan Usia Dini 15, no. 1 (2021): 60–80. http://dx.doi.org/10.21009/jpud.151.04.

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Although there are several approaches and strategies for teaching foreign languages, the Total Physical Response (TPR) approach is the most suitable for young learners. TPR is a way of teaching language that is based on the synchronization of speech and behaviour, or in other words, teaching language through movement. This study aims to develop English learning media for children through the Total Physical Response (TPR) method. This study uses a Research and Development (R & D) approach. The development model used is the ADDIE development model (analysis, design, development, implementati

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Arrighi, Gillian, and Victor Emeljanow. "Entertaining Children: an Exploration of the Business and Politics of Childhood." New Theatre Quarterly 28, no. 1 (2012): 41–55. http://dx.doi.org/10.1017/s0266464x12000048.

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This article explores the conflict between the constructions of childhood and their political/legal implications in the context of the entertainment business, as related to the demands imposed upon children by parents and theatre managers in the late nineteenth and early twentieth centuries. Once children could move freely both within and between countries, these conflicts and concerns assumed a global dimension. Through a number of case studies, the authors offer some fresh observations about how legal and social imperatives affected the transmission of values about children employed as enter

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Gurung, Namrata Grace. "Construction of Gender Stereotypes and Its Implications in Development Practices." NPRC Journal of Multidisciplinary Research 2, no. 2 (2025): 147–59. https://doi.org/10.3126/nprcjmr.v2i2.76189.

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Gender, as both a theoretical construct and a lived reality, remains a contested and evolving concept. Following a review method along with scientific readings, this paper articulates that feminist theorists have critically engaged with the term, challenging its binary understanding and emphasizing its fluidity. Gender is not merely a social identity but intersects with law, politics, and culture, shaping societal structures and individual experiences. The origins of rigid gender roles can be traced back to the Victorian era, which reinforced the division of public and private spheres—assignin

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T., Sailaja. "Broken Homes and Shattered Dreams: Dickens' Realist Vision in Great Expectations." Literary Vibes 14, no. 1 (2025): 31–35. https://doi.org/10.5281/zenodo.15591186.

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This paper explores the elements of social realism embedded in Charles Dickens’ Great Expectations, with a special focus on the representation of childhood innocence, poverty, class struggle, and moral development. Drawing on Dickens’ own traumatic early life experiences, the paper examines how the novelist channels personal history into literary expression, particularly through the journey of Pip, the novel’s protagonist. Pip’s evolution from a vulnerable orphan to a self-aware adult mirrors the socio-economic turbulence of Victorian England and highlights the psycholo

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Raden Sri Martini Meilanie, Winda Gunarti, and Astari Yaumil Hassan. "Parents' Perceptions of Children's School Readiness During and After the COVID-19 Pandemic." JPUD - Jurnal Pendidikan Usia Dini 16, no. 1 (2022): 162–71. http://dx.doi.org/10.21009/jpud.161.11.

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Children's school readiness is important to discuss because learning loss is an obstacle in preparing early childhood to enter elementary school. This study aims to look at parents' perceptions of their children's readiness for school during and after the COVID-19 pandemic. This study uses a quantitative descriptive survey research design to collect measurable data for statistical analysis from a population sample. The results show that preparing children for school during and after the COVID-19 pandemic is very different from the usual practice. Parents are required to provide appropriate sti

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Kennedy, Amber L., Beverley J. Vollenhoven, Richard J. Hiscock, et al. "School-age outcomes among IVF-conceived children: A population-wide cohort study." PLOS Medicine 20, no. 1 (2023): e1004148. http://dx.doi.org/10.1371/journal.pmed.1004148.

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Background In vitro fertilisation (IVF) is a common mode of conception. Understanding the long-term implications for these children is important. The aim of this study was to determine the causal effect of IVF conception on primary school-age childhood developmental and educational outcomes, compared with outcomes following spontaneous conception. Methods and findings Causal inference methods were used to analyse observational data in a way that emulates a target randomised clinical trial. The study cohort comprised statewide linked maternal and childhood administrative data. Participants incl

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Ndari, Susianty selaras, Chandrawaty Chandrawaty, Imam Mujtaba, and Mafaza Conita Ananto. "Children's Outdoor Activities and Parenting Style in Children's Social Skill." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (2019): 217–31. http://dx.doi.org/10.21009/jpud.132.02.

