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Academic literature on the topic 'Early learning program'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "Early learning program"

Widiastuti, Yuanita Kristiani Wahyu, Upik Elok Endang Rasmani, and Siti Wahyuningsih. "Early Childhood Education Teachers Consistency of E-Learning Programs." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 5, no. 2 (January 16, 2021): 1799–806. http://dx.doi.org/10.31004/obsesi.v5i2.1010.

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The e-learning program is a new program implemented at the early childhood education level. The teacher of the main character in the application of e-learning has a dilemma in running this program. The focus of the study identified the consistency of early childhood education teachers in implementing e-learning programs during the Covid-19 pandemic. Using quantitative methods with purposive sampling technique. Data obtained through interviews (G-Form) with respondents 50 ECE teachers in the city of Surakarta. Field facts are that there is no teacher consistency in implementing e-learning programs such as the absence of daily or weekly learning plans in implementing e-learning, uncertain teaching schedules, and unsupported learning media. This shows that 80% of ECE teachers implement e-learning and 20% implement mixed learning. Teacher consistency can be improved through training provided by the government, provision of educational facilities by schools, learning innovations according to health protocols and initial motivation to teach

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Sapriyanti, Tita. "Development of Earthquake Disaster Mitigation Learning Program for Early Childhood." KOLOKIUM: Jurnal Pendidikan Luar Sekolah 8, no. 1 (April 30, 2020): 37–45. http://dx.doi.org/10.24036/kolokium-pls.v8i1.387.

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The danger of earthquakes spread almost all areas of the Indonesian islands, one of them in the city of Padang, West Sumatra either on a small scale to large scale damage. The earthquake was felt not only by adults, but young children are also feeling the impact of the earthquake. So far, efforts to increase the ability of earthquake disaster preparedness much focused on adults, while for young children is still very minimal, it is necessary to provide knowledge of earthquake preparedness in children from an early age. This research is the development by using the 4D model that aims to produce learning programs earthquake disaster mitigation valid, practical, and effective. The data analysis technique used is descriptive qualitative analysis. The conclusion of the development is a learning program earthquake disaster mitigation was very valid and practical use in learning. From the results of studying the implementation of learning programs earthquake disaster mitigation, it was concluded that the child's knowledge and skills regarding earthquake preparedness increases. Thus, learning programs earthquake disaster mitigation is very effective for use in improving the preparedness of children to the earthquake.Keywords: Learning Program, Disaster Mitigation, Earthquake, Early Childhood

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Hu, Xinyun, and Nicola Yelland. "Changing Learning Ecologies in Early Childhood Teacher Education: From Technology to stem Learning." Beijing International Review of Education 1, no. 2-3 (June 29, 2019): 488–506. http://dx.doi.org/10.1163/25902539-00102005.

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This review examines the design cycles of innovation in response to changing policy, technological and practical imperatives. It begins with the initial creation of an information and communication technology course in an early childhood teacher education program and describes its evolution into a contemporary topic. Program changes occur because of policy-driven trends, including the expansion of the definition of what constitutes technology and the incorporation of innovations into curricula and pedagogical practices. We characterize these changes in three design cycles. In the first cycle, courses to prepare preservice teachers for early childhood centers focused primarily on computer-based skills. In the second cycle, new technologies were integrated into the curricula and teaching programs and incorporated into the practicum. In the third cycle, the principles and practices inherent to science, technology, engineering and mathematics (stem) education were adopted to extend the role of new technologies in contemporary curricula and pedagogies. These new learning ecologies were characterized by the application of inter-disciplinary knowledge in authentic learning contexts. The reviewed case studies included students in three new technologies course projects in an early childhood teacher education program. The findings revealed that early childhood preservice teachers expected more opportunities to practice and apply new technologies in innovative learning spaces focused on stem learning. Furthermore, they believed that university teacher education courses should be applicable to practice-based contexts. The implications of this review inform the process of change in the design of teacher education programs from technology-based learning to the pedagogical innovations needed to prepare future teachers. It illustrates that new technologies for learning should consider changing learning ecologies in their design and implementation, and should support early childhood teachers in understanding and using child-centered pedagogical approaches.

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Muljo, Hery Harjono, Anzaludin Samsinga Perbangsa, Yulius Yulius, and Bens Pardamean. "Mobile Learning for Early Detection of Cancer." International Journal of Interactive Mobile Technologies (iJIM) 12, no. 2 (March 29, 2018): 39. http://dx.doi.org/10.3991/ijim.v12i2.7814.

