Dissertations / Theses: 'Early learning program'

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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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Castro, R. Raquel. "From Theory to Practice: A First Look at Success for Life - A Brain Research-Based Early Childhood Program." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc6153/.

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Success For Life (SFL) is a brain research-based program for children, birth through age six. This research examined the development and implementation of SFL in 13 early childhood settings. Participants were 24 female early childhood teachers and 146 (73 male) children. Teachers included seven infant, four toddler, nine preschool and four kindergarten teachers. Children included infants(n=29), toddlers(n=27), and prek/kindergartners (n=90). A Request for Proposals was disseminated to identify possible implementation sites. After participation was confirmed, teachers attended a full day's training which included a description of brain development/function, the latest brain research, how to implement SFL and other logistics of the study. Program implementation occurred over approximately four months. A field site coordinator visited each site bimonthly to provide on-going technical assistance. This was an intervention project with a pre and post implementation design. Four instruments were used: a teacher questionnaire, a classroom environment measure, a child measure and teacher journals. Results suggested that teachers became more knowledgeable about brain development research and about how children grow and learn. Teachers were better able to make connections between brain research findings and how to apply these findings to their programs and daily activities. Likewise, the environment measure indicated that teachers were better able to arrange environments for learning. They reported that children showed significant increases in skills development and performance in the following areas: physical mastery, social relations/interactions, cognitive development, and language/communications. Additionally, teachers reported improvements in emotional expression and well-being among infants and toddlers. Toddlers and preschoolers showed significant increases in creative/ artistic expression. Finally, teachers indicated that preschoolers showed increases in initiative, use of logic/mathematics skills, and musical coordination and movement. Research findings suggest that Success For Life is able to bridge the gap between theory and practice and benefits children, teachers and programs.

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White, Nora L. "Social constructions of literacy learning : at-risk first graders making sense of instruction in the classroom and an early intervention program /." Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1262267528.

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White, Nora Lizabeth. "Social constructions of literacy learning : at-risk first graders making sense of instruction in the classroom and an early intervention program." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1262267528.

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Dahlin, Jenny. "Second Language Learner Development : A Study of English as an Additional Language Support Program at The Early Learning Centre in Bangkok, Thailand." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-29473.

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This is a qualitative study focusing on support of English as an Additional Language provided to students in an international school in Bangkok. The study aims to answer the following questions through literature and responses from interviewees: To what extent does EAL benefit second language learners’ development of language acquisition? and How is the EAL learners’ language proficiency monitored? The study was conducted at the international school The Early Learning Centre in Bangkok, including interviews with five EAL students with Swedish as their L1, and one EAL teacher, and questionnaires sent to three parents. The theoretical starting point describes the aspects that are of concern in this study: language acquisition, second language acquisition, English as an additional language in general and at The Early Learning Centre, and English as an additional language continuum. The data indicates that EAL programs that deliver both mainstream and withdrawal support is the accurate way to connect it to the curriculum. The results showed that EAL support provides students with sufficient help in acquiring academic and social language skills. ELC uses withdrawal support to improve language skills in smaller groups where the focus lies in learning language and transfer knowledge between L1 and L2. The study also indicates that to monitor language proficiency, assessments are important to monitor skills and development.

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Sell, April Boling. "A Study of Community College Students Who Participated in a Dual-Enrollment Program Prior to High School Graduation." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/2016.

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The purpose of this study was to examine the effects of dual-enrollment participation on students' postsecondary achievement as measured by various factors. The researcher explored an approach to learning that allows students to navigate the invisible barriers between high school and college. The population consisted of 901 students in a community college in northeast Tennessee during the fall of 2007 following high school graduation the previous academic year. Data gathered from dual-enrollment participants were compared to data of peers of comparable ability level who chose not to participate in the program. The major findings of the study included the following: dual-enrollment participants were (a) slightly more likely to enroll full time rather than part time, (b) significantly less likely to be enrolled in remedial and developmental courses, (c) no more likely to complete the fall semester, (d) slightly more likely to complete the spring semester, (e) more likely to showcase a slightly higher fall semester grade-point average (GPA), and (f) no more likely to have a higher spring semester GPA.

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Oglesbee, Heidi K. "Does Employing the Wilsons Fundations Program Impact the Reading Growth of First Grade Students?" Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1398712529.

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Oh, Soojin S. "A Contributing Role of Parental Investments in Early Learning to Head Start Impacts on Children’s Language and Literacy: Examining How Mechanisms of Program Impact Differ for Spanish-Speaking Dual Language Learners (DLL) and Non-DLL." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461040.

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Head Start is the largest and longest-standing publicly-funded preschool program, serving close to 1 million low-income children and their families, with an annual budget of over $10 billion. While early childhood programs such as Head Start have the potential to address the racial disparities and the income-based opportunity gap, the field still lacks sophisticated understanding of what works for whom and why. Most research on early childhood education has focused greater attention on evaluating programs than on identifying the particular ingredients in these programs that produce significant improvements in children’s learning. While it is important to find out whether the program worked, I am more interested in why Head Start worked. In 2002, the Congress mandated the national Head Start Impact Study (HSIS)—an experimental study of a nationally representative sample of 4,440 preschoolers, with participating children being randomized to an offer of attendance in Head Start versus assignment to a control condition, under which no offer was made. The HSIS found that an offer had small impacts on children’s language and literacy. While Head Start’s two-generation approach has emphasized engaging parents in their children’s early learning from its inception in 1965, we do not know to date whether an offer of Head Start improves parental investments, and whether this, in turn, augments the positive effects of the offer on children’s outcomes. Additionally, the HSIS reported that an offer of program attendance produced larger impacts among Spanish-speaking Dual Language Learners (DLL), but the question remains why these particular children benefitted from the program more than did their English-speaking peers. To unpack the mechanisms that mediated these detected effects—through parenting practices—I employed two complementary analytic strategies: [1] multilevel structural-equation modeling and [2] average causal mediation effect estimation, by reanalyzing the original study data. A central aim of my research was to: (a) investigate whether ITT effects on early child language and literacy were mediated through parenting practices, and (b) conducting multi-group comparisons to test whether the impact of these mediational pathways differed by the child’s language status. I found that, on average, assignment increased children’s vocabulary and reading scores (e.s. =+.13; e.s.=+.17, respectively). The randomized offer also increased the frequency of parent-child language-and-literacy activities (e.s.= +.25). In addition to the causal impacts of the program, I observed causal mediation effects, and these mediational effects of program impact on both vocabulary and reading scores differed by DLL status.
Human Development and Education

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Ostrander, Lisette. "Integrating Social and Emotional Competencies into Instructional Activities in a Summer Enrichment Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2167.

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Educators involved in the teaching, learning, and assessment of social and emotional learning (SEL) competencies face challenges on how to integrate these competencies into instruction. Limited research has been conducted about how to integrate such SEL competencies into instructional practices, particularly in the context of a summer enrichment program. The purpose of this single case study was to explore how teachers and counselors at a summer enrichment program for preK-4 students integrated SEL competencies into instructional activities. The conceptual framework was based on core competencies and standards for quality program design that the Collaborative for Academic, Social, and Emotional Learning (CASEL) developed. Participants included 2 teachers and 2 camp counselors at a summer enrichment program located in a western state. Data were collected from individual interviews with participants, observations of activities that integrated these SEL competencies into instruction, and documents related to the summer program. Data analysis included coding and categorizing of interviews and observations and content analysis of documents to identify themes and discrepant data. Key findings were that the 5 core competencies were intentionally and systematically integrated into the instructional activities of the summer enrichment program as evidenced by program planning, curricular development, implementation of a variety of instructional strategies, and informal teacher and parent assessments. This study contributes to positive social change because students who have mastered these competencies may demonstrate fewer behavioral issues and form more positive interpersonal relationships, which may lead to improved academic achievement.