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Physical activity is very important for early childhood, especially outdoor activities that add a lot of new experiences. This study aims to check the relationship of children's outdoor activities and parenting styles and children's social skills. The participants are 125 parents of early childhood who attend kindergarten. The research method is a descriptive study using the relational screening model. The results showed that there was a relationship between outside play and parenting style on the social skills of children in their childhood. Democratic parenting styles are found to promote ch

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Águila, Cornelio, and Lisardo Padilla-Cazorla. "La presión parental durante la infancia en deportistas profesionales: el caso de Andre Agassi (Parental pressure experienced in childhood by professional athletes: the case of Andre Agassi)." Retos 46 (September 14, 2022): 1105–13. http://dx.doi.org/10.47197/retos.v46.94745.

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La presión por la búsqueda del rendimiento óptimo en el deporte está presente desde edades tempranas. Algunas veces dicha presión procede de la familia, particularmente, de los progenitores, y condiciona la experiencia del joven deportista, pudiendo convertirse en una vivencia negativa. El objetivo de esta investigación fue mostrar cómo influyó la presión proveniente de su padre en la experiencia deportiva del ex-tenista profesional Andre Agassi durante su infancia. Para ello, seguimos el método biográfico analizando la autobiografía publicada de Agassi, “Open. Memorias”. Después de una primer

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Young-Ihm Kwon. "The Childhood Education of Britain’s Queen Victoria." Journal of Educational Idea 25, no. 1 (2011): 1–19. http://dx.doi.org/10.17283/jkedi.2011.25.1.1.

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Bowman, Barbara. "Early Childhood Education." Review of Research in Education 19 (1993): 101. http://dx.doi.org/10.2307/1167341.

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Gottesman, Peter. "Early Childhood Education." Teachers College Record 106, no. 2 (2004): 267–70. http://dx.doi.org/10.1111/j.1467-9620.2004.00335.x.

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de Groot KIM, Sonja, Megan Wereley, David Kuschner, and Marilyn Atherley. "Early Childhood Education." Teachers College Record 106, no. 5 (2004): 922–34. http://dx.doi.org/10.1111/j.1467-9620.2004.00364.x.

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&NA;, &NA;. "EARLY CHILDHOOD EDUCATION." Journal of Developmental & Behavioral Pediatrics 18, no. 6 (1997): 432. http://dx.doi.org/10.1097/00004703-199712000-00021.

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Konrad, Franz-Michael. "Early Childhood Education." History of Education Quarterly 49, no. 2 (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

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Peter Robinson, W. "Early childhood education." International Journal of Educational Research 29, no. 1 (1998): 7–24. http://dx.doi.org/10.1016/s0883-0355(98)00010-x.

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Su-Min, Ryu, Lee Ha-Jeong, and Han An-Na. "Early Childhood Education Teachers’ Metaphors on Early Childhood Special Education." Korean Society for Child Education 24, no. 2 (2015): 169–88. http://dx.doi.org/10.17643/kjce.2015.24.2.10.

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McLaren, Mary-Rose, Caroline Scott, Marlene McCormack, and Aishling Silke. "It Started with a Blog: How International Connections were Made and Sustained in a Global Pandemic." World Studies in Education 23, no. 1 (2022): 115–34. http://dx.doi.org/10.7459/wse/23.1.08.

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In a desperate 2020 Covid-inspired pivot, the early childhood team at Victoria University, Melbourne, introduced remote placements for their early childhood teacher students. This was represented through RPEC @ VU (Remote Placements in Early Childhood at Victoria University), and when an online blog post about RPEC@VU reached Ireland, the VU team were contacted by the early childhood team at Dublin City University, who were similarly introducing remote placement for their students. On opposite sides of the world, each team working in isolation in their own country, these educators connected to

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Bredekamp, Sue. "The Relationship Between Early Childhood Education and Early Childhood Special Education." Topics in Early Childhood Special Education 13, no. 3 (1993): 258–73. http://dx.doi.org/10.1177/027112149301300305.

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

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From existing research, it is known that early childhood teacher education pro-vides few opportunities to learn mathematical content or mathematics pedagogical con-tent knowledge. Furthermore, little is known about the extent to which teacher educators are qualified to teach early childhood mathematics within teacher education programs. This study investigates the frequency of opportunities to learn mathematical content knowledge and mathematics pedagogical content knowledge. Additionally, we investigate some characteristics of teacher educators, namely the sources they use for professional de

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

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Abstract:

From existing research, it is known that early childhood teacher education provides few opportunities to learn mathematical content or mathematics pedagogical content knowledge. Furthermore, little is known about the extent to which teacher educators are qualified to teach early childhood mathematics within teacher education programs. This study investigates the frequency of opportunities to learn mathematical content knowledge and mathematics pedagogical content knowledge. Additionally, we investigate some characteristics of teacher educators, namely the sources they use for professional deve

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