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

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Journal articles 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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1

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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Teijeiro Boo, Yésica, and María J. Fluza Asorey. "¿CÓMO PERCIBEN LA DIVERSIDAD LOS FUTUROS MAESTROS DE EDUCACIÓN INFANTIL?" International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 3, no. 1 (2016): 99. http://dx.doi.org/10.17060/ijodaep.2014.n1.v3.486.

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Abstract:HOW DO FUTURE TEACHERS OF EARLY CHILDHOOD EDUCATION PERCEIVE THE DIVERSITY?This work reports a research process that is being developed with students of the course “Inclusive School and Special Needs Education”, taught in the 2nd year of the Early Childhood Education Degree in the Lugo branch of the University of Santiago de Compostela. This project aims to study the knowledge and preconceptions that these students have about Inclusion and Special Educational Needs (SEN), and their beliefs regarding different disabilities. Despite not having definitive data, the present results show t

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W. Mwangi, Sarah, and Japheth M. Makuna. "PROMOTING IDENTIFICATION AND SUPPORT OF LEARNERS WITH VISUAL PROBLEMS IN PUBLIC PRIMARY SCHOOLS, CENTRAL KENYA." International Journal of Innovation Education and Research 7, no. 3 (2019): 237–45. http://dx.doi.org/10.31686/ijier.vol7.iss3.1370.

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Visual impairment in childhood has implications in all aspects of the child’s development. It posses educational, occupational and social challenges, with affected children being at risk of behavioral, psychological difficulties, impaired self-esteem and poor social integration. Moreover, visual problems are an important contribution to poor school performance. Visual problems are known to deteriorate and become visual impairments if they are not identified and treated early. Despite this realization, high risk learners in primary schools remain unnoticed, undiagnosed and do not benefit from s

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McLeod, Ragan H., Sunyoung Kim, and Kimberly A. Resua. "The Effects of Coaching With Video and Email Feedback on Preservice Teachers’ Use of Recommended Practices." Topics in Early Childhood Special Education 38, no. 4 (2018): 192–203. http://dx.doi.org/10.1177/0271121418763531.

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In this study, we examined the effects of training and coaching via video and email feedback on preservice teachers’ use of recommended practices. Two preservice teachers in an early childhood special education program developed action plans for implementing recommended practices and videotaped their interactions with children in a blended preschool program. Coaches reviewed videos and provided email feedback with video examples of participants’ use of the practices. The training and coaching with email and video feedback was effective in increasing participants’ use of recommended practices.

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Fox, Lise, Mary Louise Hemmeter, Patricia Snyder, Denise Perez Binder, and Shelley Clarke. "Coaching Early Childhood Special Educators to Implement a Comprehensive Model for Promoting Young Children’s Social Competence." Topics in Early Childhood Special Education 31, no. 3 (2011): 178–92. http://dx.doi.org/10.1177/0271121411404440.

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Growing evidence suggests the importance of practitioners implementing promotion, prevention, and intervention practices to foster children’s social-emotional competence and address challenging behavior within schools. Limited research exists, however, on how to support teachers of school-age children to implement with fidelity comprehensive frameworks that organize promotion, prevention, and intervention practices, and even fewer studies have examined implementation within early childhood classrooms. In this study, three teachers were trained and coached to implement promotion, prevention, an

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Green, Jonathan. "Who's Watching the Children? Anthropology in Child Care." Practicing Anthropology 18, no. 4 (1996): 33–36. http://dx.doi.org/10.17730/praa.18.4.n21m05u2m54t110u.

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For the past several years I have been engaged in graduate study in anthropology, with special focus on applied and especially educational anthropology. During this time economics have necessitated my employment outside academia, primarily in the field of child care and early childhood education. Since June 1994, I have worked with one child-care provider in particular: a large, public, for-profit, preschool and day-care company. I began in the Special Needs Program, but recently moved into the position of Training Coordinator. Rather than working directly with the children, I now work with th

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Melnik, Eleonora. "ENVIRONMENTAL EDUCATION: PERSPECTIVES OF DEVELOPMENT." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 9, no. 3 (2012): 49–57. http://dx.doi.org/10.48127/gu-nse/12.9.49b.

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Realizing existing environmental problems the contemporary humanity is seeking new ways of interaction with environment. On the one hand it lies in development of innovative technologies in manufacturing process which reserve natural resources and focus on en-hancement of environment. On the other hand it implies introduction of environmental knowledge into all spheres of education. Psychological science claims that a person of postindustrial society is spiritually distanced from nature and the increasing formal religiosity doesn’t prevent them from developing a pragmatic view on their being.