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<p class="0abstract">Information and communication technology continues to grow and affects many areas of life, including the field of health, especially cancer. The development of health knowledge can be disseminated by utilizing mobile application based learning technology as media. Many things have been done by the government through special programs, among others, carried out breast cancer awareness campaign through breast self-screening program. The positive impact of this effort has led to mobile applications for learning about early detection of cancer in Indonesia. The development of mobile learning is a continuation of previous online learning to help the process of early detection of cervical cancer. Data collection methods used observation, interview, and questionnaire techniques, while instructional designs use the ADDIE (Analysis Design Development Implementation Evaluations) model and methods for developing object-oriented programming systems using Unified Modeling Language (UML). The resulting output is the application of early detection of cancer-based mobile learning which is the virtue of this study.</p>

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Komala, Komala, and Chandra Asri Windarsih. "EFEKTIVITAS PROGRAM PEMBELAJARAN DENGAN MENGGUNAKAN PERMAINAN TRADISIONAL UNTUK MENGEMBANGKAN KECERDASAN MAJEMUK ANAK USIA DINI." P2M STKIP Siliwangi 3, no. 1 (May 31, 2016): 9. http://dx.doi.org/10.22460/p2m.v3i1p9-18.472.

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This study aims at investigating the effectiveness of learning programs using traditional games to develop early childhood’s multiple Intelligence in TK Kartika XIX-3 and TK Pandiga Cimahi. This study is motivated by the discovery of early childhood’s multiple intelligence possibility developments that has not been developed well, so that it needs developing optimally by applying traditional games learning program. To formulate program framework and find data as material for program formulation, this study uses quantitative approach and quasi-experiment method. The sample of this study is group B TK Kartika XIX-3 and TK Pandiga consisting of 18 students of class control and 18 students of class experiment. The procedures of this study consist of pre-field, implementing study, data analysis and study report. The results of this study show that: First, the development of early childhood’s multiple intelligence is various for every student. Second, learning program of traditional games has the following formulation: rationality, purpose, target and scope. Third, learning program through traditional games is effective to develop early childhood’s multiple intelligence. Based on the results, the mean of class experiment is 172, 70 higher than class control whose mean is 143,550. It means that class experiment’s multiple intelligence is better than class control; in other words, the treatment given to class experiment in the form of learning program through traditional games is effective to develop students’ multiple intelligence. Based on the results above, this study recommends that kindergarten teachers should formulate learning programs in accordance with curriculum that is related to particular learning themes in order to develop theoretical or practical learning activities for students, so that they are able to develop their multiple intelligence dominant in their selves. The researchers themselves should apply kinds of games that are suitable for developing children’s multiple intelligence so that it will appear optimally.Keywords: multiple intelligence, traditional games, early childhood

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Lacasse, Miriam, Annie St-Pierre, Andreane Lalumiere-Saindon, Marie-Helene Dufour, Anik Giguere, and Guy Beland. "Supporting early academic family medicine careers with the clinician scholar enhanced-skills program." Canadian Medical Education Journal 10, no. 4 (November 28, 2019): e62-e79. http://dx.doi.org/10.36834/cmej.57012.

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Context: The Clinician Scholar Program (CSP) is an enhanced-skills (R3) residency program to train clinician researchers/educators/leaders for academic family practice. This article intends to share Laval University’s CSP development and evaluation strategy, and provide recommendations for similar innovations in other disciplines/settings. Methods This article uses Kern’s model to present the program development, and a program-oriented approach for program evaluation, carried from 2011 to 2017 using descriptive data. Questionnaires, reflexive texts and an Objective Structured Teaching Exam supported data collection. Results 7 CSP graduates and 14 controls participated in the program evaluation. Residents were highly satisfied with the program, nevertheless suggested allowing training later in career. The CSP enriched knowledge, skills and attitudes about academic practice. CSP increased residents’ entrustment level about academic competencies. All graduates joined an academic practice within five years of program completion. Conclusions Key recommendations to implement similar programs include academic medicine core training, project-based learning with learner-centered objectives, relevant and authentic learning and assessment, and multi-level program evaluation approach. Programs should consider concomitant graduate studies and opportunity to offer such training after a few years of clinical practice to meet other needs at a timely stage of career.

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Putra, Ari. "Need Assessment Of Learning Inclusive Program For Students In Nonformal Of Early Childhood Education." Early Childhood Research Journal (ECRJ) 1, no. 1 (December 17, 2018): 1–7. http://dx.doi.org/10.23917/ecrj.v1i1.6582.