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Hussain, Hanin Binte. "Managing Learning Journeys in Active Movement: Developing theories of change in professional development and change." Thesis, University of Canterbury. College of Education, 2007. http://hdl.handle.net/10092/1056.

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This thesis explores two problems: (1) how early childhood teachers can manage professional development and change in their own settings, and (2) how to create a thesis. Both facets of the thesis emerge from the professional development in Active Movement that the teachers and I co-constructed at our early childhood centre between April 2005 and June 2006. This thesis sets out to test the main idea that having a theory of change for teachers' professional development can help teachers negotiate complex change and craft their own professional development solutions. It uses stories as a key facet of its methodology and presents stories of professional development and change related to five inter-weaving learning journeys. The learning journeys relate to (1) my learning journeys as a professional development coordinator and (2) as a researcher, (3) the overall learning journeys and (4) & (5) teachers' collective learning journeys to implement two different but related practices in Active Movement. The stories provide a range of professional development solutions and change at individual and collective levels from which different theories of change can be derived. From these stories, I identify three theories of change as well as the complex changes we negotiated and the professional development solutions we crafted. In identifying the theories of change, the complex changes and the professional development solutions, this thesis supports the main idea and argues that teachers can develop a theory of change to manage professional development and change in their own settings. This thesis argues that a theory of change is a set of strategies that address the local conditions. It suggests that the process of developing a theory of change can include articulating local conditions and creating strategies that support and guide the change in ways that address these local conditions. It also suggests that recognising what counts as local conditions and strategies can help teachers develop their own theories of change. In creating the strategies to support the change effort, it is important to identify the purpose of the strategies, their underlying values and relationships, and the day-to-day realities that constrain the change effort. At the same time, it is important to identify how different strategies inter-relate to help us manage the tensions that can arise from these relationships. This thesis argues that theories of change can include multiple and embedded theories of change, that we can create theories of change as plans or explanations of change or as dynamic theories of change that emerge from the inter-play between plans and explanations. This thesis also argues that there are different ways to articulate our theories of change and that there are limits to the extent to which we can or should articulate them. It also argues that the theories of change we create and use for our change efforts depend on the nature of the change. A theory of change that embodies the process of emergence is useful for managing professional development and change efforts that have a high degree of complexity and uncertainty and whose end goals are initially unknown. This thesis also suggests that creating the role of a professional development or change coordinator can help centres manage the knowledge used and created in the professional development or change effort in ways that benefit individuals, groups and the centre. This thesis also argues that (1) the thesis investigation is my personal professional development and represents my learning journeys to create a thesis, (2) the thesis report constitutes a theory of change for the thesis investigation, and (3) the thesis is experimental in the way that it is reported. This thesis proposes other possible investigations related to the idea of theories of change; (1) to develop an Active Movement community of practice within the wider early childhood sector, and (2) to investigate the role of theories of change in everyday teaching and learning. Finally, it uses the notion of value creation to suggest ways to create added value for the teachers and the Centre, for Sport and Recreation New Zealand and for myself.

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Harris, Heidi. "Parental Choice and Perceived Benefits of Reggio Emilia Inspired Programs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5717.

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Despite credible research to support a constructivist-based approach in early childhood programs, policymakers continued to push for a more academic-based philosophy in an effort to reach standardized testing goals. Reggio Emilia, a constructivist-based early childhood philosophy that originated in Northern Italy, has been shown to be an excellent model to facilitate optimum learning in young children. The purpose of this phenomenological study was to investigate parental experiences when choosing the constructivist-based early childhood program, Reggio Emilia, for their children and to explore parents' perceived benefits after their children attended. A constructivist conceptual framework was used to provide context for the Reggio Emilia philosophy. A purposeful sampling strategy was used to select a Reggio Emilia inspired program, Foundations Early Learning Center, in the American Midwest. Five parents who had enrolled their children at Foundations Early Learning Center for a minimum of 6 months participated through in-depth interviews. Data were analyzed, categorized, and clustered into similar themes that described the phenomenon. Results indicated parents identified an overall satisfaction for choosing a Reggio Emilia experience for their preschool children. Ten perceived benefits from parents were identified that were associated with their children after they attended the Reggio Emilia inspired program. Findings of the current study have the potential to bring awareness to policymakers and early childhood program directors when making decisions on what type of educational philosophy to implement into early childhood programs with results favoring the choice of a constructivist-based Reggio Emilia inspired program over alternative options.

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Bohjanen, Sharon Lynn. "Race to the Top-Early Learning Challenge: An Analysis of Impact on IDEIA, Part C Early Intervention Programs." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612613.

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Infants and toddlers who live in poverty are more likely to experience developmental delays or disabilities and less likely to access early intervention (EI) services. The federal initiative Race to the Top-Early Learning Challenge (RTT-ELC) was designed to increase access to high quality early learning programs for children at risk for developmental delays due to poverty or disability. Although IDEA, Part C programs were not specifically targeted by this initiative, policies associated with RTT-ELC may have an indirect impact on state EI programs. The purpose of this study was to examine the effects of RTT-ELC on Part C programs by comparing states that received federal grants to states that did not. This study used a social justice framework to identify variables that inform equitable access to high quality Part C programs. Data were extracted from Part C state profiles and compared across states. Awarded states were more likely to increase enrollment of infants and toddlers in Part C Programs and were more likely to use broad eligibility criteria. These findings indicated that although differences were small they could become more pronounced over time. The need for policy change in Part C programs and federal early learning initiatives to directly target infants, toddlers and families in poverty are highlighted through the results of this study.

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Fox, Lise, and Carol M. Trivette. "Reaching Potentials Through Recommended Practices: Supporting Programs in Implementing Evidence-based Practices to Promote Child Engagement in Learning Opportunities." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4449.

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Pelot, Tracy Jenkins. "A Quantitative Comparative Analysis of Early Learning and Developmental Programs in High Poverty and Low Poverty Counties in Missouri." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425863.

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The researcher completed a quantitative comparative content analysis of early childhood developmental programs in high-poverty and low-poverty counties across the state of Missouri. The researcher discussed the importance of early childhood programs in the longevity of academic, professional success and long-term health benefits. Although lawmakers, educators, parents and policy makers emphasized the immense importance of early childhood education, the state of Missouri had not completed an evaluation of early childhood developmental programs for over 15 years. The last study (Fuger et al., 2003), completed in 2003, only evaluated early childhood programs described as part of the state’s Missouri Preschool Project (MPP). The research results stated the state of Missouri had not completed a study evaluating all early childhood programs in the state.

The researcher examined secondary data, specifically licensing reports from online, public records through the Missouri Department of Health and Senior Services (DHSS) website, as well as programing costs, curriculum, and accreditation through brief interviews of administrators employed by various child care centers and public school early childhood preschool programs. The purpose of the study was to discover if inequity occurred in facilities located in high-poverty and low-poverty counties. The researcher explored whether high-poverty facilities had more licensing violations than those facilities in low-poverty areas and examined the type of violations and assessed differences in the number of violation types. After researching early childhood curriculum endorsed by the state of Missouri, the researcher examined the type of curriculums used by each facility to determine the quality of the curriculum. The researcher surveyed the cost differences of facilities and the affordability of programs, based on average income. The researcher also evaluated the overall quality of programs, based on the secondary data.