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Gunn, Summer L., Tyra P. Sellers, and Ben Lignugaris/Kraft. "Application of Coaching and Behavioral Skills Training During a Preschool Practicum With a College Student With Autism Spectrum Disorder." Clinical Case Studies 16, no. 4 (2017): 275–94. http://dx.doi.org/10.1177/1534650117692673.

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The current study looked at the effects of coaching using behavioral skills training (BST) outlined by Parsons, Rollyson, and Reid. The participant was a young adult with autism spectrum disorder (ASD) enrolled in a preschool practicum course as part of the early childhood special education (ECSE) licensure program at the university that she attended. Impairment in social pragmatics and executive functioning are associated with ASD and are critical for engaging in an evaluative and analytic process necessary for success as an ECSE teacher. Coaching, using the BST model paired with observation

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Giddan, Jane J., Karen M. Bade, Debra Rickenberg, and Anderia Trail Ryley. "Teaching the Language of Feelings to Students With Severe Emotional and Behavioral Handicaps." Language, Speech, and Hearing Services in Schools 26, no. 1 (1995): 3–10. http://dx.doi.org/10.1044/0161-1461.2601.03.

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Educators in school programs are challenged to help children with severe emotional problems learn to use language to express their thoughts and feelings and describe and process their emotional conflicts. For a variety of reasons, such children usually have not acquired skills in this realm through normal developmental processes. They require deliberate instruction, training, and practice by all members of collaborative teams of professionals that include skilled speech-language pathologists, special education teachers, and counselors, among others. This article reviews aspects of normal affec

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Henning, Elizabeth. "Views of childhood and knowledge of children." South African Journal of Childhood Education 4, no. 2 (2014): 4. http://dx.doi.org/10.4102/sajce.v4i2.200.

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<p>In a country where there is a consistent loud outcry about school achievement of youth<br />in the final school examination in Grade 12, attention has recently shifted to children in<br />the primary school. The very founding of this journal was motivated by a deep concern<br />about research in childhood education and children’s lives. Questions were being asked<br />about what happens in the first years of schooling, about the suitability of the national<br />curriculum for such a diverse population, about specialised research in the field of<br /&gt

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Baroroh Lestari, Pudji Herijanto, Ellyn Eka W, Heru Utomo, and Diana Eka P. "PENINGKATAN KUALITAS MOTORIK ANAK MELALUI PENDIDIKAN ANAK USIA DINI BERBASIS ALAT PERMAINAN EDUKATIF DI POS PAUD PELANGI KELURAHAN MERGOSONO KECAMATAN KEDUNGKANDANG MALANG." Jurnal Pengabdian Polinema Kepada Masyarakat 7, no. 2 (2020): 5. http://dx.doi.org/10.33795/jppkm.v7i2.21.

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Early childhood education is a form of education that focuses on laying the foundation for physical growth and development (fine and gross motor intelligence), intelligence (power of thought, creativity, motivational intelligence, spiritual intelligence), social emotions (emotions and motivation ) and religion), language and communication in accordance with the uniqueness of PAUD. The existence of Pos PAUD in the Mergosono Subdistrict of Kedungkandang District Malang City is one of the forms and efforts to bridge the need for early education services at the Subdistrict level which is intended

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LeeSoonja. "Becoming an Early Childhood Special Education Teacher in an Early Childhood Education Institution." Journal of Anthropology of Education 20, no. 4 (2017): 91–159. http://dx.doi.org/10.17318/jae.2017.20.4.003.

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Dewi, Dita. "Teacher Management in Early Childhood Education." Early Childhood Research Journal (ECRJ) 3, no. 1 (2020): 12–17. http://dx.doi.org/10.23917/ecrj.v3i1.11709.

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This study aims to describe the planning, recruitment, coaching, and development at Surya Ceria Aisyiyah kindergarten, Cangakan, Karanganyar. This research is a qualitative descriptive study. Data collection uses observation techniques, interviews, and documentation. Test the validity of the data using technical triangulation and source triangulation. Data analysis using the model of Miles and Huberman namely the reduction stage, the stage of data presentation, and drawing conclusions. The results of his research are (1) Planning in Surya Ceria Aisyiyah PAUD using job analysis and job analysis

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Lazzari, Andrea M., and Mary Beth Bruder. "Teacher Evaluation Practices In Early Childhood Special Education." Journal of the Division for Early Childhood 12, no. 3 (1988): 238–44. http://dx.doi.org/10.1177/105381518801200305.