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The concept of the inclusive program is an organized according to the ability and needs of students with the aim of learners to be successful and can optimize the potential within themselves. Currently, the inclusive program is newly embodied in formal education programs such as elementary, junior, and senior high schools. The current problem does not clear the maturity of the concept of the inclusive education program in non-formal education, especially in non-formal of early childhood education. This study aims to find out how the assessment process done by teachers in Bunayya Islamic preschooler finding out the source of learning needs such as students with special needs. The research method used is the qualitative method by using triangulation of subject, time, and place. The result of this research show that Bunayya Islamic preschooler make an initiative to create their own learning concepts without technical guidance such as inclusive curriculum development and lesson plans. Bunayya Islamic preschooler runs the learning program by planning, implementing and evaluating the needs of learning resources of children with special needs. The conclusion of this study are the teacher performs several steps such as the identification of special needs children, pre-qualification priorities and the development of the learning curriculum to adopted the learning interpretation and alternative program for preschoolers and parent’s concepts

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Jeong, Cheon-Soo, and Chong-Yeal Kim. "Development of MRI Simulator Early Diagnosis Program for Self Learning." Journal of the Korea Contents Association 15, no. 9 (September 28, 2015): 403–10. http://dx.doi.org/10.5392/jkca.2015.15.09.403.

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Park, Janghee. "Learning effect of early clinical exposure program for premedical students." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 14 (June 29, 2018): 277–96. http://dx.doi.org/10.22251/jlcci.2018.18.277.

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Wright, Robert J. (Bob). "A mathematics recovery: Program of intervention in early number learning." Australian Journal of Learning Disabilities 8, no. 4 (December 2003): 6–11. http://dx.doi.org/10.1080/19404150309546741.

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Dissertations / Theses on the topic "Early learning program"

McKenzie-Weinhandl, Karen Dawn. "Experiential learning with early childhood educators, a study of program design and facilitation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ53616.pdf.

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Burton, Lindsay Julia. "Community-based early learning in Solomon Islands : cultural and contextual dilemmas influencing program sustainability." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:b9c96049-ea5d-47e3-b74c-951cd22bb090.

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The Solomon Islands (SI), a small developing nation in the South Pacific, demonstrates an emergent community-based kindergarten model with the potential to promote context and culture relevant early learning and development. SI early childhood education (ECE) particularly rose in prominence with a 2008 national policy enactment requiring all children to attend three years of kindergarten as prerequisite for primary school entry. However, these ECE programs remain severely challenged by faltering community support. Internationally, many ECE programs dramatically resemble a universalized Western-based model, with a decidedly specific discourse for “high quality” programs and practices for children ages 0-8. Often these uncritical international transfers of Euro-American ideologies promote restricted policies and practices. This has resulted in a self-perpetuating set of practices and values, which arguably prevent recognition of, and efforts to reinvent, more culturally-relevant, sustainable programs for the Majority World. Based on the Kahua region (est. pop. 4,500) of Makira-Ulawa Province, this collaborative, ethnographically-inspired, case study explores how community characteristics have affected the cultural and contextual sustainability of community-based ECE in remote villages. The study traces historical and cultural influences to present-day SI ECE. Subsequently, it explores the re-imagined SI approach to formal ECE program design, remaining challenges preventing these programs from being sustained by communities, and potential community-wide transformations arising from these initiatives. To achieve this, the study collaborated with stakeholders from all levels of SI society through extensive participant-observations, interviews, and participatory focus groups. Findings aspire to enlighten regional sustainable developments and resilient behaviors relating to ECE. Key research findings suggest five overarching principles influencing kindergarten sustainability: presence of “champion” for the ECE vision; community ownership-taking, awareness-building, and cooperation-maintenance; and program cultural/contextual sensitivity and relevance. These elements were found to be strongly linked with an intergenerational cultural decay in the Kahua region, as conceptualized through a model of Cyclically-Sustained Kindergarten Mediocrity.

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Maloney, Jacqueline Elizabeth. "Early adolescents' evaluations of MindUP : a universal mindfulness-based social and emotional learning program." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/53982.

