Relevant bibliographies by topics / Educational psychology; Early childhood education

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

Academic literature on the topic 'Educational psychology; Early childhood education'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Educational psychology; Early childhood education"

1

Smith, Anne B. "Children's Rights and Early Childhood Education." Australasian Journal of Early Childhood 32, no. 3 (2007): 1–8. http://dx.doi.org/10.1177/183693910703200302.

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THERE IS STILL RESISTANCE and hostility within some circles to the United Nations Convention on the Rights of the Child (the Convention), but professionals working with children should be familiar with rights principles and their use in advocating for change. A rights perspective fits well with the new paradigm of Childhood Studies, which is critical of developmental psychology and recognises multiple childhoods, children's agency and competency, and the primacy of children's lived experience. The Convention has been used in advocating for reforms in early childhood services in New Zealand. On
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Bilton, Helen. "Developmental psychology and early childhood education." Early Years 33, no. 2 (2013): 203–4. http://dx.doi.org/10.1080/09575146.2012.716220.

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Saracho, Olivia N. "Educational play in early childhood education." Early Child Development and Care 66, no. 1 (1991): 45–64. http://dx.doi.org/10.1080/0300443910660105.

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Blaise, Mindy. "Contextualising early Childhood Education." Australasian Journal of Early Childhood 31, no. 3 (2006): ii. http://dx.doi.org/10.1177/183693910603100301.

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Grey, Anne. "Cybersafety in Early Childhood Education." Australasian Journal of Early Childhood 36, no. 2 (2011): 77–81. http://dx.doi.org/10.1177/183693911103600210.

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Donohue, W. Anthony, Karin Borgh, and W. Patrick Dickson. "Computers in Early Childhood Education." Journal of Research in Childhood Education 2, no. 1 (1987): 6–16. http://dx.doi.org/10.1080/02568548709594918.

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Hidayat, Bahril, Ary Antony Putra, and Musaddad Harahap. "PENDIDIKAN ANAK USIA DINI MENURUT PSIKOLOGI ISLAMI." Generasi Emas 1, no. 1 (2018): 29. http://dx.doi.org/10.25299/ge.2018.vol1(1).2254.

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The relationship among early childhood education is related to the Islamic Education and Islamic Psychology perspective. Discussion of this article forms of theoretical review and expected to generate scientific reference to formulate explanation and development of science about Islamic Early Childhood Education according to Islamic Psychology. Islamic Education into early childhood as students, not only based on the principles of western Educational Psychology and Psychology of Learning (Psychology Learning and Teaching) from the Western scientist theory, but must be based on Islamic values a
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Ailwood, Jo. "Governing Early Childhood Education through Play." Contemporary Issues in Early Childhood 4, no. 3 (2003): 286–99. http://dx.doi.org/10.2304/ciec.2003.4.3.5.

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Play serves as a significant nodal point in the discursive relations of early childhood education. The aim of this article is to ask how play has come to appear so necessary to early childhood educational settings and how this perceived necessity governs the behaviour of both adults and young children. To do this the author make use of concepts provided through Foucault's notion of governmentality, or the conduct of conduct. The article begins with a thematic overview of some of the dominant discourses of play. It then considers some critiques of play discourses in early childhood education. F
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Selbie, Philip, and Peter Clough. "talking early childhood education." Journal of Early Childhood Research 3, no. 2 (2005): 115–26. http://dx.doi.org/10.1177/1476718x05053923.

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Carlson, Helen L., Olga Zvagina, and Lena Stenmalm Sjölom. "Early Childhood Education in Societal Context: Teachers in Three Countries Speak About Early Childhood Education." Early Education & Development 8, no. 2 (1997): 169–86. http://dx.doi.org/10.1207/s15566935eed0802_5.

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Dissertations / Theses on the topic "Educational psychology; Early childhood education"

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Luke, Onzie. "The Effect of Early Childhood Abuse on Educational Attainment." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6917.

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The purpose of this study was to fill a gap in the literature regarding survivors of child abuse and their capacity to continue their educational pursuits beyond high school. Thus, this study explored the lived experience of self-identified abuse survivors who were enrolled in higher education. The theoretical bases for this study included Bandura'€™s social cognitive theory, Rotter'€™s theory of locus of control and Heider'€™s and Weiner'€™s theory of attribution. Open-ended interviews were conducted with 15 survivors of child abuse enrolled in an undergraduate or graduate degree program at a
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Podraza, Dan John. "Elementary School Social Workers' Perspectives on the Development of Resilience in Early Childhood." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10281911.

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<p> Researchers have stressed the importance of addressing the social/emotional needs of early childhood (EC) children, including the development of resilience; however, some U.S. school personnel focus more on academics than on these needs. When young children possess these skills, they can handle social/emotional challenges later in life. The purpose of this qualitative bounded case study was to explore school social workers&rsquo; (SWs) perspectives about resilience in EC settings. Research questions focused on knowledge of existing programs, participants&rsquo; perceptions of the successes
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Steiner, Emily Irene. "Trauma-informed practice| A self-study in early childhood special education." Thesis, Mills College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10155716.

