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Relevant bibliographies by topics / Educational psychology; Early childhood education / Journal articles

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

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Gray, Colette. "Childhood in society. For early childhood studies." International Journal of Early Years Education 18, no. 3 (2010): 269–70. http://dx.doi.org/10.1080/09669760.2010.521301.

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12

Kelley, Michael F. "Collaboration in Early Childhood Education." Journal of Educational and Psychological Consultation 7, no. 3 (1996): 275–82. http://dx.doi.org/10.1207/s1532768xjepc0703_6.

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13

Hatch, J. Amos, Carmel Diezmann, and Sharon Ryan. "Book Reviews: Deconstructing Early Childhood Education: Social Justice and Revolution, Gender in Early Childhood, Theorizing Childhood." Contemporary Issues in Early Childhood 1, no. 1 (2000): 105–14. http://dx.doi.org/10.2304/ciec.2000.1.1.3.

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14

Kilgallon, Pam, Carmel Maloney, and Graeme Lock. "Early Childhood Teachers Coping with Educational Change." Australasian Journal of Early Childhood 33, no. 1 (2008): 23–29. http://dx.doi.org/10.1177/183693910803300105.

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15

Mayol Lassalle, Lic Mercedes, and Nektarios Stellakis. "OMEP-Policy Forum: Financing Early Childhood Care and Education—Justice for Early Childhood." International Journal of Early Childhood 50, no. 2 (2018): 139–42. http://dx.doi.org/10.1007/s13158-018-0224-x.

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16

Stamopoulos, Elizabeth. "Reframing early childhood leadership." Australasian Journal of Early Childhood 37, no. 2 (2012): 42–48. http://dx.doi.org/10.1177/183693911203700207.

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RAPID CHANGES IN AUSTRALIAN education have intensified the role of early childhood leaders and led to unprecedented challenges. The Australian Curriculum (ACARA, 2011), mandated Australian National Quality Framework (NQF) for Early Childhood Education & Care (DEEWR, 2010b) and the National Early Years Learning Framework (EYLF) (DEEWR, 2009) have heightened the need for leaders to guide and move the profession forward. Leaders need to build professional knowledge, pedagogical capacity and infrastructure in the early childhood education and care (ECEC) workforce in order to deliver reforms a

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17

Tzekaki, Marianna. "Reasoning in early childhood." European Early Childhood Education Research Journal 4, no. 2 (1996): 49–61. http://dx.doi.org/10.1080/13502939685207921.

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18

Pavia, Louise, Hannah Nissen, Carol Hawkins, Mary Ellen Monroe, and Debra Filimon-Demyen. "Mentoring Early Childhood Professionals." Journal of Research in Childhood Education 17, no. 2 (2003): 250–60. http://dx.doi.org/10.1080/02568540309595014.

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19

Lee, Joohi. "Coding in early childhood." Contemporary Issues in Early Childhood 21, no. 3 (2019): 266–69. http://dx.doi.org/10.1177/1463949119846541.

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This article presents steps that can be used to expose children to concrete experiences of practicing coding using unplugged activities, including using directional words or directional arrows, using sequential words, combining both directional and sequential words, and connecting with grids.

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20

Nutbrown, Cathy, and Tricia David. "Key Issues in Early Childhood Education." Early Years 12, no. 2 (1992): 18–21. http://dx.doi.org/10.1080/0957514920120206.

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21

Hachey, Alyse C. "The Early Childhood Mathematics Education Revolution." Early Education & Development 24, no. 4 (2013): 419–30. http://dx.doi.org/10.1080/10409289.2012.756223.

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22

Spodek, Bernard. "Reconceptualizing Early Childhood Education: A Commentary." Early Education & Development 2, no. 2 (1991): 161–67. http://dx.doi.org/10.1207/s15566935eed0202_7.

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23

Lubeck, Sally. "Reconceptualizing Early Childhood Education: A Response." Early Education & Development 2, no. 2 (1991): 168–74. http://dx.doi.org/10.1207/s15566935eed0202_8.

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24

Andersson, Bengt-Erik. "Public policies and Early Childhood Education." European Early Childhood Education Research Journal 2, no. 2 (1994): 19–32. http://dx.doi.org/10.1080/13502939485207581.