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This exploratory study examined the evaluations of a mindfulness-based social and emotional learning program, MindUP, reported by 189 fourth to seventh grade students from eight classrooms across seven public elementary schools in a large urban school district in Western Canada. Qualitative and quantitative data from a written post-program participant satisfaction survey were examined in order to investigate the following questions: (1) What were students’ evaluations of the program? Specifically, what aspects did they like and/or dislike, and why would they recommend the program to a friend or not? (2) What skills and concepts did students report learning in the MindUP program? and (3) How did students extend what they learned beyond the program? Gender and grade differences among responses were also investigated. The vast majority of students reported that they enjoyed taking part in the MindUP program (88%), that they learned something new (96%), and that the things they learned were valuable for them in school and home life (95%). Most students would recommend the MindUP program to a friend (69%). Mindfulness activities were cited most often as the part of the program students enjoyed most, especially mindful sensing activities, such as mindful eating. Gaining skills for well-being and self-regulation were also frequently mentioned in response to open-ended questions. Although girls tended to provide higher ratings to survey questions in support of MindUP than boys, in most cases the differences were not statistically significant and effect sizes were small. Significant Grade by Gender interactions were observed in two items: Grade 4 and 5 girls reported learning more than grade 4 and 5 boys, and grade 6 and 7 girls were more likely to recommend the program to a friend than grade 6 and 7 boys. No other significant differences in grade were observed. In sum, most students were in favour of including mindfulness-based SEL in schools. The participant satisfactory survey that contain closed-ended and open-ended question was shown to provide reliable and valuable insights from students. Including similar surveys in future studies may be a time- and cost- efficient method of ensuring students’ voices are heard in program evaluations.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Vosoughi, Soroush. "Interactions of caregiver speech and early word learning in the Speechome corpus : computational explorations." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/62082.

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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2010.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 107-110).
How do characteristics of caregiver speech contribute to a child's early word learning? What is the relationship between a child's language development and caregivers' speech? Motivated by these general questions, this thesis comprises a series of computational studies on the fined-grained interactions of caregiver speech and one child's early linguistic development, using the naturalistic, high-density longitudinal corpus collected for the Human Speechome Project. The child's first productive use of a word was observed at about 11 months, totaling 517 words by his second birthday. Why did he learn those 517 words at the precise ages that he did? To address this specific question, we examined the relationship of the child's vocabulary growth to prosodic and distributional features of the naturally occurring caregiver speech to which the child was exposed. We measured fundamental frequency, intensity, phoneme duration, word usage frequency, word recurrence and mean length of utterances (MLU) for over one million words of caregivers' speech. We found significant correlations between all 6 variables and the child's age of acquisition (AoA) for individual words, with the best linear combination of these variables producing a correlation of r = -. 55(p < .001). We then used these variables to obtain a model of word acquisition as a function of caregiver input speech. This model was able to accurately predict the AoA of individual words within 55 days of their true AoA. We next looked at the temporal relationships between caregivers' speech and the child's lexical development. This was done by generating time-series for each variables for each caregiver, for each word. These time-series were then time-aligned by AoA. This analysis allowed us to see whether there is a consistent change in caregiver behavior for each of the six variables before and after the AoA of individual words. The six variables in caregiver speech all showed significant temporal relationships with the child's lexical development, suggesting that caregivers tune the prosodic and distributional characteristics of their speech to the linguistic ability of the child. This tuning behavior involves the caregivers progressively shortening their utterance lengths, becoming more redundant and exaggerating prosody more when uttering particular words as the child gets closer to the AoA of those words and reversing this trend as the child moves beyond the AoA. This "tuning" behavior was remarkably consistent across caregivers and variables, all following a very similar pattern. We found significant correlations between the patterns of change in caregiver behavior for each of the 6 variables and the AoA for individual words, with their best linear combination producing a correlation of r = -. 91(p < .001). Though the underlying cause of this strong correlation will require further study, it provides evidence of a new kind for fine-grained adaptive behavior by the caregivers in the context of child language development.
by Soroush Vosoughi.
S.M.

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Demma, Rachel. "Understanding How Parent Choice and Program Leadership Foster Socioeconomic Diversity within High-Quality Early Learning Programs| A Case Study of Two Baltimore City Sites." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10786324.

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In the last two decades, research has increasingly demonstrated that public investment in high-quality early care and education, particularly when focused on low-income children, pays off in terms of improved outcomes for young learners in academic achievement and overall well-being (Heckman, 2011). Now, a growing evidence base within the early childhood field also demonstrates that socioeconomic status (SES) diversity in early learning settings improves kindergarten readiness and social-emotional development for all children (Reid, 2012).

To contribute to the early childhood field’s efforts to better understand how parent choice and program leadership foster SES diversity within community early learning programs, this in-depth case study examined two high-quality SES-diverse community early education program sites operating in Baltimore City. Interviews were conducted with program executive-level and site-level leaders, staff, and a purposeful sample of parents of varying income levels. A parent focus group was also conducted. In addition, program-level leadership of early learning community programs in Baltimore City with a Maryland quality rating of two or more stars were surveyed.