In summary, the researcher conducted the study to examine differences between the quality of early learning and developmental programs in high and low poverty counties around the state of Missouri. The researcher determined the quality of a program based on the percentage of licensing violations, type of violations, curricula used, if a center held extra accreditation, and the cost per week. The results of the study were mixed.

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Fonti, Mary L. "A Predictive Modeling System: Early identification of students at-risk enrolled in online learning programs." NSUWorks, 2015. http://nsuworks.nova.edu/gscis_etd/367.

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Predictive statistical modeling shows promise in accurately predicting academic performance for students enrolled in online programs. This approach has proven effective in accurately identifying students who are at-risk enabling instructors to provide instructional intervention. While the potential benefits of statistical modeling is significant, implementations have proven to be complex, costly, and difficult to maintain. To address these issues, the purpose of this study is to develop a fully integrated, automated predictive modeling system (PMS) that is flexible, easy to use, and portable to identify students who are potentially at-risk for not succeeding in a course they are currently enrolled in. Dynamic and static variables from a student system (edX) will be analyzed to predict academic performance of an individual student or entire class. The PMS model framework will include development of an open-source Web application, application programming interface (API), and SQL reporting services (SSRS). The model is based on knowledge discovery database (KDD) approach utilizing inductive logic programming language (ILP) to analyze student data. This alternative approach for predicting academic performance has several unique advantages over current predictive modeling techniques in use and is a promising new direction in educational research.

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Nataša, Cvijanović. "Предшколски програм у Републици Српској као чинилац учења и развоја дјеце." Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2016. http://www.cris.uns.ac.rs/record.jsf?recordId=100349&source=NDLTD&language=en.

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Рад је настао као резултат теоријског и ем-пиријског истраживања ефекта похађањапредшколског програма у Републици Срп-ској на учење и развој дјеце предшколскогузраста.У теоријском дијелу разматрају се питања опредшколском програму као основи инсти-туционалног предшколског васпитања и об-разовања, о појмовном разграничењу појмо-ва програм и курикулум, (о одређењу) тради-ционалног наспрам савременог предшкол-ског програма/курикулума, систему пред-школског васпитања и образовања у Репу-блици Српској, као и о односу програма иваспитне праксе. Такође, посматрана су ипитања која се односе на рано учење, почевод тога шта је рано учење и како га дефини-сати, преко схватања о раном учењу крозисторију, карактеристика раног учења, одно-са раног учења и васпитања, те друштвенепарадигме раног васпитања, као и питањакоја се односе на везу дјечје активности,игре и раног учења, па све до значаја и кори-сти од раног учења за појединца и друштво.У дијелу рада који се односи на емпиријскиприступ проблему истраживања приказанису резултати истраживања и налази добијенииспитивањем међузависности похађања про-грама предшколског васпитања и образова-ња и развоја предшколске дјеце посматраногкроз физички, социо-емоционални, интелек-туални развој и развој говора, комуникацијеи стваралаштва.Истраживање се темељи на хипотези да из-међу похађања предшколског програма и ра-ног учења постоји значајна и изражена међу-зависност. Другим ријечима, истраживањемсмо хтјели утврдити да ли похађање пред-школског програма детерминише рано уче-ње код дјеце. Постављени циљеви и задаци истраживањареализовани су, како смо већ рекли, кроз те-оријско истраживање, али и кроз емпиријсконеекспериментално истраживање, примје-ном инструмената који су конструисани запотребе овог рада. Први инструмент односисе на утврђивање испољености развојнихаспеката дјеце, док се други инструмент од-носи на прикупљање података о односу по-родичних прилика и развојних аспеката дје-це. Први инструмент био је намијењен учи-тељима, а други родитељима.Узорак је обухватио 1.439 дјеце која су кре-нула у први разред (шест година), и то: дјецукоја су похађала неку предшколску установуи дјецу која нису похађала предшколскуустанову нити су била укључена у неки об-лик предшколског васпитања и образовања.Исто тако, у истраживању су учествовали иродитељи испитиване дјеце, од којих смо до-били податке о социјалном статусу породицедјетета и њиховој посвећености родитељ-ству.Резултати које смо добили дијелом су потвр-дили хипотезе које смо поставили, а тименас и усмјерили на додатна размишљања оефектима похађања предшколског програмана све аспекте развоја, понајвише на социо-емоционални развој, јер је овај аспект разво-ја високо развијен код обје групе дјеце: којасу похађала предшколски програм и која ганису похађала.
Rad je nastao kao rezultat teorijskog i em-pirijskog istraživanja efekta pohađanjapredškolskog programa u Republici Srp-skoj na učenje i razvoj djece predškolskoguzrasta.U teorijskom dijelu razmatraju se pitanja opredškolskom programu kao osnovi insti-tucionalnog predškolskog vaspitanja i ob-razovanja, o pojmovnom razgraničenju pojmo-va program i kurikulum, (o određenju) tradi-cionalnog naspram savremenog predškol-skog programa/kurikuluma, sistemu pred-školskog vaspitanja i obrazovanja u Repu-blici Srpskoj, kao i o odnosu programa ivaspitne prakse. Takođe, posmatrana su ipitanja koja se odnose na rano učenje, počevod toga šta je rano učenje i kako ga defini-sati, preko shvatanja o ranom učenju krozistoriju, karakteristika ranog učenja, odno-sa ranog učenja i vaspitanja, te društveneparadigme ranog vaspitanja, kao i pitanjakoja se odnose na vezu dječje aktivnosti,igre i ranog učenja, pa sve do značaja i kori-sti od ranog učenja za pojedinca i društvo.U dijelu rada koji se odnosi na empirijskipristup problemu istraživanja prikazanisu rezultati istraživanja i nalazi dobijeniispitivanjem međuzavisnosti pohađanja pro-grama predškolskog vaspitanja i obrazova-nja i razvoja predškolske djece posmatranogkroz fizički, socio-emocionalni, intelek-tualni razvoj i razvoj govora, komunikacijei stvaralaštva.Istraživanje se temelji na hipotezi da iz-među pohađanja predškolskog programa i ra-nog učenja postoji značajna i izražena među-zavisnost. Drugim riječima, istraživanjemsmo htjeli utvrditi da li pohađanje pred-školskog programa determiniše rano uče-nje kod djece. Postavljeni ciljevi i zadaci istraživanjarealizovani su, kako smo već rekli, kroz te-orijsko istraživanje, ali i kroz empirijskoneeksperimentalno istraživanje, primje-nom instrumenata koji su konstruisani zapotrebe ovog rada. Prvi instrument odnosise na utvrđivanje ispoljenosti razvojnihaspekata djece, dok se drugi instrument od-nosi na prikupljanje podataka o odnosu po-rodičnih prilika i razvojnih aspekata dje-ce. Prvi instrument bio je namijenjen uči-teljima, a drugi roditeljima.Uzorak je obuhvatio 1.439 djece koja su kre-nula u prvi razred (šest godina), i to: djecukoja su pohađala neku predškolsku ustanovui djecu koja nisu pohađala predškolskuustanovu niti su bila uključena u neki ob-lik predškolskog vaspitanja i obrazovanja.Isto tako, u istraživanju su učestvovali iroditelji ispitivane djece, od kojih smo do-bili podatke o socijalnom statusu porodicedjeteta i njihovoj posvećenosti roditelj-stvu.Rezultati koje smo dobili dijelom su potvr-dili hipoteze koje smo postavili, a timenas i usmjerili na dodatna razmišljanja oefektima pohađanja predškolskog programana sve aspekte razvoja, ponajviše na socio-emocionalni razvoj, jer je ovaj aspekt razvo-ja visoko razvijen kod obje grupe djece: kojasu pohađala predškolski program i koja ganisu pohađala.
In search of the new answers to already knownquestions concerned with discovering the causesof different development of certain abilities inchildren, this study ideas are focused on the interdependenceof stimulating learning environmentand early learning for children. This studyis a result of theoretical and empirical researchof the effect of attending preschool programmein Republic of Srpska on learning and developmentof children of preschool age.The theoretical part investigates questions onpreschool programme as the foundation of institutionalpreschool education, concept delimitationof programme and curriculum, (definitionof) traditional versus contemporary preschoolprogramme/curriculum, system of preschooleducation in Republic of Srpska, as well as questionsabout relationship between children’s activities,play and early learning. Furthermore,this paper investigates questions related to earlylearning, starting from the notion of early learningand how to define it, the understanding ofearly learning throughout history, early learningcharacteristics, the relationship of early learningand education as well as social paradigm ofearly education, questions related to the relationshipbetween children’s activities, play andearly learning, to the importance and benefits ofearly learning for an individual and a society.A part of the study related to the empirical approachto the research topic presents the researchresults and findings obtained by examinationof the interdependence of attending thepreschool education and development ofpreschool children, observed through physicaland socio-emotional development and developmentof speech, communication and creativity.This study is based on the hypothesis that thereis a significant and profound interdependencebetween attending a preschool programme and13early learning. In other words, our intention wasto establish whether attending a preschool programmedetermines early learning for children.As mentioned before, the established researchgoals and objectives have been accomplishedthrough theoretical research but also throughnon-experimental empirical research, using instrumentsconstructed for this study. First instrumentrefers to the expression of developmentalaspects of children while the second instrumentrefers to data collection on relationshipbetween family context and developmentalaspects of children. First instrument was intendedfor teachers and second one for parents.The sample included 1 439 children who startedfirst grade (6 years) as follows: children who attendeda preschool institution and children whodid not attend preschool institutions nor wereinvolved in any form of preschool education.Furthermore, the research included children’sparents who provided the information on child’sfamily social status and their own devotion toparenthood.The results obtained have partly confirmed thehypothesis set and therefore directed us to furtherreflection on the effects of attending a preschoolprogram on all aspects of development,especially socio-emotional development sincethis aspect is highly developed with both groupsof children: those who attended a preschoolprogramme and those who did not.

