Relevant bibliographies by topics / Education, Administration|Education, Early Childhood

Contents

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

Academic literature on the topic 'Education, Administration|Education, Early Childhood'

Author: Grafiati
Published: 14 September 2021
Last updated: 17 July 2025

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Journal articles on the topic "Education, Administration|Education, Early Childhood"

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Dombro, Amy Laura. "Early childhood administration." Day Care & Early Education 12, no. 4 (1985): 43. http://dx.doi.org/10.1007/bf01619857.

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Horan, Diane. "Early Childhood Special Education: Program Development and Administration." Applied Research in Mental Retardation 6, no. 1 (1985): 109. http://dx.doi.org/10.1016/s0270-3092(85)80026-6.

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Wastiqah, Athalia Tri, Muslikah, and Eko Setiawan. "EFEKTIVITAS ADMINISTRASI PESERTA DIDIK TERHADAP KUALITAS PENDIDIKAN ANAK USIA DINI DI RA KARTINI 09 BUMIAJI BATU-MALANG." JURALIANSI: Jurnal Lingkup Anak Usia Dini 5, no. 2 (2024): 21–26. https://doi.org/10.35897/juraliansipiaud.v5i2.1424.

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This study is based on the effectiveness of student administration on the quality of early childhood education. This study focuses on student administration, with the aim of knowing the management of student administration on the quality of early childhood education at RA Kartini 09 Bumiaji. The research used a qualitative research approach with a qualitative phenomenological research type. Data collection techniques used observation/surveys, interviews, and documentation. Data analysis used data triangulation. The results of the study showed that student administration management plays an important role in the quality of early childhood education, as evidenced by the increasing number of students, increasing facilities and infrastructure and increasing the welfare of educators and education personnel at the institution. The quality of education presented is based on national education standards. In addition, the effectiveness of data management is carried out very well. The conclusion of the study is that data administration is carried out according to the needs of the institution's management. Also, the evaluation process is carried out periodically. Thus, the effectiveness of student administration will always be evaluated to improve the quality of early childhood education in the long term. In addition, the welfare of early childhood education teachers is an important point that needs to be considered by the Ministry of Education in Indonesia.
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Bowman, Barbara. "Early Childhood Education." Review of Research in Education 19 (1993): 101. http://dx.doi.org/10.2307/1167341.

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

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

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

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

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As a historian of early childhood education in German-speaking Europe, I am struck by the outstanding role that Friedrich Froebel, or rather his ideas, played in all the countries described in the six essays. This is not really new since even the first historiographic articles in German-speaking countries already pointed out Froebel's role internationally. The worldwide spread of Froebel's educational teachings remains the subject of German research to this day. And yet it is still so remarkable to see how Froebel's philosophy of education—which had its origins in the spirit of romanticism and which seems strange even to German audiences—has succeeded in establishing itself in different cultures and for different reasons. Just think of Italy in the second half of the nineteenth century (James C. Albisetti), of post-revolutionary Russia ruled by the Bolsheviks (Yordanka Valkanova), of Great Britain, France, and the United States. Even in Asian countries we can find evidence of Froebel's influence, for example, in Korea and in Japan (on Japan, Kathleen Uno). In spite of the differences between these countries and their cultures, Froebel's pedagogy has succeeded in playing an influential role in all of them. Extant institutions for the care and education of preschool children developed into modern kindergartens under the influence of Froebel's teachings. In the end it was always about making it possible for young children to learn and, at the same time, taking into account the very special way learning occurs in these early years as an active, action-based and almost effortless kind of learning. Froebel found an answer to this problem. With his gifts he gave the answer in a simple and yet brilliant manner which was, despite its origins in German idealism, apparently unrelated to culture.
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Peter Robinson, W. "Early childhood education." International Journal of Educational Research 29, no. 1 (1998): 7–24. http://dx.doi.org/10.1016/s0883-0355(98)00010-x.

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

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Dissertations / Theses on the topic "Education, Administration|Education, Early Childhood"

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McKenzie, Patricia Jay. "Early childhood : special education." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26874.

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This study examines the growth and development of a program for the preparation of special education teachers in Early Childhood Education, Following an overview of historical perspectives in Early Childhood and Special Education, including international influences, models which would aid in the development of such a program are discussed. The Provincial Child Care Facilities Licensing Board and the Ministry of Education, of British Columbia expressed a wish for the development of post-basic special education programs in Early Childhood Education and their willingness to fund several programs in the province. Their critieria and support is included in a description of the development, implementation and evaluation of the Early Childhood: Special Education Program at Vancouver Community College? Langara Campus. The purpose of this study is, therefore, to provide information on the development of such a program and to examine the needs and possible future directions of teacher preparation in special education for Early Childhood Education.<br>Education, Faculty of<br>Graduate
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Guariglia, Dana Gemma. "Inclusion in the early childhood years /." Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_guari_inclu.pdf.

