Relevant bibliographies by topics / Education, Early Childhood. Education, Special. Education, Teacher Training

Contents

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

Academic literature on the topic 'Education, Early Childhood. Education, Special. Education, Teacher Training'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Education, Early Childhood. Education, Special. Education, Teacher Training"

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ASTUTI, ASTUTI. "PENGEMBANGAN STANDAR PROFESIONAL GURU DALAM RANGKA PENINGKATAN MUTU SUMBER DAYA MANUSIA." DIDAKTIKA 12, no. 1 (2019): 1. http://dx.doi.org/10.30863/didaktika.v12i1.172.

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Teachers are professional educators with the main task of educating, teaching, guiding, directing, training, evaluating, and evaluating students in early childhood education through formal education, basic education, and secondary education. Teachers are positions or professions that require special skills as teachers . Furthermore, in exercising its professional authority, teachers are required to have a diverse set of abilities. Therefore, it is necessary to improve the professional standard of a teacher in carrying out his duties and responsibilities as a teacher, educator, and trainer so a
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Pérez-Jorge, David, María del Carmen Rodríguez-Jiménez, Josué Gutiérrez-Barroso, and Fátima Castro-León. "Training in Digital Skills in Early Childhood Education Teachers: The Case of the University of La Laguna." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 20 (2020): 35. http://dx.doi.org/10.3991/ijim.v14i20.17339.

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<p class="0abstract"><span lang="EN-US">Information and Communication Technologies (ICT) have become essential tools for the development of quality educational practices. The special situation of COVID-19 has evidenced the problem of the teacher training. This work investigates the perception of the future teachers of Early Childhood Education about the use of ICT and the policies developed by the Government of the Canary Islands regarding the provision of resources, materials and training. The study had a sample of 110 teachers in training from the University of La Laguna, the res
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Stormont, Melissa, Wendy Reinke, and Keith Herman. "Teachers’ Characteristics and Ratings for Evidence-Based Behavioral Interventions." Behavioral Disorders 37, no. 1 (2011): 19–29. http://dx.doi.org/10.1177/019874291103700103.

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The vast majority of schools today are not prepared to support children's social behavior needs. One challenge is that teachers may not be knowledgeable of evidence-based practices that can be utilized with children. This study explored teachers’ agreement ratings for evidence-based and nonevidence-based behavior management practices for children with emotional and behavior needs, and whether specific teacher characteristics (educational level, amount of education and training using behavioral interventions, and position as a special or general educator) yielded differences in ratings. A surve
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Vasquez Arrieta, Oleg, Carolina Susana Bernett Olivares, Lebisth María González Suárez, and Jennifer Cabarcas Caro. "La formación del pedagogo infantil en relación con la educación especial o los procesos de inclusión// The infant teacher training regarding special education or inclusion processe." Hexágono Pedagógico 3, no. 1 (2012): 124. http://dx.doi.org/10.22519/2145888x.282.

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Con el desarrollo de las políticas de educación inclusiva en Colombia encontramos que a las instituciones de educación inicial están llegando niños que se pueden cobijar bajo el concepto de la diversidad, siendo así nos preguntamos por la formación de las maestras quelos atenderán. Para responder la pregunta indagamos en los planes de estudio de las licenciaturas en Pedagogía Infantil o Educación preescolar las asignaturas con denominaciones relacionadas con los procesos de educación especial o inclusión, encontrando que se desarrollan contenidos que atienden los elementos conceptuales de la i
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Pegalajar Palomino, Mª del Carmen. "INFORMATION AND COMMUNICATION TECHNOLOGIES AND INCLUSIVE TEACHING: PERCEPTIONS AND ATTITUDES OF FUTURE EARLY CHILDHOOD AND PRIMARY EDUCATION TEACHERS." Problems of Education in the 21st Century 76, no. 3 (2018): 380–92. http://dx.doi.org/10.33225/pec/18.76.380.

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This research analysed future teachers’ perceptions and attitudes towards the use of Information and Communication Technologies (ICTs) in the development of inclusive educational practices. Adopting a quantitative research approach, data were collected through an ad hoc questionnaire administered to fourth-year early childhood education and primary education degree students from the Catholic University of Murcia (UCAM), southeast Spain (n=231). Results revealed favourable perceptions towards ICT use in the classroom, with students viewing these resources as contributing to their professional d
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Warif, Muhammad. "Strategi Guru Kelas dalam Menghadapi Peserta Didik yang Malas Belajar." TARBAWI : Jurnal Pendidikan Agama Islam 4, no. 01 (2019): 38–55. http://dx.doi.org/10.26618/jtw.v4i01.2130.