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<p> The purpose of this self-study is to examine and analyze if and how an understanding of early childhood trauma informs my practice in my student-teaching placements in early childhood special education and a special day class (SDC) autism preschool. This study was informed by research in the field, as well as qualitative interviews on the subject. This study aims brings to light the need for more training and education on trauma-informed care in ECE. Data was collected through self-focused reflections and feedback from my colleagues on my work in my student-teaching placements at a center-
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Gomez, Celia J. "Exploring Intergenerational Effects of Education: A Mixed-Methods Approach to Understanding Mothers’ Educational Pursuits and Their Young Children’s Development." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112713.

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The positive relationship between parental education and children’s educational outcomes is one of the most well established connections in the developmental literature. However, nearly all of this research treats parent education as static across a child’s development. Estimates from the 2008-2009 Survey of Income and Program Participation suggest that nearly 2 million low-income parents were engaged in some form of continued education that year. Given this, it is critical to understand parents’ experiences in school, as well as the relationship between child development and parent education,
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Liu-Trofimovsky, Jia. "School Psychologists' Early Numeracy Training and Practices." Thesis, State University of New York at Albany, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621899.

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<p> An emergent area of research pertains to early numeracy, or number sense. Early numeracy plays a significant role in the development of mathematics skills, and researchers have recognized its importance for overall academic achievement. This study surveyed practicing school psychologists to investigate current early numeracy training and practices. A nationwide sample of 279 school psychologists completed a Web-based survey modeled after the available early numeracy research. The majority of individuals reported receiving at least one professional development training for academic concerns
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Vitztum-Komanecki, Joann Marie. "Community integration and inclusion developmental outcomes for preschoolers with disabilities in inclusive settings /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274267.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2007.<br>Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2802. Adviser: Jack Cummings. Title from dissertation home page (viewed April 8, 2008).
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Sisson, Kelly J. "Teacher and school characteristics as protective factors| An investigation of internalizing and externalizing behaviors among rural, at-risk children." Thesis, Alfred University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3636353.

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<p> Limited research exists examining the social-emotional functioning of rural, at-risk children in addition to school characteristics that may impact behaviors. In the present study the social-emotional functioning of rural, at-risk Kindergarten students was observed in relation to various school characteristics including teacher perceptions of professional climate, opportunities for professional development and collaboration, teacher efficacy, and teacher-child relationships. The sample of students from low SES families residing within rural areas was derived from a nationally representativ
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Solano, Jennifer M. "Implementation of K-12 Positive Behavioral Interventions and Supports in Preschool Classrooms." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10822704.

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<p> The purpose of this study was to examine the impact of K-12 Positive Behavioral Interventions and Supports (PBIS) implementation in preschool classrooms. PBIS is a multi-tiered social-emotional and behavioral framework developed for the K-12 population and not for young children. Implementation of K-12 PBIS in preschool classrooms creates a contextual mismatch which may negatively affect outcomes such as teacher self-efficacy and student behavior. The Pyramid Model is a framework adapted from K-12 PBIS developed specifically for young children. </p><p> This study used a logic model to ex
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McGowan, Erin M. "Preschool teachers use of embedded-explicit instruction to promote literacy." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10102590.

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<p> Multiple-baseline across participants design was used to examine the effects of professional development (PD) and coaching on preschool teachers&rsquo; implementation of embedded-explicit literacy instruction to increase children&rsquo;s opportunities to engage in meaningful, intentional, and contextualized literacy behaviors, as measured by Complete Learning Trials (CLTs). Three teachers were videotaped weekly during free-play and observations were coded for CLT accuracy. After professional development, coaching was provided weekly via email. An immediate effect of PD was observed, with c
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Speerschneider, Kimberly K. "The Differentiated Impact of Early Entry Into Head Start on Social Competence and Literacy| An Applied Propensity Score Analysis." Thesis, State University of New York at Albany, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10815702.

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<p> Family poverty is associated with children&rsquo;s health, achievement, and behavior (Brooks-Gunn &amp; Duncan, 1997). Less than half, 48%, of children from low income homes are considered school ready by the age of five compared with 75% of their peers from middle to high income homes (Isaacs, 2012). Researchers have linked school readiness to long-term outcomes like success in grade school, lower drop-out rates in high school, and higher earned income as adults (Duncan et al., 2007). Although children in poverty experience greater deficits in areas of school readiness, participation in a
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Books on the topic "Educational psychology; Early childhood education"

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Russell, Bertrand. On education: Especially in early childhood. Unwin Paperbacks, 1985.

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Tamás, Vekerdy. Az óvoda és az első iskolai évek: A pszichológus szemével: Török Sándor emlékének. Tankönyvkiadó, 1989.

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MacNaughton, Glenda. Rethinking gender in early childhood education. Allen & Unwin, 2000.

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Mawson, W. B. Collaborative play in early childhood education. Nova Science Publishers, 2010.

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Amy, Lawson, ed. Motivational leadership in early childhood education. Thomson Delmar Learning, 2007.

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Briggs, Pamela. Early childhood activities for creative educators. Delmar/Thomson Learning, 2001.