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Fauzi, Chandra, and Basikin. "The Impact of the Whole Language Approach Towards Children Early Reading and Writing in English." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (2020): 87–101. http://dx.doi.org/10.21009/jpud.141.07.

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   This study aims to determine the effect of the whole language approach to the ability to read and write in English in early stages of children aged 5-6 years in one of the kindergartens in the Yogyakarta Special Region. The population in this study were 43 children who were in the age range of 5-6 years in the kindergarten. Twenty-nine participants were included in the experimental class subjects as well as the control class with posttest only control group design. Observation is a way to record data in research on early reading and writing ability. The results of Multivar

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Rahmawati, Siti, Masni Erika Firmiana, and Rochimah Imawati. "Kesadaran dan Pengetahuan untuk Penanganan Awal Anak Berkebutuhan Khusus di Lembaga PAUD Pesanggrahan Jakarta." JURNAL Al-AZHAR INDONESIA SERI HUMANIORA 3, no. 2 (2017): 169. http://dx.doi.org/10.36722/sh.v3i2.206.

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<p><em>Abstrak</em> - <strong>Lembaga Pendidikan Anak Usia Dini (PAUD) saat ini sudah semakin tersebar di seluruh Indonesia. Begitu pentingnya PAUD, sehingga menjadi salah satu tujuan penting dalam pembangunan di Indonesia. Seperti tercantum dalam Undang-Undang Dasar 1945 pasal 31 yang menyebutkan bahwa setiap warga negara berhak memperoleh pendidikan (Abdurrachman, 1994:2) termasuk juga anak-anak. Tidak hanya anak-anak yang berada dalam kondisi normal, bahkan juga anak yang memiliki keterbatasan atau biasa disebut Anak Berkebutuhan Khusus (ABK).</strong><stron

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Anufrieva, Natalia Ivanovna, Aleksandr Vlavlenovich Kamenets, Marina Viktorovna Pereverzeva, and Marina Gennadievna Kruglova. "Features of the application of art-therapeutic and gaming technology based on folk music in rehabilitation and socialization of children with health limitations." Open Access Macedonian Journal of Medical Sciences 8, E (2020): 373–81. http://dx.doi.org/10.3889/oamjms.2020.3588.

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AIM: The purpose of the work is to study the specifics and evaluate the effectiveness of the use of art-therapeutic and gaming technologies based on musical folklore in the course of rehabilitation of children with health limitations. MATERIALS AND METHODS: The socialization of such children depends largely on the characteristics of health, the principles of their training, and the effectiveness of the chosen methods. This justifies the need to analyze the practical experience and evaluate the results of efforts of specialists who deal with special children. RESULTS: The results of

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Kemple, Kristen M., Lynn C. Hartle, Vivian I. Correa, and Lise Fox. "Preparing Teachers for Inclusive Education: The Development of a Unified Teacher Education Program in Early Childhood and Early Childhood Special Education." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 17, no. 1 (1994): 38–51. http://dx.doi.org/10.1177/088840649401700105.

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Bae, Junghee, and Younkyung Cho. "The Role Recognition and Ideal Role Implementation of Early Childhood Education Teacher and Early Childhood Special Education Teacher in Inclusive Settings." Special Education Research 8, no. 2 (2009): 85. http://dx.doi.org/10.18541/ser.2009.09.8.2.85.

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Sadler, Faith Haertig. "The Itinerant Special Education Teacher in the Early Childhood Classroom." TEACHING Exceptional Children 35, no. 3 (2003): 8–15. http://dx.doi.org/10.1177/004005990303500301.

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서혜정 and Youngsook Suh. "Constructivism-based instruction in early childhood education teacher-training classes." Korean Journal of Early Childhood Education 29, no. 3 (2009): 165–90. http://dx.doi.org/10.18023/kjece.2009.29.3.008.

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Mbugua, Tata. "Teacher Training for Early Childhood Development and Education in Kenya." Journal of Early Childhood Teacher Education 30, no. 3 (2009): 220–29. http://dx.doi.org/10.1080/10901020903084256.

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Yoon, Mi-kyoung. "A Study on Reconstructing of Curriculum in Teacher Education of Department of Early Childhood Special Education to Improve Core Competency for Early Childhood Special Education Teachers." Korean Journal of Special Education 50, no. 2 (2015): 143–66. http://dx.doi.org/10.15861/kjse.2015.50.2.143.