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Polaha, Jodi, and James J. Fox. "Dealing with Young Children’s Behavior Problems in Early Learning Programs and in Homes: Prevention to Intervention." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/6688.

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Humble, Gabrielle. "Social Emotional Learning: Presence and Prevalence in Early Care and Education Programs and Effects on Teacher Self-Efficacy." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/honors/636.

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A large pool of reviewed literature and studies suggest that Social Emotional Learning (SEL) provides a multitude of developmental benefits to early childhood-aged children. The focus of this study was to assess whether SEL techniques were utilized within early care and education programs throughout the East Tennessee region and to investigate the relationship between SEL techniques and teacher self-efficacy. Sixteen early childhood teachers in the East Tennessee region completed a survey that gauged both their exposure and usage of SEL techniques in the classroom and their teacher self-efficacy. Findings showed that teachers primarily implemented self-studied SEL techniques in the classroom with the majority having not received any professional training. This project also found that teachers had high teacher self-efficacy, relating to their willingness and ability to efficiently implement SEL techniques. Results support the hypothesis that early childhood teachers are knowledgeable and capable of implementing SEL techniques within the classroom. However, a lack of professional training and direct SEL program implementation may affect the guarantee of efficiency and effectiveness within the implementation to students.

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Campbell, Jeanette Lynn. "California early literacy learning as an effective alternative to reading recovery for school-wide literacy instruction." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1656.

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Li, Ying-ha Daisy, and 李影霞. "Stimulating early language in young developmentally delayed children: the effectiveness of a languageintervention programme using a parent group training model." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956634.

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West, Rachel Marie. "MOVING QUICKLY: ONE STUDENT’S REFLECTIONS ON THE VALUE OF SECONDARY ACCELERATED LEARNING PROGRAMS." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3678.

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The purpose of this interpretive biography was to understand how college graduates perceive their experiences in secondary (high school) accelerated learning programs and the impact of that participation on their continued education. This inquiry was guided by the overarching question: What are college graduates’ perceptions and understandings of their experiences in secondary accelerated programs? Using a postmodern philosophy to review the empirical materials, this interpretive biography focused on the lived experience of a college graduate who participated in an accelerated secondary program and focuses on her reflections after graduating from a four-year university. The study finds that generally, secondary accelerated learning programs like concurrent enrollment are considered valuable for their academic preparation, but may be reinforcing societal notions that students should go through their schooling more quickly than is beneficial.

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Erasmus, Myrtle. "Riglyne vir 'n perseptueel-motoriese intervensieprogram om die leergereedheid van Graad-R-leerders te verhoog / Myrtle Erasmus." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8458.

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The challenges of backlogs experienced amongst Grade R-learners, results in learners not being school and learning ready when entering Grade 1. Obstacles for example are insufficient stimulation, under developed perception, and poor gross and fine motor skills, require early intervention and ought to receive attention in Grade R. From the socialecological perspective and taking into consideration the great amount of learners in South Africa originating from deprived environments, the study is focused in the domain of the Social Deprivation Theory. The bio-ecological context within which learners find themselves, influence the cognitive and perceptual development of every learner. Epistemologically the study focuses on the similarity between Critical Theory and Interpretivism. Critical Theory highlights the meaning of experience as manifested in relation to social circumstances and developmental background. Interpretivism in this study focuses on the meaning which individuals attach to their experiences in the spotlight and results in greater understanding and insight of the researched phenomenon. Circumstances of deprivation occur worldwide, even in developed countries like United States of America (USA) and England. Already for decades in USA young children gain in their development through intervention in early childhood (Ludwig & Phillips, 2007). Duncan and Brooks-Gunn (2000) identified a relation between child poverty/deprivation and poor school performance in the USA. Research in England (Thompson, 2000) shows that the impact of social neglect of children have serious consequences. The National Education Policy Act (Pandor, 2008; SA DvO, 1997:2) uses Early Childhood Development (ECD) as an umbrella term which refers to the development processes whereby children physically, intellectually, emotionally, spiritually, morally and socially grow and develop from birth to the age of nine years (SA, DoE, 1995, White paper 5,). The kind of education learners receive in Grade R is crucial to their further development in the education system (Van Zyl, Le Roux & Janse van Rensburg 2011, DvO, 1997:2). Learners lacking an adequate foundation may experience difficulties throughout their school career. In South Africa there is concern as to the standard of education and training, manifesting in a low pass rate on Grade 12-level. This study is undertaken to determine the current shortages in the South African educational system which may hinder the learning potential of Grade R-learners. An attempt is made to determine which handicaps/backlogs Grade R-learners experience, which fits the framework of the deprivation theory, which can undermine learner readiness. This study determine whether intervention by means of a perceptual-motor skills programme can enhance the school readiness of pre-school learners. Finally to determine which shortages/ backlogs exists in the perceptual-motor skills of Grade R nlearners from deprived backgrounds in South Africa. Guidelines for a perceptual-motor intervention program was developed through this study. A combination of quantitative and qualitative data-analysis is used in this study (Onwuegbuzie, Johnson en Collins, 2009). The dissertation is compiled in article format. In the first article of the study, the issues of teacher development and support mechanisms and equipment at primary schools and kindergartens are explored. Qualitative and phenomenological research was undertaken and information was gathered by means of questionnaires directed at teachers. In the following article the school readiness of 48 Grade R-learners from deprived backgrounds were tested. The research participants came from similar sosio-economic background, from quintile one and two schools. Seeing that those were the only primary schools with Grade R classes in that area, they were identified on behalf of their availability. In this study the data was analysed and descriptive statistics (means, averages, standard deviations, minimum and maximum values, percentages) and t-tests were used to determine variations in terms of perceptual motor skill development and learning readiness. An experimental group of 21 Grade R learners followed a 10 week long perceptual-motor skills intervention programme. In the follow-up school readiness test (article 3), results indicated that the intervention showed a positive response with regards to the school readiness of the Grade R learners. Drawing to a conclusion (article 4), the intervention programme is critically discussed and recommendations were made to all those concerned with Grade R teaching (teachers, principals, Departments of Education). The conclusion according to the results of the research shows that the intervention had a positive effect on the school and learning readiness of this group of Grade R learners.
Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2012