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Abstrak Guru merupakan seseorang yang tugasnya mengajar, membimbing dan mengarahkan anak untuk belajar. Guru adalah merupakan suatu jabatan khusus dalam dunia pendidikan, dia termasuk salah satu sumber belajar yang utama karena dari sanalah siswa/peserta didik memperoleh bimbingan, pengajaran dan pelatihan. Profesionalisme seorang guru di peroleh lewat pendidikan khusus keguruan atau latihan dan pengalaman. Kemudian menurut Undang-Undang Sistem Pendidikan Nasional Guru adalah tenaga kependidikan yang berkualifikasi sebagai guru, dosen, konselor, pamong praja, widyaiswara, tutor, instruktur, se
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Benítez-Lugo, María-Luisa, Elena Pinero-Pinto, Fatima Leon-Larios, Esther María Medrano-Sánchez, Maria de-la-Casa-Almeida, and Carmen Suarez-Serrano. "Inclusive Design in the Field of Education from the Paradigm of Early Intervention." Children 8, no. 6 (2021): 474. http://dx.doi.org/10.3390/children8060474.

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Inclusive education and early intervention go hand in hand in the early educational stages to reach the maximum potential of the student body. The aim of this study was to analyze the inclusive profile of an educational center and assess the effectiveness of an inclusive task (designed for this study) in a group of students of early childhood education. This analytical, prospective, descriptive and longitudinal study was conducted from both qualitative and quantitative approaches. From the qualitative approach, an interview was carried out with early childhood education teachers. A total of ni
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Lacruz-Pérez, Irene, Pilar Sanz-Cervera, Gemma Pastor-Cerezuela, and Raúl Tárraga-Mínguez. "Análisis de conocimientos sobre aulas de comunicación y lenguaje de futuros/as maestros/as." Revista Fuentes 1, no. 23 (2021): 53–63. http://dx.doi.org/10.12795/revistafuentes.2021.v23.i1.12291.

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One of the main resources to promote the inclusion of students with special educational needs in Valencian Community regular schools are the communication and language classrooms. The success of this resource depends, among other aspects, on the knowledge that both regular and special educational teachers have about its functioning. For this reason, the aim of this work is to analyze the knowledge, misconceptions, and gaps about the functioning of these classrooms that early childhood education and primary education pre-service teachers have in their final year at university. Likewise, the res
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Aldabas, Rashed A. "Preparing For Using Augmentative and Alternative Communication in Classrooms: Pre-Service Special Education Teachers’ Perceptions." Journal of Studies in Education 7, no. 4 (2017): 105. http://dx.doi.org/10.5296/jse.v7i4.12062.

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The purpose of this study was to examine pre-service special education teachers’ perceptions regarding their skills and knowledge about the use of AAC, with respect to how well it prepared them to use AAC with students who have severe communication impairments. A descriptive research design was used to address the research questions. A total of 27 special education pre-service teachers (emphasized whether Early Childhood Special Education or Intellectual Disabilities) completed an online survey. The findings indicate that participants responded positively about their knowledge, ability, skills
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Mahabbati, Aini. "PROGRAM PELATIHAN DAN WORKSHOP KESIAPAN IMPLEMENTASI PAUD INKLUSIF UNTUK PENDIDIK PAUD TRAINING AND WORKSHOP PROGRAM FOR PREPARING IMPLEMENTATION OF INCLUSIVE EARLY CHILDHOOD EDUCATION." JURNAL PENELITIAN ILMU PENDIDIKAN 10, no. 2 (2018): 161. http://dx.doi.org/10.21831/jpipfip.v10i2.17909.

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Penelitian ini bertujuan untuk meningkatkan kompetensi pengelola lembaga PAUD dalam rangka mendukung kesiapan merintis implementasi PAUD Inklusif di Wilayah Kecamatan Banguntapan Bantul. Aspek yang ditingkatkan adalah pengetahuan dan keterampilan untuk menemukenali anak berkebutuhan khusus (ABK); intervensi ABK di PAUD; dan merancang pembelajaran PAUD yang mengakomodasi seluruh karakter subjek didik. Penelitian ini adalah penelitian tindakan dengan tahapan perencanaan, pelaksanaan, pengamatan, dan refleksi. Teknik pengumpulan data adalah pengisian angket dan observasi. Subjek penelitian berjum
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Dissertations / Theses on the topic "Education, Early Childhood. Education, Special. Education, Teacher Training"

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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
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Harris, Martha Jane 1949. "Leadership preparation in early childhood special education." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282490.