Key findings of this study include, 1) Despite their shared belief in its implicit value, parents across the income continuum aren’t explicitly seeking out enrollment in socioeconomically diverse early care and learning programs; 2) Within the two selected socioeconomically diverse program sites, program recruitment and engagement approaches are neither explicit or refined enough to appeal universally to parents across varying economic backgrounds; and 3) Both parents and leaders also may struggle against their own class-based social identities and deeply internalized value systems, including perceived superiority and privilege, in in enacting either the program choice or transformational leadership that drives the development socioeconomically diverse settings. Finally, this study informs leadership actions policymakers may take to promote the development and sustainability of socioeconomically diverse high-quality early learning programs.

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Wolfe, Amy D. "West Virginia's Universal Preschool Program: The Relationship between Child Characteristics and Early Learning Scale (ELS) Growth." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1399626124.

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Cai, Jinghong. "The Influence of Non-English Home Language on Kindergarteners’ Acquisition of Early Mathematical Skills: A Study Based on an Early Childhood Longitudinal Program." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1547124240464993.

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Facaros, Parra Michelle. "Teachers' Perceptions of How California's Transitional Kindergarten Program Under Senate Bill 1381 Prepares Students for Improved Learning Outcomes in Kindergarten." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10286003.

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Transitional kindergarten (TK) is the 1st year of a 2-year kindergarten program. It follows the requirements of California Senate Bill 1381 in providing a modified kindergarten curriculum that is both age and developmentally appropriate. The Kindergarten Readiness Act of 2010 changed the required entry age for admittance to kindergarten and first grade and developed a TK program to implement throughout districts. The criterion to enter a TK program is that students must turn 5 between the months of September 2 and December 2. The TK program is designed to place emphasis on developing cognitive, socioemotional, and physical skills. TK implements the same core curriculum and materials as the kindergarten program, with curricular modifications and developmentally appropriate practices that will allow TK students to ultimately meet the Kindergarten Common Core and State Content Standards at the end of their 2-year program.

This study aimed to explore teachers’ perceptions about the extent to which the new TK program contributes to students’ social, emotional, and cognitive development to ultimately yield better learning outcomes for students once they enter kindergarten. Further, this qualitative study aimed to give a voice to TK and kindergarten teachers who are at the heart of the TK program implementation. It explores not only how the implementation of the Kindergarten Readiness Act of 2010 affects teachers professionally but also how it affects the learning outcomes of students under their tutelage.

Overall, these findings of this study revealed teachers’ beliefs that the TK students needed extra time to develop the cognitive, socioemotional, and physical skills necessary to improve learning outcomes in kindergarten. Teachers viewed the TK program as developmentally appro- priate to meet the needs of all students; however, they believed that the TK curriculum did not integrate the developmental domains into teaching and learning of subject matter. In fact, the participants held diverse perspectives regarding the TK curriculum on preparing students for kindergarten. Although teachers held various perspectives on the TK curriculum, they expressed strong, unifying views on their passion for practice and the importance of their instructional practices.

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Gooderham, Suzanne. "Investigating the Elements Influencing the Identification of “At-Risk” Students in the Context of the Full-Day Early Learning - Kindergarten Program in Ontario." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32091.

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This study was designed to explore the elements that influence the identification of young children that might be considered at-risk for early school failure. To this end, guided by complexity theory, the study sought to examine (a) system requirements and expectations at the provincial and school board levels, (b) current practice in schools and classrooms, and (c) the beliefs and knowledge of individuals surrounding the assessment and identification of at-risk students in Kindergarten. Using a qualitative, case-study approach 23 individuals from two different school boards in Ontario were interviewed to explore both practice and beliefs. Review of relevant provincial and school board documents as well as artifacts that were gathered during school visits provided further information. While there were some differences in details, the findings were similar in the two boards. In describing which characteristics were of concern when considering an at-risk designation, most participants cited social, emotional, and behavioural difficulties. While both school boards required tracking and assessment of literacy skills, teachers and ECEs concentrated more on ongoing observations and anecdotal notes to determine student progress. Interventions for students at-risk were more often provided for students with academic difficulties. However, there was also some support for behaviour difficulties in terms of consultation from special education personnel in one board and an early intervention team in the other. It was clear from the findings that many elements influence the identification of a student as at-risk including the characteristics of the student, the student’s family, and the particular classroom, school, and board the student attends. The study findings contribute to our understanding of practice and beliefs around young student at-risk and how the interactions of the various elements involved impact the identification of individual students.

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Ramos, Susana Puerta. "The effect that an intensive literacy program, comprehension early literacy learning (CELL) has on English language learners' reading proficiency." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2607.