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Li, Ying-ha Daisy. "Stimulating early language in young developmentally delayed children : the effectiveness of a language intervention programme using a parent group training model /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13671583.

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Nascimento, Marcos Antonio. "Atendentes de desenvolvimento infantil se formam professoras: um olhar sobre o curso normal superior fora de sede da Uniararas." Universidade Presbiteriana Mackenzie, 2010. http://tede.mackenzie.br/jspui/handle/tede/2057.

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Made available in DSpace on 2016-03-15T19:43:50Z (GMT). No. of bitstreams: 1 Marcos Antonio Nascimento.pdf: 1158809 bytes, checksum: 9485639682d667ca11eac94aa7fe4674 (MD5) Previous issue date: 2010-02-10
This research has the objective to understand, under the view of former students, the contribution of the Curso Normal Superior Fora de Sede [Early Childhood Education Graduate Program Outside the Campus] (CNSFS)named Programa Especial de Formação Pedagógica Superior [Special Childhood Education Graduate Program], by Hermínio Ometto University Center (Uniararas) which provides graduation for Early Childhood Educators (ECE) in the teaching network of the City of São Paulo from 2005 to 2007. The Program relies on the former teaching experience of non-graduate professionals in the public teaching network enabling them to achieve their graduation in the course of two years, with a setting of 2.800 hours which is equal to programs that offer graduation in the course of three years. 12 teachers, former students from this Program, collaborated with the research answering an application and being interviewed. The analysis of the data relied on a reference about distance education as long as the course is attended outside the campus and the graduation of educators. The data revealed that the course contributed to the personal lives of the students as long as to their Professional development, especially in the way they performed their work with children in their workplace.
Esta pesquisa tem como objetivo compreender, sob a perspectiva de ex-alunas, a contribuição do Curso Normal Superior Fora de Sede (CNSFS) denominado Programa Especial de Formação Pedagógica Superior , do Centro Universitário Hermínio Ometto (Uniararas) para a formação em nível superior das Atendentes de Desenvolvimento Infantil (ADI) da rede Municipal de Ensino de São Paulo no período de 2005 a 2007. O Programa aproveita a experiência docente e possibilita aos profissionais em exercício nas redes públicas de ensino, a realização do curso em nível superior em dois anos, com carga horária mínima de 2.800 horas - equivalente aos cursos de graduação com duração de três anos. Como colaboradoras a pesquisa contou com 12 professoras, ex-alunas do Programa, que responderam a um questionário e participaram de uma entrevista. A análise dos dados pautouse em referencial sobre educação a distância visto o curso ser fora de sede e formação de professores. Os dados revelam que houve contribuição do curso tanto para a vida pessoal como para o desenvolvimento profissional das participantes, especialmente no modo como passaram a conduzir o trabalho com as crianças nas instituições em que trabalham.

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Silva, Nathane Sanches Marques. "Elaboração e aplicação de um programa de intervenção de decodificação fonológica em crianças com risco para dificuldade de leitura." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/25/25143/tde-19062015-151919/.

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A linguagem oral e as habilidades do processamento fonológico, consciência fonológica, memória fonológica e acesso rápido ao léxico, são pré-requisitos para a aquisição da linguagem escrita. Dessa forma, crianças com dificuldades na aquisição e desenvolvimento da linguagem oral e/ou dificuldades em uma ou mais habilidades do processamento fonológico, podem ser consideradas como de risco para dificuldades de leitura, mesmo esta criança estando, ainda, na idade pré-escolar. O objetivo deste estudo foi o de elaborar, aplicar e analisar um programa de intervenção de decodificação fonológica para crianças com risco para dificuldade de leitura. Participaram desse estudo 30 crianças de ambos os sexos, com idades de seis anos a sete anos e 11 meses. Trata-se de uma pesquisa experimental, na qual o grupo estudado de crianças com risco para dificuldade de leitura (formado por 10 crianças), foi submetido ao programa de intervenção de decodificação fonológica, para a comparação com o grupo controle de crianças com risco para dificuldade de leitura (formado por 10 crianças) e com o grupo controle de crianças sem risco para dificuldade de leitura (formado por 10 crianças), não submetidos ao programa de intervenção. O programa foi elaborado a partir da proposta de intervenção utilizada por Rivers, Lombardino e Thompson e por Rivers e Lombardino, o programa contém 24 sessões, sendo que as 12 primeiras sessões são realizadas em grupos de 2 a 3 crianças e as demais individualmente, as sessões apresentaram duração de 50 minutos e foram realizadas duas vezes por semana. Foram desenvolvidas habilidades como: nomeação e produção do som das letras na forma maiúscula e minúscula; consciência fonológica no nível de consciência de palavras e sílabas, e no nível de consciência fonêmica; leitura com objetivo de compreensão de pequenos livros; leitura de palavras monossilábicas de estrutura silábica do tipo consoante-vogal-consoante. Os resultados revelaram que as crianças com risco para dificuldade de leitura, submetidas ao programa de intervenção de decodificação fonológica, demonstraram melhora na avaliação após intervenção estatisticamente significativa para o desempenho das habilidades de: nomeação de letras; relação grafema-fonema; consciência fonológica; memória de trabalho fonológica para não palavras; memória de trabalho fonológica para dígitos na ordem direta; escrita do alfabeto em sequência; escrita sob ditado de palavras e pseudopalavras; leitura de palavras e pseudopalavras. Portanto, o Programa de Intervenção de Decodificação Fonológica mostrou ser um instrumento benéfico para a intervenção de crianças com risco para dificuldade de leitura, visto que aprimorou as habilidades estimuladas (nomeação de letras, associação letra-som/grafema-fonemas, consciência fonológica e leitura de palavras e pseudopalavras), e, também, aprimorou as habilidades de memória de trabalho fonológica e de escrita de palavras e pseudopalavras, que não foram diretamente estimuladas pelo programa.
The oral language and phonological processing skills, phonological awareness, phonological memory and fast access to the lexicon, are prerequisites for the acquisition of written language. Thus, children with difficulties in the acquisition and development of oral language and/or difficulties in one or more of phonological processing skills may be considered at risk for reading difficulties, the same child is standing still in preschool. The purpose of this study was to elaborate, apply and analyze a program of phonological decoding in children at risk for reading difficulties. Participated in this study were 30 children of both genders, with aged six and seven years and 11 months. This is an experimental study in which the studied group of children at risk for reading difficulties (formed by 10 children) underwent the phonological decoding intervention program, for comparison with the control group of children at risk for reading difficulty (formed by 10 children) and the control group of children without risk for reading difficulties (formed by 10 children), not submitted to the intervention program. The program was elaborated from the intervention proposal used by Rivers, Lombardino and Thompson and Rivers and Lombardino, the program contains 24 sessions, wherein the first 12 sessions were performed in groups of 2 to 3 children and other sessions were conducted individually, the sessions had 50 minutes and were held twice a week. Skills have been developed such as: naming and production of the sounds of the letters in uppercase and lowercase form; phonological awareness at the level of consciousness of words and syllables, and the level of phonemic awareness; reading with the aim of understanding of small books; read monosyllabic words syllable structure type consonant-vowel-consonant. The results revealed that children at risk for reading difficulty, submitted to phonological decoding intervention program showed improvement in the evaluation after intervention statistically significant for the performance of skills: naming letters; grapheme-phoneme relationship; phonological awareness; phonological memory to not words; phonological memory for digits in the forward; writing the alphabet in sequence; written under dictation of words and pseudowords; reading words and pseudowords. Therefore, the phonological decoding intervention program showed to be a beneficial tool for intervention of children at risk for reading difficulty, since was increased of the skills stimulated (naming letters, letter-sound association / grapheme-phoneme, phonological awareness and reading words and pseudowords), and also increased the working memory phonological and writing words and pseudo skills that were not stimulated directly by the program.