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First, a description of the Early Childhood Special Education (ECSE) field is developed through: an historical overview, a discussion of the unique features of the ECSE field, and a review of ECSE leadership preparation. Secondly, this study expands the currently limited knowledge base about ECSE leadership preparation. Based on data collected across the United States for the 1995-1996 and 1996-1997 school years, this dissertation identified IHEs that offered doctoral preparation in ECSE, described the characteristics and components of ECSE doctoral preparation, described ECSE faculty and doct
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Wasserman, Leslie Haley. "The relationship between perceived preparedness, effiacy and special education training." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/813.

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Limited information exists on early childhood first year teachers' training for accommodations for diverse student abilities in classrooms. This mixed methods sequential explanatory study examined the self-efficacy of 28 first year early childhood teachers from Midwest urban schools. Vygotsky's social learning theory and Gardner's multiple intelligences were used as the conceptual framework. Email survey data were collected and analyzed using a t-test to answer the quantitative questions on the relationship between perceived efficacy and type of and amount of special education training provide
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Floyd, Susanna M. "The Development of Teacher Training Principles from Identified Teacher Concerns Related to Mainstreaming in a Day Care Center." Digital Commons @ East Tennessee State University, 1988. https://dc.etsu.edu/etd/2676.

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The problem of this study was to identify teacher training principles which would aid day care teachers in integrating handicapped children into their classrooms. This was a descriptive study which utilized a questionnaire methodology. The questionnaire was administered to teachers of randomly selected day care centers in Tennessee. The sample size was 347. The questionnaire identified from the literature review was the Stages of Concern Questionnaire. The questionnaire was designed to identify concerns of individuals toward an innovation. The instrument was mod
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Heisner, Mary J. "Meeting the Professional Development Needs of Early Childhood Teachers with Child Development Associate Training." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/epse_diss/50.

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This study examined the impact of Child Development Associate (CDA) training on the beliefs and self-reported practices of early childhood teachers (N = 126) using a pre-post mixed-methods research design. Preschool teachers who were enrolled in CDA classes (n=76) and a comparison group of teachers (n = 50) completed two surveys of beliefs and self-reported practices: the Teacher Beliefs and Practices Survey: 3- to 5-Year-Olds (TBPS) (Burts, Buchanan, & Benedict, 2001) and the Early Childhood Survey of Beliefs and Practices (ECSBP) (Marcon, 1988, 1999). Repeated measures Multiple Analyses of
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Lynberg, Jennifer R. "Teachers and Their Perceptions About Adaptive Skill Training Within an Early Childhood Comprehensive Development Classroom for Students with Intellectual Disabilities." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3386.

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This dissertation investigated teacher perceptions about adaptive skill training within an early childhood comprehensive development classroom for students with intellectual disabilities. The purpose of this study was to gain a better understanding about adaptive skills from a teacher's perspective. The aims of the study were to help educators understand the role of comfort level, importance of adaptive skills, planning for adaptive skills, and connecting adaptive skills to an academic outcome. A quantitative, cross-sectional design was used, and an online survey was completed by 254 special e
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Maness, Brandie D. "Preschool Teachers' Perceptions of Children Prenatally Exposed to Drugs." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3384.

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With the incidence of prenatal drug exposure increasing, it is important that preschool teachers are prepared and confident in serving the needs of children affected by this exposure. Teachers need more training and education to prepare them for working with children with prenatal drug exposure. The purpose of this sequential mixed-methods study was to explore the perceptions, training, and shared experiences of preschool teachers when working with 4- and 5-year-old preschool children who have experienced prenatal drug exposure. The researcher invited 77 preschool teachers in northeast Tenness
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McConachie, Lisa Joann. "An Examination of School Readiness: How Is the Construct Defined for Children Who Are Blind?" PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2948.

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An increased focus on school readiness exists as students enter public school for the first time. Given unique challenges for students who are blind and use braille, school readiness in the transition to and preparation for kindergarten is even more critical to their future academic success. If children who are blind and use braille as their primary learning medium have the necessary school readiness skills entering kindergarten, they will be better prepared to participate in the academic classroom. There is a need for additional research to illuminate the skills needed for school readiness fo
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Hayman, Emily L. "Reducing Verbal and Physical Aggression in Elementary Students with Autism Spectrum Disorder Using the Aggression Replacement Training Program." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1412251648.