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Brown, Carmen Sherry, Tracy N. Cheddie, Lynell F. Horry, and Julia E. Monk. "Training to Be an Early Childhood Professional: Teacher Candidates’ Perceptions about Their Education and Training." Journal of Education and Training Studies 5, no. 6 (2017): 177. http://dx.doi.org/10.11114/jets.v5i6.2308.

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Professionalism in the context of early care and education has received considerable attention in recent years (Caulfield, 1997; Harte, 2011; Tigistu, 2013). According to the 2010 National Association for the Education of Young Children (NAEYC) Standards for Initial & Advanced Early Childhood Professional Preparation Programs, teacher candidates prepared in early childhood degree programs should identify and conduct themselves as members of the profession, know and use ethical guidelines and utilize other professional standards related to early childhood practice (NAEYC, 2012). In their fi

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Diana, Diana, Sunardi Sunardi, Gunarhadi Gunarhadi, and Yusuf Munawir. "The development of I-Teach model to improve early childhood teachers professionalism." Cypriot Journal of Educational Sciences 15, no. 6 (2020): 1614–28. http://dx.doi.org/10.18844/cjes.v15i6.5321.

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The study aims to find out the effectiveness of I-Teach model to improve teachers’ professionalism in handling special-needs children in inclusive classes. This is the final part of a research and development project with the modification of its development stage by Sukmadinata (2017) to be a model testing stage. It explained the effectiveness of the I-Teach model through a true experimental design by classifying the control and experimental group. The subjects of the study were purposively selected, with a total of 24 inclusive teachers involved. The study signified the effectiveness of the I

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

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The e-learning program is a new program implemented at the early childhood education level. The teacher of the main character in the application of e-learning has a dilemma in running this program. The focus of the study identified the consistency of early childhood education teachers in implementing e-learning programs during the Covid-19 pandemic. Using quantitative methods with purposive sampling technique. Data obtained through interviews (G-Form) with respondents 50 ECE teachers in the city of Surakarta. Field facts are that there is no teacher consistency in implementing e-learning progr

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Chang, Florence, Diane M. Early, and Pamela J. Winton. "Early Childhood Teacher Preparation in Special Education at 2- and 4-Year Institutions of Higher Education." Journal of Early Intervention 27, no. 2 (2005): 110–24. http://dx.doi.org/10.1177/105381510502700206.

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Widerstrom, Anne H., Donna Domyslawski, and Brian McNulty. "Rural Outreach Training in Early Childhood Special Education: A Cooperative Model." Journal of the Division for Early Childhood 10, no. 1 (1986): 84–92. http://dx.doi.org/10.1177/105381518601000109.

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Srihawong, Parichat, and Vita Jones. "COMMON CAUSES OF EARLY CHILDHOOD SPECIAL EDUCATION TEACHER BURNOUT, PREVENTION AND MANAGEMENT." Volga Region Pedagogical Search 31, no. 1 (2020): 92–101. http://dx.doi.org/10.33065/2307-1052-2020-1-31-92-101.

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Macià-Gual, Aida, and Laura Domingo-Peñafiel. "Demands in Early Childhood Education: Montessori Pedagogy, Prepared Environment, and Teacher Training." International Journal of Research in Education and Science 7, no. 1 (2020): 144. http://dx.doi.org/10.46328/ijres.1272.

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Recognizing the inherent attention in examining how educational practices affect our future, there is little known about society’s demands related to early childhood education. This paper aims to analyze the current preschool enrolment situation in the Euro-Western world and the demands of society, focusing attention on the characteristics needed in the prepared environment and in teacher training practices that inclusive education offers. Different socio-cultural theories have been analyzed, and practices regarding human development have been presented as they guarantee an integral developmen

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Kim, Soon-hwan, Hoe-wook Chung, Hee-young Kim, and Tae-young Kim. "Development of Early Childhood Teacher Training Program for the Smoking Prevention Education." Korea Association for Early Childhood Education and Educare Welfare 22, no. 1 (2018): 43–70. http://dx.doi.org/10.22590/ecee.2018.22.1.43.

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Park, Eun-Hye, and Seen-Young Park. "Early Childhood Teacher Training and Education Plans in view of Demographic Changes." Early Childhood Education Research & Review 24, no. 2 (2020): 57–78. http://dx.doi.org/10.32349/ecerr.2020.4.24.2.57.

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Morrison, Johnetta Wade. "Teacher training in early childhood education: The case of Ghana, West Africa." Journal of Early Childhood Teacher Education 23, no. 4 (2002): 315–18. http://dx.doi.org/10.1080/1090102020230403.