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Akdag, Zeynep. "Beginning Early Childhood Education Teachers." Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615312/index.pdf.

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The aim of this study was to scrutinize perceptions, expectations and concerns of pre-service early childhood education (ECE) teachers before they start their careers and their challenges in their first year as they became beginning teachers. This study also focused on documenting public school contexts where beginning teachers have been either supported and given the opportunity to develop as successful teachers or discouraged and left alone with the challenges in their first year of teaching. In order to investigate this phenomenon, 16 pre-service early childhood education teachers studying at the same teacher education program were interviewed about their perceptions, expectations and concerns on their future profession immediately before their graduation. Participating teachers started to teach in public schools at different cities after their graduation. They were interviewed at the end of the first and the second semester they taught about their experiences and difficulties, and positive aspects of working in public schools. Moustakas&rsquo<br>s phenomenological analysis was utilized to analyze data from interviews in which beginning teachers reflected on their experiences in teacher education program and of being new teachers in public school context in Turkey. Findings have revealed that pre-service teachers were aware of many difficulties in public schools and ready to contend with those difficulties, yet some of the challenges they faced were beyond their initial anticipation. All those challenges were originated from teacher education program, Ministry of National Education&rsquo<br>s system itself, and local condition where beginning teachers were appointed. Suggestions for teacher education programs, Ministry of National Education, and administrators were proposed.
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Weems, Amy. "Impact of Early Childhood Education on Later Academic Achievement." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538681/.

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The purpose of this study was to determine the effect of participation in the district's early childhood program on later academic achievement as measured by the State of Texas Assessment of Academic Readiness (STAAR) mathematics and reading assessments in Grades 3, 4, and 5. The studied district opened a centralized early childhood school in 2009 and implemented the Texas Pre-K Guidelines. The STAAR test results were available for five cohorts of students who attended the early childhood school and took the STAAR mathematics and reading assessments in the years 2014-2018. A quasi-experimental design was used to analyze differences in STAAR mathematics and reading scores for students who attended the district's early childhood program and students who did not attend. A two-way factorial ANOVA was used to examine the effect on test scores of attending the district's early childhood school and other demographic categories, Latinx, African American, socio-economic status, and English language learners (ELL). The results show that attending the early childhood program did not have a statistically significant effect for Latinx or African American students. However, the mean mathematics scores for economically-disadvantaged students who attended the early childhood program were higher than their peers who did not attend. ELL students who attended the program also had higher mathematics scores but the differences were usually not statistically significant. The same impact on economically-disadvantaged students and ELLs was not found on reading tests.
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Brown, Ryan. "Integrating the fine arts into an early childhood classroom." Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_brown_integ.pdf.

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Jording, Cathy S. "Management Guide for Early Childhood Programs." TopSCHOLAR®, 1988. http://digitalcommons.wku.edu/theses/1723.

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Relying upon many years of experience as an early childhood educator and consultant, and utilizing examples of programs and forms during the past thirteen years while serving as the Director of Peace Lutheran Preschool/Kindergarten in Owensboro, Kentucky, and as a regional/national early childhood consultant. The author has proposed a manuscript whose purpose is to assist early childhood professionals in the development and implementation of quality, needs-appropriate preschool programs. The eleven chapters are divided into seven areas of concern: program survey, development, purpose, regulation requirements, administration, financing, enrollment, curriculum and day-care. (Within each area are varied appropriate methods of implementation relating to specific outcomes of each desired program.) Curriculum is discussed with emphasis given to programs which are both age and developmentally appropriate for the early childhood area. Day-care materials are discussed in detail in the final chapter, although there are references throughout the manuscript that help explain overlaps in the two types of programs. Since the entire manuscript is based on experiences of the author and was developed from working programs, materials are of a research basis, but they have also been used and tested. Therefore it will be useful to professionals in their existing or planned programs. The author hopes the experiences within this manuscript prove invaluable to the novice in developing and implementing quality early childhood programs. This manuscript’s purpose is to assist those who dedicate their lives to meeting these needs of the young by providing a working guide for early childhood program development.
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Weems, Amy. "The Impact of Early Childhood Education on Later Academic Achievement." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538681/.