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Goldblatt, Noah. "Examining The Impact Of Undergraduate Study Abroad On Early Career Outcomes: A Mixed Methods Approach." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1024.

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This study examines impact of study abroad on early career outcomes at a professionally-focused northeastern private college. A mixed-methods sequential research design provides a thorough inquiry into the influence of study abroad on early career outcomes at this institution. In the first, quantitative phase of the study, The National Organization of College and Employer’s (NACE) First-Destination Survey data is analyzed to assess whether a study abroad experience has an impact on career outcomes. The quantitative results compare career outcomes for 2014, 2015, and 2016 graduates who have studied abroad (n = 523) and those who did not study abroad (n = 661). The quantitative survey contains 1184 participants and represents a response rate of approximately 90% of the total graduates at the college. The second qualitative phase examines the quantitative results in order to help explain and provide insights into the outcomes. A theoretical lens of appreciative inquiry is applied as a framework for interpreting the results and informs the qualitative line of questioning. In this project, studying abroad did not prove to significantly impact early career outcomes. Based on the NACE First Destination Survey, the higher education industry standard for capturing career placement information, graduates from this college got no quantifiable positive early career impact from studying abroad. In fact, some trends in the data even show an early negative effect from having studied abroad especially for female graduates. Further trends in the results contradict assumptions about study abroad that are held by students and international educators. However, meaningful impacts of studying abroad on graduate’s vocational clarity along with personal and professional development are revealed in the qualitative phase of the study that simply cannot be captured in the NACE survey.

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Grenier, Julian. ""Helping me to notice more things in children's actions" : how early years practitioners, working in socially disadvantaged neighbourhoods, developed their theories about children's learning and their role as educators during a programme of support and professional development." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10018065/.

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The English government is significantly expanding the number of free nursery places for two-year olds; but little is known about what sort of training and professional development might help early years practitioners to offer appropriate styles of early education and care for such young children. This thesis explores a project to offer professional support and development to eight early years practitioners working with two-year olds in a highly socially disadvantaged area in London. The project began with the participants being trained to use a structured child observation tool, and developed through fortnightly group meetings over a three-month period. These provided an opportunity for the participants to engage in dialogue and critical reflection about their data. The data were interpreted using a qualitative research methodology drawing on grounded theory and constructivist grounded theory. Evidence from the study suggests that the participants developed skills in “keen observation” (Dalli et al. 2009), and that they used the data they had gathered to develop their understanding of the children’s learning. The findings from the research increase the visibility of the practitioners’ theories: in particular, their theory that their work enables the children to act more autonomously in the nursery settings. Both the methodological approach used and the small size of the sample mean that no generalisations can be made from these findings. However, widely-held assumptions that early years practitioners are lacking in the capacity to reflect on and theorise their work are not supported by this research. Future studies might continue to make practitioners’ own theories about their work more visible, in order to explore them more deeply. This would enable the further development of approaches to training which engage with and enrich the practitioners’ own thinking.

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Katz, Rachell Anne. "A comparative study of early literacy skill development in first graders identified or at-risk for behavior problems /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3136428.

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Thesis (Ph. D.)--University of Oregon, 2004.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 133-138). Also available for download via the World Wide Web; free to University of Oregon users.

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Ledbetter, Lois. "Additional activities for Workjobs II: Number activities for early childhood by Mary Baratta-Lorton: supplementary activities for beginning number concepts for learning handicapped students." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/395.

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Arce, Sylvia Eugenia. "Free Spirit Children's Nature Center." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2540.

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The purpose of this thesis is to provide a blueprint for the creation of the Free Spirit Children's Nature Center. The center has in mind the preservation of a habitat and will offer naturalist programs that enhance children's understanding and love of nature. The interactive nature of the experiences provided through the programs and activities will offer children a hands-on approach to learning that is developmentally appropriate. The primary role of the nature center is proposed to re-create a sense of connectedness to nature and generate healthy communities.

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Joubert, George Frederick. "The influences of a gross motor development programme on the lives of rural marginalised multi-grade primary school learners." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2683.

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Thesis (DEd (Education))--Cape Peninsula University of Technology, 2017.
This study investigates the impact of a Gross Motor Development (GMD) programme on the lives of learners in marginalized multi-grade environments in rural areas of the Western Cape. Numerous studies globally suggest that gross motor development programmes bring stability, positive motivational changes and structure in learners’ lives constrained by challenging socio-economic environments (Portela, 2007, & Lopes et al., 2013). A transformative research paradigm was employed in order to address the research questions posed by this study. A purposive sampling technique was used to collect data from three schools, one in each of three Western Cape rural educational districts that border the Cape Metro; West Coast/Hopefield, Cape Winelands/Wellington and Overberg/Grabouw. In all three schools the Centre for Multi-grade Education had an academic research/training and support partnership. Within a trans-current mixed method design, qualitative data are used to substantiate and augment phenomena exposed by the quantitative data. The data in the qualitative phase of this study are collected using observations, reflective journals and journal notes. The research investigated the influence of an 18-month gross motor development programme on learners’ lives in three multi-grade schools in the Western Cape of South Africa. A sample of 50 (N=30 males and N=20 females), grade 4-6 multi-grade learners participated in the study. The gross motor skills were assessed using Project 4 – IMAD+ Test Battery, previously developed by the Cape Peninsula University of Technology, Centre for Multi-grade Education. The test battery consisted of a series of physical exercises designed to assess gross motor proficiency. The scholastic achievement of learners was understood from the Annual National Assessment scores (ANA) of 2013.The data revealed that a total gross motor ability percentage score change occurred in the sample 50 (N=30 males and N=20 females) from 32.12 % to 56.82 %, indicating a significant overall gross motor improvement of 24.7 % in an 18 month period. Improved self-esteem, positive attitudinal and motivational changes and increases in class attendance occurred among the learners. This improvement aligns itself with research that indicates that the development and improvement of motor skills through physical activity are related to positive development of self-esteem among learners (Corbin, 2002:128-145). This study contributes to the growing body of knowledge on education at rural, marginalized schools, and suggests that providing learners with the opportunity to participate in a structured programme is likely to improve motivation which will contribute toward positive scholastic achievement. It is recommended that policymakers should encourage and implement structured gross motor skills development programmes at school. Further research on the influence of GMD provincially and nationally should be encouraged.

