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Journal articles on the topic 'Relationships in ECEC'

Author: Grafiati

Published: 9 March 2023

Last updated: 31 July 2025

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1

Buss, Anna, Linda Eriksson, and Ann-Christin Furu. "“Creating security and a good relationship with the student” – Exploring ECEC teachers’ relational professionalism during mentor training." Journal of Early Childhood Education Research 13, no. 2 (2024): 78–98. http://dx.doi.org/10.58955/jecer.128501.

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Previous research on mentor training in early childhood education and care (ECEC) teacher education has shown that relationships are at the core of mentoring (Kupila et al., 2017; Ukkonen-Mikkola et al., 2021). This article presents findings from a qualitative study that aims to explore ECEC teachers’ relational professionalism (Furu & Sandvik, 2019) during mentor training. Our research material consisted of essays (n = 77) from the final reflective essay of a mentor training course for ECEC teachers, which were analysed through narrative analysis (Clandinin et al., 2016). The results show

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Bélanger, N., J. D. MacDonald, D. Paré, E. Thiffault, Y. Claveau, and W. H. Hendershot. "Determination of exchangeable hydrogen ions in boreal shield soils of Quebec." Canadian Journal of Soil Science 86, no. 3 (2006): 513–21. http://dx.doi.org/10.4141/s05-034.

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An unbuffered BaCl2 extraction for determining effective cation exchange capacity (ECEC) and exchangeable cations is often used for acidic forest soils. However, the contribution of exchangeable H+ to ECEC cannot be assessed using this method as H+ in the extract may be produced/consumed in reactions with free Al3+ and Al-OH complexes, or H+ may be added to the extract via non-exchangeable sources. Fundamentally, any valid measure of ECEC must include some estimate of exchangeable H+ concentration or a demonstration that it is negligible. Unfortunately, this procedure is often neglected in for

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Bouillet, Dejana. "Pedagogical Response to the Needs of Preschool Children in a Disadvantaged Situation." International Journal of Sociology of Education 13, no. 1 (2024): 62–80. http://dx.doi.org/10.17583/rise.12737.

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The aim of this article is to analyse the pedagogical response of Croatian ECEC teachers to the needs of preschool children in a disadvantaged situation. The quality of pedagogical practise to prevent unfavourable developmental trajectories in children in a disadvantaged situation, particularly in the Croatian system, is poorly researched. A vignette describing an imaginary child in a disadvantaged situation was used and 35 preschool teachers from 15 ECEC institutions described in writing in an online application how they would support the child in his or her development. The qualitative thema

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Hochman, Z., DC Edmeades, and E. White. "Changes in effective cation exchange capacity and exchangeable aluminum with soil pH in lime-amended field soils." Soil Research 30, no. 2 (1992): 177. http://dx.doi.org/10.1071/sr9920177.

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Eleven acidic soils from northern N.S.W., having a wide range of values for ECEC, A1 and soil organic carbon (%C), were treated in the field with five rates of lime. The relationships between soil pH and the effective cation exchange capacity (ECEC), and between pH and exchangeable aluminium (Al), were investigated for the top 10 cm of these soils. Increases in the total exchangeable cations (TEC) calculated as ECEC-Al, were shown to be madelup almost entirely by increases in exchangeable calcium. There were no consistent changes in the amount of exchangeable magnesium, potassium or sodium due

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5

Lee, Wendy Saeme. "Emotional Sensibility Observation Scale: Measuring Quality Relationships and Early Childhood Educators’ Emotional Perceptibility in Responding to Children’s Cues." Education Sciences 13, no. 1 (2022): 9. http://dx.doi.org/10.3390/educsci13010009.

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An educator’s ability and willingness to be perceptive and responsive to the cues of children in Early Childhood Education and Care (ECEC) settings can affect the quality of the relationships built. Although several instruments that aim to measure quality relationships currently exist, these instruments are often not exclusive to the educator–child dynamic, fail to be context-sensitive, and do not mitigate scope for observer subjectivity. The Emotional Sensibility Observation Scale (ESOS) was developed in collaboration with ECEC stakeholders (teachers, educators, centre directors, and research

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Aslanian, Teresa K. "Every rose has its thorns: Domesticity and care beyond the dyad in ECEC." Global Studies of Childhood 10, no. 4 (2020): 327–38. http://dx.doi.org/10.1177/2043610620978508.