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Cameron, Margaret. "Early childhood environmental education : teacher attitudes and training needs /." Title page, contents and abstract only, 1992. http://web4.library.adelaide.edu.au/theses/09ENV/09envc182.pdf.

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Books on the topic "Education, Early Childhood. Education, Special. Education, Teacher Training"

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The exceptional child: Inclusion in early childhood education. Thomson Delmar Learning, 2007.

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Shores, Elizabeth F. A call to action: Family involvement as a critical component of teacher education programs. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1998.

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Rotatori, Anthony F., and Festus E. Obiakor. Critical issues in preparing effective early childhood special education teachers for the 21st century classroom: Interdisciplinary perspectives. Information Age Publishing, Inc., 2015.

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Table ronde nationale sur l'éducation pour tous d'ici à l'an 2000. Table ronde nationale sur l'éducation pour tous d'ici à l'an 2000: Yaoundé, du 21 au 25 janvier 1991. s.n., 1991.

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Bloomsbury CPD library: Supporting children with special educational needs and disabilities. Bloomsbury, 2016.

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United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. Subcommittee on Education and Early Childhood Development. Roundtable discussion: Meeting the highly qualifed teacher criteria for special education teachers : hearing before the Subcommittee on Education and Early Childhood Development of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Ninth Congress, first session, on examining the criteria for special education teachers to be "highly qualified" in accordance with the requirements of the No Child Left Behind Act, April 27, 2005. U.S. G.P.O., 2005.

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Boyer, Ernest L. Cornerstones for a new century: Teacher preparation, early childhood education, a national education index. NEA Professional Library, National Education Association, 1992.

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Inc, XAMonline, ed. GACE 003: Early childhood special education general curriculum : teacher certification exam. XAMonline, Inc., 2010.

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O'Sullivan, Barbara. Staff orientation in early childhood programs. Toys 'N Things Press, 1987.

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Focus on early childhood: A handbook for teachers. Gospel Publishing House, 1993.

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Book chapters on the topic "Education, Early Childhood. Education, Special. Education, Teacher Training"

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Clipa, Otilia, and Liliana Mâţă. "European Educational Policies on Teacher Training for Early Childhood Education." In Trends and Prospects of the Education System and Educators’ Professional Training Development. LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/978-1-910129-28-9.ch001.

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Nowadays, for entire world is consider a priority to invest in Early childhood education and to realize upon this European educational Policies. On September 2019, the European Commission had published the comparative report about Data on Childhood Education and Care in Europe and this document describes the main policy measures to ensure access specifying which countries guarantee a place in Early Childhood Education and Care from which age and it show how investment in this field have many benefits in entire life of this people. In many educational policies are highlighted the values of early age education and their effects on the children’s social and emotional integration within that society. In these debates, many countries focus their educational policies to teacher training for early childhood education and we described in this chapter. We propose a special profile and competence of this teacher for early childhood education.
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Chang, Cheng-Fen, and Hui-Ting Wang. "The Development of Special Education and Inclusion in Taiwan." In Advances in Early Childhood and K-12 Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1431-3.ch009.

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This chapter provides an example from Asia for professionals interested in how culturally responsive education systems have been established for people with disabilities. The chapter begins with the history of special education in Taiwan, continues with the characteristics of the current special education system, and ends with discussion of issues and future development. Readers will find the history and the special education system developed from point to line and then to plane, to form a holistic, comprehensive model. The government, scholars, and parents together have contributed to the Special Education System. The system was influenced primarily by the US and Japan, but also stemmed from the unique Taiwanese culture itself. In addition, the author described different special education teacher training stages and the demands of higher standards of teacher training programs and the necessity for substantial changes. Finally, the authors identified three issues and trends for future development: service extension to both ends, service quality, and evidence-based practices.
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Garcia, Roberto M. "Practice-Based Educational Research." In Practice-Based and Practice-Led Research for Dissertation Development. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6664-0.ch010.

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Incoming PK12 general education teachers beginning their careers are not wanting to have individuals with intellectual disabilities in their classroom due to a lack of special education experience and knowledge. This practice-based qualitative narrative dissertation study explored student teacher individual perceptions and experiences on special education classroom behavior and inclusion for elementary public-school general education student teachers. The practice-based problem was the negative views pre-service K12 educators held for classroom inclusion and personal perceptions of individuals with intellectual disabilities. The study sample included 10 student teacher college students enrolled in one Texas early childhood program. Schlossberg's Transition Model was used as the practice-based conceptual framework and data were gathered from interviews and analyzed using Clandinin and Connelly's procedures for narrative analysis. The findings determined pre-service general education teachers are not always provided adequate inclusion training.
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Almedina, Ma Isabel Amor, and Rocío Serrano Rodríguez. "Early Teacher Training Across European Countries." In Advances in Early Childhood and K-12 Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5167-6.ch005.