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This research paper investigates the effectiveness of an intensive literacy program, Comprehensive Early Literacy Learning (CELL), to teach second language learners to read and write in English. Since this program provides numerous opportunities to practice the English language through literacy activities, the researcher believes it is a good method to teach English in its oral and written forms.

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Books on the topic "Early learning program"

Malik, D. S. Java programming: Guided learning with early objects. Boston, Mass: Course Technology / Cengage Learning, 2009.

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Malik, D. S. Java programming: Guided learning with early objects. Boston, Mass: Course Technology / Cengage Learning, 2009.

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Malik, D. S. Java programming: Guided learning with early objects. Boston, Mass: Course Technology / Cengage Learning, 2009.

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Malik, D. S. Java programming: Guided learning with early objects. Boston, Mass: Course Technology / Cengage Learning, 2009.

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Tuchscherer, Pamela. Early educator's tool box: The guide to early learning materials and program application. Bend, Or: Pinnaroo Pub., 1986.

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Martin, John Henry. Writing to read: A parent's guide tothe new, early learning program for children. New York, NY: Warner Books, 1986.

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Santana, Altagracia A. CESPI: Comprehensive Early Stimulation Program for Infants : instruction manual. Detroit: Wayne State University Press, 1998.

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Ardy, Friedberg, ed. Writing to read: A parents' guide to the new, early learning program for young children. New York, NY: Warner Books, 1986.

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Auditor-General, Victoria Office of the. Programs for students with special learning needs. Melbourne, Vic: Victorian Government Printer, 2012.

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Michael, Cooke. Early learning and care in the city: A new blueprint for Ontario. [Toronto, ON]: Centre of [i.e.for] Early Childhood Development, George Brown College, 2004.

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Book chapters on the topic "Early learning program"

Laverick, DeAnna M., and Kelli R. Paquette. "Service Learning Through a Literacy Tutoring Program." In Service Learning as Pedagogy in Early Childhood Education, 151–68. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42430-9_10.

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Giacon, Sally, and Ian Hay. "Parents’ Evaluation of an Early Learning Support Program." In The Future of Educational Research, 25–34. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-512-0_3.

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Papic, Marina M., Joanne T. Mulligan, Kate Highfield, Judith McKay-Tempest, and Deborah Garrett. "The Impact of a Patterns and Early Algebra Program on Children in Transition to School in Australian Indigenous Communities." In Early Mathematics Learning and Development, 217–36. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-215-9_14.

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Ramírez-Benavides, Kryscia, Gustavo López, and Luis A. Guerrero. "Designing Tools that Allows Children in the Early Childhood to Program Robots." In Learning and Collaboration Technologies. Technology in Education, 71–89. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58515-4_7.

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Saqr, Mohammed, and Sonsoles López-Pernas. "The Dire Cost of Early Disengagement: A Four-Year Learning Analytics Study over a Full Program." In Technology-Enhanced Learning for a Free, Safe, and Sustainable World, 122–36. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86436-1_10.

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Cooke, Louise, and Averill Piers-Blundell. "Embedding Evidence-Based Practice into a Remote Indigenous Early Learning and Parenting Program: A Systematic Approach." In Language Policy, 185–201. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8629-9_11.

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Sayer, Peter, Ruth Ban, and Magdalena López de Anda. "15. Evaluating the Educational Outcomes of an Early Foreign Language Programme: The Design of an Impact Study for the Primary English Programme in Mexico." In Early Language Learning, edited by Janet Enever and Eva Lindgren, 269–88. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098323-017.

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Camilli, Gregory. "Teacher Influences and Program Effectiveness in Early Childhood Education." In Sustaining Early Childhood Learning Gains, 52–73. Cambridge University Press, 2019. http://dx.doi.org/10.1017/9781108349352.004.

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Reynolds, Arthur J. "The Child–Parent Center Preschool-to-Third-Grade Program." In Sustaining Early Childhood Learning Gains, 182–209. Cambridge University Press, 2019. http://dx.doi.org/10.1017/9781108349352.009.

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Campbell, Frances A., Yi Pan, and Margaret Burchinal. "Sustaining Gains from Early Childhood Intervention: The Abecedarian Program." In Sustaining Early Childhood Learning Gains, 268–86. Cambridge University Press, 2019. http://dx.doi.org/10.1017/9781108349352.013.

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Conference papers on the topic "Early learning program"

Hartiningsih, Dian, Miranda Diponegoro, and Evita Eddie Singgih. "Training Program for Kindergarten Teachers on Learning Through Project Approach." In 3rd International Conference on Early Childhood Education (ICECE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icece-16.2017.43.