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25

Saracho, Olivia N. "Cognitive Styles in Early Childhood Education." Journal of Research in Childhood Education 3, no. 1 (1988): 24–34. http://dx.doi.org/10.1080/02568548809594784.

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26

Murray, Jane. "Value/s in early childhood education." International Journal of Early Years Education 26, no. 3 (2018): 215–19. http://dx.doi.org/10.1080/09669760.2018.1490849.

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27

Murray, Jane. "Respect for Early Childhood Education: Editorial." International Journal of Early Years Education 28, no. 1 (2020): 1–5. http://dx.doi.org/10.1080/09669760.2020.1715540.

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28

Lombard, Avima D. "Home-based early childhood education programs." International Journal of Early Childhood 20, no. 2 (1988): 23–35. http://dx.doi.org/10.1007/bf03174560.

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29

Englehardt, Joanna. "Re-situating Canadian early childhood education." Contemporary Issues in Early Childhood 18, no. 2 (2017): 261–63. http://dx.doi.org/10.1177/1463949117714089.

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30

Boyd, Wendy, and Linda Newman. "Primary + Early Childhood = chalk and cheese? Tensions in undertaking an early childhood/primary education degree." Australasian Journal of Early Childhood 44, no. 1 (2019): 19–31. http://dx.doi.org/10.1177/1836939119841456.

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There is well-established evidence that the quality of early childhood education workforce impacts upon children’s learning. Attracting qualified teacher graduates to work in early childhood centres is an essential component towards the provision of quality care. Significant investment by the Australian Government has been made to prepare early childhood teachers, yet teaching at this level is characterised by poorer working conditions compared with primary school teachers. Various programme models qualify applicants as early childhood teachers, yet there is no evidence of the most appropriate

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31

Gratz, Rene R. "Epidemiology in early childhood education." Early Child Development and Care 102, no. 1 (1994): 71–80. http://dx.doi.org/10.1080/0300443941020105.

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32

Tesar, Marek, Sandy Farquhar, Andrew Gibbons, Casey Y. Myers, and Marianne N. Bloch. "Childhoods and time: Rethinking notions of temporality in early childhood education." Contemporary Issues in Early Childhood 17, no. 4 (2016): 359–66. http://dx.doi.org/10.1177/1463949116677931.

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33

Wong, Sandie, Jennifer Sumsion, and Frances Press. "Early Childhood Professionals and Interprofessional Work in Integrated Early Childhood Services in Australia." Australasian Journal of Early Childhood 37, no. 1 (2012): 81–88. http://dx.doi.org/10.1177/183693911203700110.

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34

Henderson, Linda. "When Early Childhood and School Meet: Exploring Potential within Early Childhood–School Relationships." Australasian Journal of Early Childhood 39, no. 3 (2014): 29–36. http://dx.doi.org/10.1177/183693911403900305.

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35

Beecher, Bronwyn, and Laurie Makin. "Languages and literacies in early childhood: At home and in early childhood settings." European Early Childhood Education Research Journal 10, no. 1 (2002): 67–84. http://dx.doi.org/10.1080/13502930285208851.

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36

Erdiller Akın, Zeynep B. "Examining the Beliefs of Turkish Preservice Early Childhood Teachers Regarding Early Childhood Curriculum." Journal of Research in Childhood Education 27, no. 3 (2013): 302–18. http://dx.doi.org/10.1080/02568543.2013.796331.

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37

Ozola, Aija. "Latvian Teachers’ Perspectives on Early Childhood Educational Practice." European Journal of Social Sciences Education and Research 11, no. 2 (2017): 332. http://dx.doi.org/10.26417/ejser.v11i2.p332-339.

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The Education Law of Latvia recognizes early childhood education as an educational level in which multi-dimensional development of the child as an individual, strengthening of health and preparation for the acquisition of primary education takes place. Currently, early childhood education is undergoing considerable transformations and transition to a competence-based approach. Teachers’ perspectives serve as significant indicators for analysis of current educational situation and therefore highlight the core areas for enhancing early childhood educational practice. The design of the study is b

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38

Walsh, Bridget A., and Karen Petty. "Frequency of Six Early Childhood Education Approaches: A 10-Year Content Analysis of Early Childhood Education Journal." Early Childhood Education Journal 34, no. 5 (2006): 301–5. http://dx.doi.org/10.1007/s10643-006-0080-4.