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The purpose of this study was to determine the effect of participation in the district's early childhood program on later academic achievement as measured by the State of Texas Assessment of Academic Readiness (STAAR) mathematics and reading assessments in Grades 3, 4, and 5. The studied district opened a centralized early childhood school in 2009 and implemented the Texas Pre-K Guidelines. The STAAR test results were available for five cohorts of students who attended the early childhood school and took the STAAR mathematics and reading assessments in the years 2014-2018. A quasi-experimental design was used to analyze differences in STAAR mathematics and reading scores for students who attended the district's early childhood program and students who did not attend. A two-way factorial ANOVA was used to examine the effect on test scores of attending the district's early childhood school and other demographic categories, Latinx, African American, socio-economic status, and English language learners (ELL). The results show that attending the early childhood program did not have a statistically significant effect for Latinx or African American students. However, the mean mathematics scores for economically-disadvantaged students who attended the early childhood program were higher than their peers who did not attend. ELL students who attended the program also had higher mathematics scores but the differences were usually not statistically significant. The same impact on economically-disadvantaged students and ELLs was not found on reading tests.
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Fox, James J., John Wheeler, Pamela J. Mims, Cathy Galyon Keramidas, Kimberly D. Hale, and M. Michaels. "Issues in Early Childhood/Early Childhood Special Education: Questions, Answers, & Discussion Forum." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/212.

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Morris, Joanne B. "Reflective thinking in early childhood education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ55529.pdf.

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Evans, Katherine Louise. "Deconstructing 'readiness' in early childhood education." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/27258.

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In the context of early childhood education, in England and internationally, ideas and practices of ‘readiness’ have been of interest within research, policy and practice for some time. Much critical research, scholarship and activism has focused on exploring developmental aspects of this phenomenon arguing for: more ‘appropriate’ standards of ‘readiness’ against which to judge children’s learning and development; closer relationships between schools, preschools and communities that produce culturally responsive concepts of ‘readiness’; and the critical examination of the relationship between early childhood and compulsory school education. Within this body of work there is significant emphasis on developing and articulating alternative ideas and approaches that can unsettle dominant, normalizing practices of teaching and learning. Within these critical explorations of ‘readiness’ however, there is an avenue of scholarship that, seemingly, is as yet unexplored – one that addresses the concept of ‘readiness’ itself and asks how it may be possible to conceptualize ‘readiness’ in a way that is consistent with, and responsive to, complex processes of teaching and learning. This is not just a shift in practice, or in policy narratives, but is an ontological and epistemological change – a reconceptualization of ‘readiness’ that takes as its starting point a fundamental assumption of the positive and productive force of difference, in learning and in life. This thesis explores the ontological and epistemological shifts required to move away from ideas of ‘readiness’ that attach progression to a mechanistically linear movement. It develops and articulates an approach that embraces the emergent and unpredictable nature of learning, from which a concept of ‘readiness’ emerges which works with open, non-linear and emergent dimensions of education as necessary aspects of the complex systems within which we work. The thesis works with the concept of a ‘diffractive methodology’, exploring the concept of ‘readiness’ through ideas and theories drawn from complexity theory, from the immanent philosophy of Deleuze, and Deleuze and Guattari, and through onto-epistemological ideas of materiality and the entanglement of matter and meaning explored in particular by Barad. Methodologically, this study works within the space opened up by recent developments within ‘post-qualitative’ approaches to research. Working with concepts of ‘sensation’ and ‘affect’ it engages critically with often taken for granted concepts and practices such as: assumptions concerning empirical/theoretical research; ideas of ‘data collection’ and ‘data analysis’; and the production of knowledge in and through experience. Deleuzian philosophy (among other influences) is approached in this methodological context as an open system, as opposed to a totalizing structure. Concepts including ‘sensation’ and ‘affect’ are approached as potentialities, the methodological value of which is affirmed through the ways in which they have been productively put to work in the context of this study in order to produce spaces in which it is possible to think and act in ways that challenge conventional structures. What is developed in this thesis is a concept of ‘readiness’ as an ‘active-affective-ethical-relation’, as opposed to a fixed and normalizing identity. It is argued that, through this reconceptualization of ‘readiness’ as a central concept within early childhood education, other taken for granted concepts are unsettled, in particular ideas and practices of assessment. In exploring these concepts, the original ideas produced within this thesis, in relation to both early childhood education and research methodology, aim to contribute to the creation of more ethical and inclusive spaces of early childhood education and educational research.
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Books on the topic "Education, Administration|Education, Early Childhood"

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Siraj-Blatchford, Iram, and Aziza Mayo. Early Childhood Education. SAGE Publications Ltd, 2012. http://dx.doi.org/10.4135/9781446261439.

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Barry, Persky, Golubchick Leonard H, Doctorate Association of New York Educators., and American Federation of Teachers, eds. Early childhood education. 2nd ed. University Press of America, 1991.