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Farida Tantiani, Farah. "Mother as an Active Classroom Learning Facilitator in Early Educational Program." In 3rd International Conference on Early Childhood Education (ICECE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icece-16.2017.34.

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Rahmi, Ulfia, Syafril Syafril, Azman Azman, and Azrul Azrul. "Instructional Design using Blogs for Improving Learning Interactivity: A Design Case in Early Childhood Teacher Education Program." In International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.34.

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Kaguy, Nataliya, Ilnara Khakimova, Alfiia Valeeva, and Guzel Sadrieva. "BILINGUAL PROGRAM (CURRICULUM) OF EARLY BILINGUAL LEARNING AS A RESOURCE OF GLOBAL EDUCATION UPGRADING." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1113.

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A. Nkhoma, Clara, Mathews Nkhoma, Irfan ulhaq, and Sang Q Mai. "Enhancing Students’ Learning through Early Class Preparation." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3756.

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Aim/Purpose: Development of a conceptual model linking early class preparation to improve class participation and performance. Background: Class preparation and class participation are precursors for the students’ performance. Methodology: Literature review. Findings: In a student-centered class environment, class preparation remains essential for the successful collaboration and participation. The literature review in this stream reveals that little attention has been paid to undergraduate class levels. Recommendation for Researchers: The literature review shows that there is a need for more research using undergraduate classes. Future Research: Validation and application of model in different educational program and discipline settings

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Gharib, Mohamed, Benjamin Cieslinski, Brady Creel, and Tala Katbeh. "A Model Engineering-Based STEM Learning Program." In ASME 2019 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/imece2019-10360.

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Abstract Over the years, various programs have been created to entice students to the STEM disciplines at early stages of their education. This paper gives insight to STEM education pedagogy through a model STEM program — named “Future Engineers”. Future Engineers was developed and implemented at Texas A&M University at Qatar with the aim of developing and channeling students’ critical thinking skills to apply science and engineering approaches to a real-life problem. The theme of the program was aeronautical engineering and it enabled the students to apply what they have learned in hands-on activities and competitions that challenged the students into performing an objective analysis approach to their designs. Throughout the program, students learned about the advancements of flight instrumentation and how aviation evolved into today’s specialized career field. In addition, the program topics included the standard atmosphere, airplane flight principles, structural concepts, airplane stability, material selection, aerodynamics, and wing airfoil selection. The program encapsulates concepts related to physics, mathematics, engineering, 3D CAD modeling, and 3D printing. This paper identifies the different phases of the program development and the program outcomes in terms of projects created. Future Engineers displayed a significant impact toward the students’ motivation to explore and learn more about science and engineering.

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Bannerot, Richard. "Addressing Most of ABET Criterion 3 Issues First in an Early Design Class." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12474.

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The Accreditation Board for Engineering and Technology (ABET) Criterion 3 requires that students attain an ability, knowledge and/or understanding in a variety of areas. Most engineering programs select the ABET Criterion 3 issues plus a few more as their Program Outcomes when defining their program, as have we. The faculty have identified at least three courses for each of our Program Outcomes in which to document assessment of student learning. The sophomore design class is responsible for assessing student learning related to seven of the eleven Criterion 3 issues plus the ME Program Criterion for designing and realizing a mechanical system. The paper will provide summaries of the assignments and examples of how the assessment is organized and conducted.

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Spinuzzi, Clay, David Altounian, and Gregory D. Pogue. "Go or No Go: Learning to Persuade in an Early-Stage Student Entrepreneurship Program." In 2019 IEEE International Professional Communication Conference (ProComm). IEEE, 2019. http://dx.doi.org/10.1109/procomm.2019.00026.

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Kaplan, Dana, and Maya Wizel. ""MIND THE GAP": THE TRANSFORMATIVE LEARNING PROCESS OF SECOND LANGUAGE PRACTITIONERS WHEN BECOMING SCHOLARS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end056.