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39

Stipek, Deborah. "Characterizing early childhood education programs." New Directions for Child and Adolescent Development 1991, no. 53 (1991): 47–55. http://dx.doi.org/10.1002/cd.23219915308.

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40

Aldridge, Jerry, Jennifer L. Kilgo, and A. K. Bruton Bruton. "Transforming Transdisciplinary Early Intervention and Early Childhood Special Education through Intercultural Education." International Journal of Early Childhood Special Education 7, no. 2 (2015): 343. http://dx.doi.org/10.20489/intjecse.72339.

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41

van Krieken Robson, Jennifer. "Participatory pedagogy for values education in early childhood education." European Early Childhood Education Research Journal 27, no. 3 (2019): 420–31. http://dx.doi.org/10.1080/1350293x.2019.1600811.

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42

Broström, Stig. "Early childhood education in Denmark a critical-democratic education?" International Journal of Early Childhood 28, no. 2 (1996): 7–14. http://dx.doi.org/10.1007/bf03174497.

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43

Stomfay-Stitz, Aline M., and Blythe F. Hinitz. "Integration of peace education into early childhood education programs." International Journal of Early Childhood 28, no. 2 (1996): 29–36. http://dx.doi.org/10.1007/bf03174500.

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44

Krieg, Susan, Karina Davis, and Kylie Anne Smith. "Exploring the Dance of Early Childhood Educational Leadership." Australasian Journal of Early Childhood 39, no. 1 (2014): 73–80. http://dx.doi.org/10.1177/183693911403900110.

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45

Robinson, Kerry H. "‘Queerying’ Gender: Heteronormativity in early Childhood Education." Australasian Journal of Early Childhood 30, no. 2 (2005): 19–28. http://dx.doi.org/10.1177/183693910503000206.

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This paper explores heteronormativity and argues for the ‘queerying’ of gender in early childhood education. The author argues, utilising Butler's theory of performativity and heterosexual matrix, that the construction of gender in young children's lives requires an analysis of the normalising practices in which gendered identities are simultaneously heterosexualised. It is upheld that the dominant discourse of childhood in conjunction with developmentalist theory render sexuality as irrelevant to children's lives, thus resulting in a radical silencing and dismissal of how children become sexu

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46

Clements, Douglas H. "Computers in Early Childhood Mathematics." Contemporary Issues in Early Childhood 3, no. 2 (2002): 160–81. http://dx.doi.org/10.2304/ciec.2002.3.2.2.

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Computers are increasingly a part of the lives of young children. This article reviews empirical studies that have investigated the implementation and use of computers in early childhood mathematics, from birth to grade 3. Major topics include general issues of children using computers, the use and efficacy of various types of computer programs for teaching and learning mathematics, and effective teaching strategies using computers.

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47

Jones, Liz, Jayne Osgood, Rachel Holmes, and Mathias Urban. "Reimagining quality in early childhood." Contemporary Issues in Early Childhood 17, no. 1 (2016): 3–7. http://dx.doi.org/10.1177/1463949115627912.

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48

Grieshaber, Susan. "Regulating the Early Childhood Field." Australasian Journal of Early Childhood 25, no. 2 (2000): 1–6. http://dx.doi.org/10.1177/183693910002500202.

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49

Drummond, Murray. "Boys' Bodies in Early Childhood." Australasian Journal of Early Childhood 37, no. 4 (2012): 107–14. http://dx.doi.org/10.1177/183693911203700415.

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50

Ebbeck, Marjory. "Gender in Early Childhood Revisited." Australasian Journal of Early Childhood 23, no. 1 (1998): 29–34. http://dx.doi.org/10.1177/183693919802300107.

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The debates on children's socialisation and, recently, in this respect, on gender issues continues to flourish. The current vogue is to view feminist poststructural theory as a basis for framing gender equity programs in early childhood (MacNaughton, 1997, p.23). This paper proposes that the issues of gender equity are complex and cannot be addressed solely by taking a feminist poststructural approach or, for that matter, any one approach. What is important, this paper will argue, is the adoption of a view which embraces the wider issues surrounding gender and the formulation of an approach wh

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