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Park, Hyun Ok, and Hye Kyung Kang. "Qualitative Inquiry about Early Childhood Special Education Teacher Practicum: Based on the Voices of Veteran Education Professional." Special Education Research 17, no. 4 (2018): 87–109. http://dx.doi.org/10.18541/ser.2018.11.17.4.87.

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Baglama, Basak, and Mukaddes Sakalli Demirok. "Determination of preservice special education teachers’ views on early childhood intervention." Cypriot Journal of Educational Sciences 11, no. 4 (2016): 213–22. http://dx.doi.org/10.18844/cjes.v11i4.1297.

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Experiences in early childhood have a great influence on a child's physical and mental development. Early childhood interventions are widely accepted as an effective way to prevent learning difficulties and to promote healthy development for children with special needs. For this reason, it is important for teachers who will work with children with special needs or children who are at risk to have sufficient knowledge about early childhood intervention and be competent in this area. Therefore, the present study aims to determine the views of preservice special education teachers about early chi

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Nurani, Yuliani, Sofia Hartati, Ade Dwi Utami, Hapidin Hapidin, and Niken Pratiwi. "Effective Communication-Based Teaching Skill for Early Childhood Education Students." International Journal of Higher Education 9, no. 1 (2019): 153. http://dx.doi.org/10.5430/ijhe.v9n1p153.

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The research aims to develop a series of effective communication-based teaching skills for early childhood education teachers that develop in accordance with the Indonesian National Curriculum framework used recently in Department of Early Childhood Education, Faculty of Education, State University Jakarta. Research will be conducted in two years using research and development methods. The literature review has been conducted on effective communication and teaching skills for the first year and a series of teaching skill indicators. Data gathered from early childhood education teachers in Jaka

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Sani, Isah Dantani, Nma Aliyu Ibrahim, and John Saidu. "TRANSFORMATION OF EARLY CHILDHOOD EDUCATION IN NIGERIA FOR NATIONAL DEVELOPMENT." Sokoto Educational Review 17, no. 1 (2017): 12. http://dx.doi.org/10.35386/ser.v17i1.24.

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This paper examined the existing management strategies for funding Early Childhood Education (ECE) in Nigeria with a view to proposing better funding approach and sustainability. It recognized the commitment of the Nigerian Government (Federal, State and Local), the support of the community, individuals and donor agencies in funding ECE programmes. It argued that, nevertheless, much more needs to be done towards providing adequate funds for quality training of teachers/ caregivers, provision of appropriate ECD facilities, and stimulating learning materials as well as supervision/ monitoring of

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Cruz, Francisca Antonia Marcilane Gonçalves, Luisiane Frota Correia Lima Ramalho, Francisco Arnaldo Lopes Bezerra, et al. "Teacher training." International Journal for Innovation Education and Research 9, no. 9 (2021): 309–22. http://dx.doi.org/10.31686/ijier.vol9.iss9.3343.

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This article discusses Art teacher training in the context of early childhood education in the Brazilian scenario through a systematic review of articles published on the databases Google Scholar, Scientific Eletronic Library Online (SciELO) and Capes Portal of Periodicals between 2014 and 2019. It aims to understand how Brazilian bibliographical production has been studying this theme and proposes a critical theoretical reflection about that issue. Analyses showed research developed in educational contexts focused on professional training for the construction of knowledge and the promotion of

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Stomfay‐Stitz, Aline M. "COMPUTER ASSISTED INSTRUCTION FOR DEVELOPING STUDENT TEACHER AWARENESS OF EARLY CHILDHOOD SPECIAL EDUCATION." Journal of Early Childhood Teacher Education 14, no. 1 (1993): 22–25. http://dx.doi.org/10.1080/1090102930140106.

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권미지, 권미은, and Mia Lee. "The Comparison of Multicultural Belief and Teacher Efficacy between Pre-service Early Childhood Special Education Teachers and Pre-service Early Childhood Education Teachers." Korean Journal of Physical, Multiple, & Health Disabilities 56, no. 4 (2013): 105–25. http://dx.doi.org/10.20971/kcpmd.2013.56.4.105.

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Piper, Amy W. "What We Know about Integrating Early Childhood Education and Early Childhood Special Education Teacher Preparation Programs: A Review, a Reminder and a Request." Journal of Early Childhood Teacher Education 28, no. 2 (2007): 163–80. http://dx.doi.org/10.1080/10901020701366749.

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