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This chapter presents the evolution of Early Childhood Education in Spain from different educational laws. The progression of these is confirmed as a stage of custody and care until its consideration as an educational stage, which has their owns signs of identity and even a curriculum. Likewise, it is shown that the learning of other languages and the development of technological competences has made Pre-School Education an effective tool for linguistic and cultural diversity. This matter is caused by the social and political changes, which have had a great influence on education. Research and experience confirm that Early Childhood Education is a substantial stage in support of the integral development of children at these ages, in which their benefits are extrapolated and remain over a lifetime.
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Gadella Kamstra, Lorena Salud. "Enriching Teacher Motivation by Improving Teacher Education." In Advances in Early Childhood and K-12 Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6487-5.ch007.

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Teacher motivation plays a crucial role in the learning and teaching of languages. Despite its importance, research on language teacher motivation is limited. On a different note, research on teacher education (TE) has exposed the ineffective preparation of teachers for the reality of the classroom. This chapter will discuss implications for language teacher training programs by establishing a link between teacher motivation and TE. This qualitative investigation was conducted in secondary state schools in Spain, and 23 English as a Foreign Language (EFL) teachers participated. In-depth semi-structured interviews were conducted to explore teacher demotivation to teach EFL, which in turn was associated to teachers' lack of training in inclusive and reflective practices. The findings revealed the demotivating influence of these two areas and explored how these could be tackled in TE while accounting for teachers' needs. By enhancing teacher training, the language classroom could become an inclusive and reflective space for young learners and teachers.
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Viejo, Carmen, Izabela Zych, and Vicente Llorent. "Teacher Skills in Early Years Education." In Advances in Early Childhood and K-12 Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5167-6.ch001.

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Early years education was found to be a key period for children's development. Children enter the school setting for the first time and are eager to learn as much as possible. At the same time, teachers need to address this demand that, increasingly, exceeds the purely academic boundaries and moves towards the child's holistic development. Therefore, besides academic skills, teachers should also include in their educational practice competencies for prosocial interpersonal relationships and skills to manage social and emotional aspects of life. This should be done without forgetting the academic aspects required in the curriculum. Moreover, all these contents, teaching methodologies, and principles should be adjusted according to children's age and motivation. Thus, skills to design, plan, implement, and evaluate an appropriate curriculum, manage convivencia, and create context and promote children's play are the three key elements of teacher training in early years education.
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Swaminathan, Sudha. "Educational Technology in Early Childhood Teacher Education." In Developing Technology-Rich Teacher Education Programs. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0014-0.ch020.

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Educational technology usage in early childhood education stands at a fork in the road. One path embellishes existing curricula with technology. The other, the more difficult passing, holds promises of technological transformations to the curricula and assessment in ways that can facilitate and propel child development. To support teachers in this path, early childhood teacher education programs need to transform themselves. The purpose of this chapter is to outline how these changes may occur within the context of national standards and policies, pedagogy and beliefs, curricular transformations, impact on children, and special tools. The authors suggests re-conceptualizing the content and delivery of college courses to support and inspire teachers to take the road less traveled. Additionally teachers need ongoing and recurrent support for continued progress in their educational technology usage.
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Chen, Irene, and Jane Thielemann. "Creating Multimedia for Special Audiences." In Advances in Early Childhood and K-12 Education. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-735-5.ch006.

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Bhattacharya, Alpana. "Preventing Disproportionality in Special Education With Culturally-Responsive Teacher Preparation." In Advances in Early Childhood and K-12 Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7630-4.ch002.

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Disproportionality in special education is an ongoing concern in the United States. Often a mismatch between the cultural values and expectations of teachers and students places culturally diverse students at risk for special education. Such disproportionate placement then adversely affects academic achievement of culturally diverse students. This chapter describes pedagogical approaches for promoting cultural responsiveness of preservice teachers with regards to disproportionality in special education. First, differences across culturally diverse groups and interactions between environmental factors are reviewed. Thereafter, pedagogical approaches for advancing preservice teachers' cultural responsiveness are described. Next, risk factors related to culturally diverse students' disproportionate placement in special education are pinpointed, and instructional approaches for addressing disproportionality in special education are explained. Finally, recommendations and future research directions for addressing disproportionality in special education are highlighted.
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"Special Education Service Delivery Models Around the Globe." In Advances in Early Childhood and K-12 Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8069-0.ch015.