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Boehm, Ann E. The classroom observer: Developing observation skills in early childhood settings. 2nd ed. Teachers College Press, Columbia University, 1987.

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Boehm, Ann E. The classroom observer: Developing observation skills in early childhood settings. 3rd ed. Teachers College Press, Columbia University, 1997.

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Whitebread, David, Valeska Grau, Kristiina Kumpulainen, Megan M. McClelland, Nancy E. Perry, and Deborah Pino-Pasternak. The SAGE Handbook of Developmental Psychology and Early Childhood Education. SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526470393.

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Dolya, Galina. Vygotsky in action in the early years: The 'key to learning' curriculum. Routledge, 2010.

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Book chapters on the topic "Educational psychology; Early childhood education"

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Hauser-Cram, Penny, and Darcy B. Mitchell. "Early childhood education." In APA educational psychology handbook, Vol 3: Application to learning and teaching. American Psychological Association, 2012. http://dx.doi.org/10.1037/13275-001.

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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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McWayne, Christine, and Rodrigo Campos. "Father Involvement in Early Childhood Education." In Encyclopedia of Cross-Cultural School Psychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_174.

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Debey, Mary. "Child Care and Early Education." In Evidence-Based Practice in Infant and Early Childhood Psychology. John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118269602.ch22.

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McIntyre, Laura Lee, and S. Andrew Garbacz. "Early Childhood Special Education in the Context of School Psychology." In Handbook of Early Childhood Special Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28492-7_23.

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Whitebread, David. "Quality in Early Childhood Education: The Contribution of Developmental Psychology." In International Handbook of Early Childhood Education. Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-024-0927-7_13.

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Burman, Erica. "Towards a Posthuman Developmental Psychology of Child, Families and Communities." In International Handbook of Early Childhood Education. Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-024-0927-7_83.

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Raikes, Helen, Lisa St. Clair, and Sandie Plata-Potter. "Early Childhood Education and Care: Legislative and Advocacy Efforts." In Issues in Clinical Child Psychology. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7456-2_8.

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Nxumalo, Fikile. "Touching Place in Childhood Studies: Situated Encounters with a Community Garden." In Youth Work, Early Education, and Psychology. Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137480040_8.

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Hopkins, Emily J., Tamara Spiewak Toub, Brenna Hassinger-Das, Roberta M. Golinkoff, and Kathy Hirsh-Pasek. "Playing for the Future: Redefining Early Childhood Education." In The SAGE Handbook of Developmental Psychology and Early Childhood Education. SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526470393.n14.

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Conference papers on the topic "Educational psychology; Early childhood education"

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Pekárková, Simona. "Affective Domains, Intrinsic Motivation And Game-Based Application In Early Childhood Education." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.70.

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Lasode, Abolanle Olukemi. "Parental Involvement In Early Childhood Education In Ogun-State, Nigeria: Implication For Counselling." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.20.

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Escalante, Elsa. "Quality Of Colombian Early Childhood Education: An Exploratory Study Of Teacher-Child Interactions." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.63.

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Rábanos, Natalia Larraz. "Cooperative Learning For First-Year Early Childhood Education Students." In International Conference of Psychology, Sociology, Education and Social Sciences. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.05.12.

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Yudianti, Maria Susana, Mubiar Agustin, and Titin Kartini. "ECD Teacher Perspective on the Thematic Song in Early Childhood Learning." In Proceedings of the International Conference on Educational Psychology and Pedagogy - "Diversity in Education" (ICEPP 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.107.

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Madyawati, Lilis, Hamron Zubadi, Khusnul Laely, and Dwi Prihati. "Inclusive Early Childhood Education Management in Disaster Areas of Wonosobo Regency, Central Java." In Proceedings of the International Conference on Educational Psychology and Pedagogy - "Diversity in Education" (ICEPP 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.102.

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Wandansari, Yettie, Dewi Retno Suminar, and Tina Afiatin. "The Cultural Role on Emotional Competence Development in Early Childhood." In International Conference on Psychology in Health, Educational, Social, and Organizational Settings. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008585600820090.

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Jaswandi, Lathiffida Noor, and Farida Kurniawati. "Acceptance of Children with Special Needs in Early Childhood Inclusive Education Programs." In Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/iciap-18.2019.52.

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Sanchez-Robayo, Brigitte Johana, and Jesse L. M. Wilkins. "Conditional probability in early childhood: a case study." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-204.

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Spina, Alexis D., Meghan Macias, and Paul N. Reimer. "How facilitators define, design, and implement effective early childhood mathematics professional development." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-316.

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Reports on the topic "Educational psychology; Early childhood education"

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Krafft, Caroline. Is early childhood care and education a good investment for Egypt? Estimates of educational impacts, costs, and benefits. Population Council, 2012. http://dx.doi.org/10.31899/pgy1.1008.

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Krafft, Caroline. Is early childhood care and education a good investment for Egypt? Estimates of educational impacts, costs, and benefits [Arabic]. Population Council, 2012. http://dx.doi.org/10.31899/pgy2.1086.

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