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This paper is about transformations from knowing to not-knowing and from doing to becoming. The paper’s focus is an ongoing research project on a new Doctorate program in Modern Languages studies (DML) and the process that the students in this program undergo when transitioning from being practitioners to becoming novice scholars. This program is part of a conscious effort to create an academic field whereby scholarly and professional types of knowledge are organically co-produced and this interlaced knowledge is expected to fertilize practitioners’ professional practices. The program’s graduate students are mostly in their mid-career and are motivated to pursue their DML studies for multiple reasons. The necessity of developing a study plan that can foster their transition from practitioners to scholars and help them develop a researcher identity became evident early on. Students were expected to quickly re-adjust their self-image as future theorizers who could carry out independent research and produce original scholarship. While the challenges mentioned above are not unique to this specific doctorate program and are well documented in the extensive scholarship on doctorate students’ education, fewer studies have addressed the particular challenges faculty and students face as part of the latter’s transition from practitioners to graduate students and novice researchers. Therefore, we ask, what accounts for a successful process of supporting language teachers in becoming novice researchers? Our aim is twofold: first, to detail our pedagogical rationale, dilemmas we faced, and the solutions we carved out; and secondly, to contribute to a nascent discussion on doctorate students’ training and academic socialization in applied disciplines. Using Mezirow’s adult learning theory of Transformative Learning, we describe the challenge of designing a process of academic socialization that can support adult learners’ development and shift in perceptions, skills, and actions. During the first four cohorts of the program, in an introductory course, “Research Foundations,” we faced dilemmas regarding reading materials and teaching activities, and collected students' reflections and communications with us, the course professors. Accordingly, the paper explicitly emphasizes our efforts to actively foster a culture of independent learning and a productive learning community by introducing new knowledge and skills. The paper can benefit instructors who design and lead graduate programs for practitioners in any field of practice.

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Kim, Jay, Teik Lim, Randall Allemang, and Bob Rost. "Engineering Education Through Degree-Long Project: A New Project Based Learning Approach." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-40514.

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A new pedagogical approach called engineering education through degree-long project has been implemented in the mechanical engineering program at the University of Cincinnati as a part of the NSF CCLI project. The approach integrates selected courses across the undergraduate curriculum of the mechanical engineering program using a degree-long project (DLP) as the theme. Design of Formula SAE® race car was employed as the first DLP. In each course in the sequence, the concept of the DLP approach and the role of the assignment in the course in the overall DLP are explained to students. In early-year courses, assignments are simple problems designed to show how abstract concepts are eventually applied to engineering tasks. In later-year courses, more involved design projects are used aiming at nurturing the ability to solve open-ended engineering problems. In conducting the approach, the most difficult part was developing an interesting and challenging problem which is relevant to practical applications, especially in early year courses. Findings through student evaluations and a stake-holders workshop on the improvement of the approach are discussed.

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Reports on the topic "Early learning program"

Dubeck, Margaret M., Jonathan M. B. Stern, and Rehemah Nabacwa. Learning to Read in a Local Language in Uganda: Creating Learner Profiles to Track Progress and Guide Instruction Using Early Grade Reading Assessment Results. RTI Press, June 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0068.2106.

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The Early Grade Reading Assessment (EGRA) is used to evaluate studies and monitor projects that address reading skills in low- and middle-income countries. Results are often described solely in terms of a passage-reading subtask, thereby overlooking progress in related skills. Using archival data of cohort samples from Uganda at two time points in three languages (Ganda, Lango, and Runyankore-Rukiga), we explored a methodology that uses passage-reading results to create five learner profiles: Nonreader, Beginner, Instructional, Fluent, and Next-Level Ready. We compared learner profiles with results on other subtasks to identify the skills students would need to develop to progress from one profile to another. We then used regression models to determine whether students’ learner profiles were related to their results on the various subtasks. We found membership in four categories. We also found a shift in the distribution of learner profiles from Grade 1 to Grade 4, which is useful for establishing program effectiveness. The distribution of profiles within grades expanded as students progressed through the early elementary grades. We recommend that those who are discussing EGRA results describe students by profiles and by the numbers that shift from one profile to another over time. Doing so would help describe abilities and instructional needs and would show changes in a meaningful way.

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Burri, Margaret, Joshua Everett, Heidi Herr, and Jessica Keyes. Library Impact Practice Brief: Freshman Fellows: Implementing and Assessing a First-Year Primary-Source Research Program. Association of Research Libraries, July 2021. http://dx.doi.org/10.29242/brief.jhu2021.

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This practice brief describes the assessment project undertaken by the Sheridan Libraries at Johns Hopkins University as part of the library’s participation in ARL’s Research Library Impact Framework initiative to address the question “(How) do the library’s special collections specifically support and promote teaching, learning, and research?” The research team investigated how the Freshman Fellows experience impacted the fellows’ studies and co-curricular activities at the university. Freshmen Fellows, established in 2016, is a signature opportunity to expose students to primary-source collections early in their college career by pairing four fellows with four curators on individual research projects. The program graduated its first cohort of fellows in spring 2020. The brief includes a semi-structured interview guide, program guidelines, and a primary research rubric.

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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, February 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.

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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.

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