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This chapter examines various service delivery models being used around the world. It discusses models of inclusion in which all students are placed into the public school educational arena and the regular education teachers provide the services to the student with special needs while the special education teacher is used as a consultant. It continues with a discussion about other types of service delivery models, such as separate schools or even institutions away from family, friends, and society. It concludes with a discussion about the future trends within the field of special education service delivery models and what can be done to improve them.
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Conference papers on the topic "Education, Early Childhood. Education, Special. Education, Teacher Training"

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M. W. Ng, Eugenia. "The Flipped Classroom: Two Learning Modes that Foster Two Learning Outcomes." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3463.

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[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] The study involved student teachers enrolled in early childhood teaching at a teacher training institute in Hong Kong Special Administrative Region. Seventy-four students participated in flipped classroom activities during their first semester of study. Students were told to learn from online videos related to using image editing software in their own time and pace prior to the next class. When they met in class, they were asked to apply their recently acquired editing knowledge
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Kurniawati, Leli, and Yudi Sukmayadi. "Training of Teaching Music and Movement Competency for the Early Childhood Teacher." In Proceedings of the International Conference on Arts and Design Education (ICADE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icade-18.2019.67.

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Pertiwi, Hana, Yudianto Sujana, and Rahma Pudyaningtyas. "The Dilemma of Reading, Writing, and Counting in Early Childhood Education: A Qualitative Descriptive Study." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.101.

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Dârlă (Ionescu), Ileana Constanţa. "Evaluation of Learning in the Period of Early Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/12.

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At all levels of education, learning assessment is generally considered to be an essential part of teachers' work. For early childhood educators, ie those who work with children from birth to age six, there are special considerations that stem from the characteristics of those trained and the nature of early learning. This paper reviews research on the formative assessment of early learning and development. In this way, important theoretical constructs related to early learning are explored and research on key aspects of early childhood learning is synthesized. We discuss the methods that are
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Tudor, Sofia-Loredana. "Study on the Training Needs of Teaching Staff to Provide Quality Early Childhood Education Services." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/36.

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Early child development is related to early education, health, nutrition, and psychosocial development; therefore, the holistic concept of early approach combines elements from the area of stimulation of the child, health, nutrition, speech therapy, psychological counselling, physical development support, etc. The need for the development of integrated early education services and their extension to the area of 0-3 years are priorities of the European strategies assumed through a complex of educational policy measures, having as a priority the development of quality early education services fo
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Noortyani, Rusma. "Morphsyntax Learning through Story Telling using Character Fairy Tales on Early Childhood Education in Banjarmasin." In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.122.

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Rafikayati, Ana, Lutfi Isni Badiah, and Mr Mudhar. "The Study of Online Lecturing Implementation in Improving Skills of Early Childhood Teacher in Handling Children with Special Needs." In Proceedings of the 2nd INDOEDUC4ALL - Indonesian Education for All (INDOEDUC 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/indoeduc-18.2018.27.

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Amurskaya, Oksana, and Regina Plankina. "Multilingual Education in the Teacher Training Master Course “Multilingual Technologies of Early Childhood Development” (Kazan Federal University)." In Proceedings of the International Conference on European Multilingualism: Shaping Sustainable Educational and Social Environment (EMSSESE 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/emssese-19.2019.22.

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Zaenab, Siti. "The Level of Early Childhood Teacher Education and its Relationship with the Moral Quality of the People in Dompu Town, West Nusa Tenggara, Indonesia." In 3rd International Conference on Education and Training (ICET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icet-17.2017.42.

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Biffi, Elisabetta, and Daniela Bianchi. "TEACHER TRAINING FOR THE PREVENTION, REPORTING AND ADDRESSING OF VIOLENCE AGAINST CHILDREN." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end015.

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Each year an estimated one billion children (one out of two children worldwide) suffer some form of physical, sexual or psychological violence or neglect (Hillis, Mercy, Amobi, & Kress, 2016). Being a victim of violence in childhood has lifelong impacts on education, health, and well-being. Exposure to violence can lead to poor academic performance due to cognitive, emotional, and social problems (WHO, 2019). The right of the child to freedom from all forms of violence is affirmed by the United Nations Committee on the Rights of the Child, in its General Comment No. 13 (UNCRC, 2011). Moreo
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