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Snow, Janet P. "Information and communication technology driven teaching and learning opportunities in support of environmental education processes : a case of the eno-environment online programme at Treverton Preparatory School, South Africa /." Thesis, Rhodes University, 2008. http://eprints.ru.ac.za/1623/.

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Chilton, Bonnie Janine. "An intervention plan for "at risk" students." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2164.

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This project consists of two, two-week thematically planned language arts units containing all the components of a balanced literacy. It was created to teach second and third grade at risk students at Chester Morrison Elementary School, in Menifee, California during two weeks of their off track time. Both sessions have daily detailed plans for the teacher outlining all the components of a balanced literacy program. Both sessions contain relevent books that students make and take, shared reading to increase comprehension and skill building, and constant literacy opportunities.

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Esterhuizen, Stefanie-Marié. "An intervention programme to optimise the cognitive development of grade R-learners :|ba bounded pilot study / Stefani-Marié Esterhuizen." Thesis, North-West University, 2012. http://hdl.handle.net/10394/10431.

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It is imperative to prepare South African learners to participate and function confidently within the context of a rapidly changing world. The curriculum of the South African Education System emphasises the significance of optimising learners‟ cognitive development as early as pre-school age to enable them to become creative and critical citizens who lead purposeful lives in a safe and prejudice-free environment. Despite continuous efforts by educators to optimise cognitive development, recently executed research studies indicate that cognitive development has not been adequately optimised in South African schools. This study was undertaken to establish the cognitive development level (cognitive and meta-cognitive skills and strategies, cognitive functions and non-intellective factors) of Grade R-learners and to determine the effect of an intervention programme, the Cognitive Enhancement Programme for Pre-schoolers (CEPP), on their cognitive development. By means of a literature study, I investigated whether, to what extent the cognitive development of Grade R-learners was taking place, and established which cognitive and meta-cognitive thinking skills and strategies, cognitive functions and non-intellective factors are required for effective cognitive development among Grade R-learners. In addition to this, the role of mediation for optimising cognitive development was investigated. A concurrent embedded mixed methods design was conducted in the implementation of the research. Intervention research within a quasi-experimental research design was applied. The data collection by means of a quantitative strategy (quasi-experimental research) and qualitative strategy (observation study) was executed simultaneously. By means of convenient sampling, one Grade R-class with twenty learners was subjected to a pre-test to establish their cognitive developmental level. The test results as well as the observations conducted during the pre-test revealed that the learners experienced problems related to their cognitive development. Ten of the twenty learners were then divided purposively based on their test performance into two experimental groups, Experimental Group A and Experimental Group B consisting of five participants each. Experimental group A and Experimental Group B took part in the CEPP intervention based on the principles of mediation on a rotational basis over a period of twelve weeks, during which intentional attempts were made to optimise their cognitive development. Both groups completed a post-test and delayed post-test (retention) to determine the effect of the CEPP intervention on their cognitive development. In addition to the test results, observations in the form of structured running and anecdotal records and reflective notes were utilised to understand the nature and quality of the cognitive development of the learners better. Furthermore, the effect of the intervention on their cognitive development was established. The cognitive development of Grade R-learners who participated in this study was optimised, which is a clear indication that cognitive capacity can be optimised when instruction is based on the principles of mediation
PhD, Teaching and Learning, North-West University, Vaal Triangle Campus, 2012

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Anguiano, Arcelia. "Visual literacy in kindergarten: How can visual literacy be used as a tool to promote student learning in the kindergarten classroom?" CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2559.

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The purpose of this project is to create a guide for planning effective use of visuals. Recent studies demonstrate the effectiveness of using visuals in classroom instruction, including the fact that English language learners benefit from using this tool.

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Züge, Vanessa. "PROFESSORES DOS ANOS INICIAIS DO ENSINO FUNDAMENTAL EM FORMAÇÃO: UM OLHAR A PARTIR DE DISCUSSÕES SOBRE O SISTEMA DE NUMERAÇÃO DECIMAL NO CONTEXTO DO PROGRAMA PACTO NACIONAL PELA ALFABETIZAÇÃO NA IDADE CERTA." Universidade Federal de Santa Maria, 2015. http://repositorio.ufsm.br/handle/1/6760.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This work stems from a project developed under the Teaching and Learning of Mathematics and their Philosophical, Historical and Epistemological Foundations research scope of the Graduate Program in Mathematics Education and Physics Teaching at the Federal University of Santa Maria. Based on the assumptions of the Historic-Cultural Theory and the Theory of Activity, as well as authors who address the training of teachers who teach mathematics, we define as main objective to investigate the formation of teachers who teach Mathematics in the early years of Elementary school, from discussions about the Decimal Numbering System in the context of a working group of Guiding Studies of Pacto Nacional pela Alfabetização na Idade Certa (PNAIC) Program. How collected data procedure, we adopted a questionnaire applied to Guiding Studies of this Program belonging to Santa Maria (RS) polo; follow-up of continuing education presential meetings that boarded the Decimal Numbering System in one of the working groups and we realize reflective sessions with guiding studies teachers of this working group. While the questionnaire answers served to bring indicative of these teachers think about Decimal Numbering Decimal and your teaching, the data of continuing education meetings and reflective sessions were systematized in four analysis sections the teacher as subject in your formation; the math knowledge as promotor of subject development; pedagogical intentionality as element of teacher organization, e; the share as promotor of comprehension of complexity of pedagogical activity with the goal of build episodes (Moura,1992) to verify the extent to which the Guiding Studies presents quality change in your formation process. We conclude that formation space, such as offered by PNAIC, may constitute as Learning spaces of Teaching for evolved teachers, since that develop forming activities that provide access to math knowledge as a result of logic-historic process; provide discussions about Teaching organization focusing in Learning of student and favor the collective development of group, in order that knowledge appropriation occurs from the social to the individual.
Este trabalho decorre de um projeto desenvolvido no âmbito da linha de pesquisa Ensino e Aprendizagem da Matemática e seus Fundamentos Filosóficos, Históricos e Epistemológicos do Programa de Pós-Graduação em Educação Matemática e Ensino de Física da Universidade Federal de Santa Maria. Com base nos pressupostos da Teoria Histórcio-Cultural e da teoria da Atividade, assim como em autores que abordam a formação de professores que ensinam Matemática, delimita-se como objetivo principal investigar a formação de professores que ensinam Matemática nos anos iniciais do Ensino Fundamental, a partir de discussões sobre o Sistema de Numeração Decimal, no contexto de um grupo de trabalho de Orientadoras de Estudos do programa Pacto Nacional pela Alfabetização na Idade Certa (PNAIC). Como procedimento de coletada de dados foram adotados um questionário aplicado a Orientadores de Estudos desse programa, pertencentes ao polo de Santa Maria (RS); o acompanhamento dos encontros de formação continuada presenciais que abordaram o Sistema de Numeração Decimal em um dos grupos de trabalho e a realização de sessões reflexivas com professores Orientadores de Estudos desse grupo de trabalho. As respostas dos questionários serviram para levantar indicativos do que estes professores pensam sobre o Sistema de Numeração Decimal e o seu ensino. Os dados dos encontros de formação e das sessões reflexivas foram sistematizados em quadro unidades de análise - o professor como sujeito de sua formação; o conhecimento matemático como promotor de desenvolvimento do sujeito; a intencionalidade pedagógica como elemento da organização do ensino; e o compartilhamento como promotor da compreensão da complexidade da atividade pedagógica com o intuito de constituir episódios (Moura, 1992) para verificar em que medida os Orientadores de Estudos apresentaram mudanças de qualidade nos seu processo de formação. Concluímos que espaços de formação, como os oportunizados pelo PNAIC, podem se constituir como espaços de aprendizagem da docência para os professores envolvidos, em especial, se desenvolverem atividades formadoras que proporcionem o acesso ao conhecimento matemático como decorrência de um processo lógico-histórico; promoverem discussões sobre a organização do ensino com enfoque no aprendizado do aluno e favorecerem o desenvolvimento coletivo do grupo, a partir da compreensão do papel fundamental das relações sociais no desenvolvimento do indivíduo.