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Charles, Desforges, ed. Early childhood education. Published for the British journal of educational psychology by Scottish Academic Press, 1989.

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Ebbeck, Marjory Anne. Early childhood education. Longman Cheshire, 1991.

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Rose, Davies, ed. Early childhood education. School of Education, University of the West Indies, 1995.

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Menke, Paciorek Karen, and Munro Joyce Huth, eds. Early childhood education. 2nd ed. McGraw-Hill/Dushkin, 2002.

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Kelley, Michael F. Restructuring early childhood education. Phi Delta Kappa Educational Foundation, 1991.

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Arce, Eve-Marie. Perspectives: Early childhood education. Coursewise, 1999.

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Arce, Eve-Marie. Perspectives: Early childhood education. Coursewise, 1999.

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Morrison, George S. Early childhood education today. 8th ed. Merrill/Prentice Hall, 2001.

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Book chapters on the topic "Education, Administration|Education, Early Childhood"

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Willan, Jennifer. "Early education." In Early Childhood Studies. Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-27402-1_11.

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Nahmad-Williams, Lindy, and Helen Simmons. "Early Education." In Early Childhood Studies. Routledge, 2018. http://dx.doi.org/10.4324/9781315561318-10.

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Stover, Sue. "Early Childhood Education." In Encyclopedia of Teacher Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_88-1.

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Ben-Avie, Michael, Ilene Vogelstein, Roberta Louis Goodman, Eli Schaap, and Pat Bidol-Padva. "Early Childhood Education." In International Handbooks of Religion and Education. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0354-4_42.

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Chalmel, Loïc. "Early Childhood Education." In Governing Children, Families, and Education. Palgrave Macmillan US, 2003. http://dx.doi.org/10.1007/978-1-137-08023-3_6.

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Buehler, Kathleen, Kelsie Corriston, Emily Franz, et al. "Early Childhood Education." In College Student Voices on Educational Reform. Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137351845_4.

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McAuley, Helen, and Peter Jackson. "Early Childhood Education." In Educating Young Children. Routledge, 2022. http://dx.doi.org/10.4324/9781003323600-4.

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Bhana, Deevia. "Early Childhood Education." In The Palgrave Encyclopedia of Sexuality Education. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-95352-2_35-1.

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Rycroft, Robert S. "Early Childhood Education." In The Economics of Inequality, 3rd ed. Routledge, 2024. http://dx.doi.org/10.4324/9781003335863-17.

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Burke, Robert W. "Early Childhood Education." In Encyclopedia of Cross-Cultural School Psychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_145.

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Conference papers on the topic "Education, Administration|Education, Early Childhood"

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

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

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

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

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Hernawati, Hernawati. "Mother Role Shift and Early Childhood Education." In Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icream-18.2019.32.

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

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

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Sukawati, Nadya Nanda, Imam Gunawan, Endra Ubaidillah, Sasi Maulina, and Firman Budi Santoso. "Human Resources Management in Basic Education Schools." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.052.

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

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Ulfah, Fitria, Hani Yulindrasari, and Vina Adriany. "Democracy and Early Childhood Education." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007036500930096.

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Reports on the topic "Education, Administration|Education, Early Childhood"

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

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Bernard, Ria, and Abbi Hobbs. Early Childhood Education and Care. Parliamentary Office of Science and Technology, 2021. http://dx.doi.org/10.58248/pn649.

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Early Childhood Education and Care (ECEC) refers to education and childcare provided in regulated settings from birth to the start of primary school. This POSTnote summarises the evidence on the association between ECEC and children’s development in England and the key factors that affect this. It also covers the impact of government-funded ECEC places on families and the sector, and stakeholder perspectives on public policy priorities.
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Tofaris, Elizabeth, and Asadul Islam. Improving Early Childhood Education in Rural Bangladesh. REAL Centre, University of Cambridge and The Impact Initiative, 2020. http://dx.doi.org/10.35648/20.500.12413/11781/ii351.

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

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

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

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

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Plasencia, Sara, and Hanna Melnick. Strategies to Foster Integration in Early Childhood Education. Learning Policy Institute, 2024. http://dx.doi.org/10.54300/639.507.

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Emerging evidence indicates that the benefit of school- and classroom-level diversity in early childhood education may be as significant as in K–12. This report explores five policy strategies that foster socioeconomic, racial, and ethnic integration in early learning and five city or district examples of implementation.
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Bassok, Daphna, Thomas Dee, and Scott Latham. The Effects of Accountability Incentives in Early Childhood Education. National Bureau of Economic Research, 2017. http://dx.doi.org/10.3386/w23859.

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

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