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Thorlakson, Cheryl L. "Teaching and learning to care : an early years prevention program in emotional intelligence." 2004. http://hdl.handle.net/1993/15748.

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Samsodien, Maryam, and 安瑪莉. "Effects of Peer Assisted Learning Strategies on Early Reading Development in an Elementary EFL Reading Program." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/51721540117891760726.

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碩士
國立交通大學
英語教學研究所
103
本研究的目的在檢視同儕輔助學習策略(Peer-Assisted Learning Strategies, PALS)應用在國小初階英語閱讀增強教學上，對於以英語為外語的學生在英語閱讀方面的成效。研究對象為臺灣一所公立小學的三年級學生，本研究共有15名學生參與，10名為授課英語教師評估為英語學習落後的學生，5位為英語能力較佳且願意協助同儕學習的同學。研究前、後測包含基準(baseline)及學習成效(targeted measures)測驗；基準測驗使用英語閱讀能力標準化測驗工具，而學習成效測驗包含了PALS閱讀計畫所著重的三項初階閱讀技能，即字母發音認讀、音素混合與英語常見字認讀。本研究之英語閱讀增強計畫透過同儕輔助學習策略，訓練參與學生系統性的運用初階閱讀技巧，並互相協助、共同練習、同儕教學。閱讀計畫為期13週，每週上課一次，每次30分鐘。除了研究前、後測的量化成績，本研究亦進行現場觀察紀錄、錄影、錄音及學生問卷等相關文件收集，冀以同儕互動之觀察及學生態度資料分析來輔助量化資料之解釋。研究前測顯示，英語學習落後的三年級學生，對英文字母、字首或字尾子音的音韻覺識已有一定的能力，但字母發音認讀、音素混合及常見字的認讀能仍不熟悉；而英語能力較佳學生的基準及閱讀技能測驗上均有較佳的成績，顯示他們已具英語初階閱讀一定的基本能力。後測結果顯示，英語學習落後的學生在基準測驗及閱讀學習成效測驗整體而言均達統計顯著的進步，特別是三項初階閱讀計劃著重的閱讀技巧均有明顯的進步，效益量(effect size)亦極強。而本英語閱讀增強計畫也同樣幫助了英語能力較佳的學生，特別是提升了他們音素混合的技巧與常見字的認讀。觀察資料及影音轉譯的逐字稿進一步顯示，雖然參與PALS閱讀計劃的學生在閱讀技巧及學習成效上已明顯的進步，在閱讀計劃後期，所有的PALS閱讀小組皆能獨立並確實完成PALS閱讀技巧步驟，然而部分英語學習落後的學生直到後期，仍需仰賴同儕提供協助以進行字母發音認讀、音素混合與英語常見字認讀等活動。閱讀計畫結束後的學生的反映問卷普遍顯示學生對同儕輔助學習策略PALS閱讀計畫持正面的態度，也表示和同儕一起學習、練習閱讀技巧有幫助；然而部分到後期仍須仰賴英文能力佳同學協助的學生抱持較負面的評價，不認為自己自同儕協助中獲得助益。這結果顯示同儕輔助學習策略對不同學習型態的學生皆有必然的助益。本研究結果呼應並延伸過去以英語為母音學習者的PALS研究，進一步支持同儕輔助學習策略PALS有助對英語為外語的國小學童學習並發展閱讀技巧，有系統性的運用初階閱讀訓練，同儕協助、共同練習、同儕教學不僅嘉惠英語學習落後的學生，也能裨益英語能力較佳學生的閱讀技巧。本研究所發展的閱讀訓練模式可作爲目前台灣英語教師面對學生英語程度迥異的班級學生，可融合此有效教學模式參考之依據。關鍵字：同儕輔助學習策略、三年級英語學習者、閱讀表現評量、低閱讀與高閱讀能力者

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Jones-Branch, Julie A. "Reflective practice in an early childhood teacher education program a study of the components of learning about and implementing reflective practice /." 2009. http://proquest.umi.com/pqdweb?did=1694329121&sid=7&Fmt=2&clientId=14215&RQT=309&VName=PQD.

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Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009.
Title from title screen (site viewed June 26, 2009). PDF text: 233 p. : col. ill. ; 5 Mb. UMI publication number: AAT 3350449. Includes bibliographical references. Also available in microfilm and microfiche formats.

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Garza, Mary Florence Boyce. "An inquiry into learner support for early childhood migrant students : project SMART's home-based summer distance learning program." 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3077645.

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Kurz, A., C. Bakker, M. Bohm, J. Diehl-Schmid, B. Dubois, C. Ferreira, H. Gage, et al. "RHAPSODY - Internet-based support for caregivers of people with young onset dementia: program design and methods of a pilot study." 2016. http://hdl.handle.net/10454/8620.

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Yes
Background: Young Onset Dementia (YOD), defined by first symptoms of cognitive or behavioral decline occurring before the age of 65 years, is relatively rare compared to dementia of later onset, but it is associated with diagnostic difficulty and heavy burden on affected individuals and their informal carers. Existing health and social care structures rarely meet the needs of YOD patients. Internet-based interventions are a novel format of delivering health-related education, counseling and support to this vulnerable yet underserved group. Methods: The RHAPSODY (Research to Assess Policies and Strategies for Dementia in the Young) project is a European initiative to improve care for people with YOD by providing an internet-based information and skill-building program for family carers. The e-learning program focuses on managing problem behaviors, dealing with role change, obtaining support and looking after oneself. It will be evaluated in a pilot study in three countries using a randomized unblinded design with a wait-list control group. Participants will be informal carers of people with dementia in Alzheimer’s disease or behavioral-variant Frontotemporal degeneration with an onset before the age of 65 years. The primary outcome will be caregiving self-efficacy after 6 weeks of program use. As secondary outcomes caregivers’ stress and burden, carer health-related quality of life, caring-related knowledge, patient problem behaviors and user satisfaction will be assessed. Program utilization will be monitored and a health-economic evaluation will also be performed. Conclusions: The RHAPSODY project will add to the evidence on the potential and limitations of a conveniently accessible, user-friendly and comprehensive internet-based intervention as an alternative for traditional forms of counseling and support in healthcare, aiming to optimize care and support for people with YOD and their informal caregivers.
RHAPSODY is an EU Joint Program - Neurodegenerative Disease Research (JPND) project. The project is supported through the following funding organizations under the aegis of JPND (www.jpnd.eu). France: National Research Agency; Germany: Ministry of Education and Research; The Netherlands: The Netherlands Organization for Health Research and Development; Portugal: Foundation for Science and Technology; Sweden: The Swedish Research Council; United Kingdom: Economic and Social Research Council.

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Dissertations / Theses on the topic 'Early learning program'

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