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Care is traditionally researched in ECEC as a dyadic, human phenomenon that relies heavily of tropes of females as care providers. The assumption that care is produced in dyadic relationships occludes material care practices that occur beyond the dyad. Drawing on Bernice Fisher and Joan Tronto’s care ethics and Karen Barad’s focus on the agency of materiality, I have sought to explore how care is produced outside of dyadic relations in ECEC and how that care relates to domestic practices and flourishing in ECEC.

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Pažur, Monika, Vlatka Domović, and Maja Drvodelić. "Preschool Teacher Competence from the Perspective of Early Childhood Education and Care Student Teacher." International Journal of Instruction 17, no. 1 (2024): 381–98. http://dx.doi.org/10.29333/iji.2024.17120a.

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The goal of this paper is to determine how senior students at the end of the ECEC university graduate study program assess the level of development of preschool teachers’ competence and to explore dimensions of preschool teachers’ competence from the students’ perspective. The research was conducted in Croatia, where, in line with other European countries, the initial education of ECEC teachers has been radically reformed by upgrading all initial ECEC teacher education programs from professional studies to university programs at the undergraduate and graduate level. The research comprised 191

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Bouillet, Dejana, and Sandra Antulić Majcen. "Risks of Social Exclusion Among Children in ECEC Settings: Assessments by Parents and ECEC Teachers." SAGE Open 12, no. 3 (2022): 215824402211266. http://dx.doi.org/10.1177/21582440221126636.

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Recognizing children at risk of social exclusion (RSE) is one of the key prerequisites for providing direct and appropriate support to children and their families. Timely and proper identification of children at RSE requires collaborative and team-based assessments that include standardized procedures outlined in protocols to accommodate child personality, family factors, and other needs. The objective of the research is to analyze the capacities of early childhood education and care (ECEC) teachers to assess the RSE of children by comparing their assessment with the assessment of parents. We

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Furenes, May Irene, Anne Kristin Andresen, Ingrid Midteide Løkken, Thomas Moser, Tone Rove Nilsen, and Anne-Lene Skog Dahl. "Norwegian Research on ECEC Quality from 2010 to 2021—A Systematic Scoping Review." Education Sciences 13, no. 6 (2023): 600. http://dx.doi.org/10.3390/educsci13060600.

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This review concerns how quality in ECEC is thematized and examined in Norwegian research published in 2010–2021. The review contributes to developing relevant professional knowledge and insight into what quality in ECEC is, should be or can be. A systematic scoping review includes 97 empirical studies of quality in the Norwegian ECEC context. The results show an increase in studies addressing quality after the year 2017. Most studies use interviews and observations, i.e., qualitative data. Research based on quantitative studies mainly applies to questionnaires, whereas multi-method designs oc

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Castillo, Felipe Aravena, and Marta Quiroga Lobos. "Early child care education: Evidence from the new law in Chile." Journal of Pedagogy 8, no. 1 (2017): 121–35. http://dx.doi.org/10.1515/jped-2017-0006.

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AbstractIn the last decade, Chile has focused on early childhood education and care (ECEC) as a key opportunity to increase student-learning outcomes and decrease socio-economic inequalities. The creation of Chile’s Under-Secretariat of ECEC in 2015 highlights the relevance of this educational stage. The purpose of this study is to analyse the new law (no. 20.835) on ECEC from the perspective of policy formulation. This study employs a discourse analysis that is based on a conceptual frame analysis of two concepts: relationships and roles. The findings indicate that the creation of the Superin

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Myrann, Maria Kristianne. "The Pitfalls and Possibilities of Laughter—Sustainability in the Light of Parental Collaboration involving Refugee Parents." Nordisk barnehageforskning 19, no. 3 (2023): 164–84. http://dx.doi.org/10.23865/nbf.v19.336.

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The aim of this article is to explore how laughter is played out in parental collaboration between ECEC practitioners and refugee parents. This part of the communication is seen in relation to the terms of ECEC practices regarding social and cultural sustainability, operationalised as inclusive institutions that enable parents’ participation and the sense of belonging. The study includes six days of observation during delivery and pick-up in the hallway of a Norwegian ECEC practice, and observation of one parents meeting. Four communication sequences are interpreted in the light of theories re

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Garrett, Suzanne, and Leanne Gibbs. "Leadership Practices That Enable and Constrain Retention in Early Childhood Education and Care Settings in Australia." Education Sciences 15, no. 2 (2025): 185. https://doi.org/10.3390/educsci15020185.

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Australia’s early childhood education and care (ECEC) sector is in crisis, with educator job tenure decreasing and workforce supply threatened. Despite worsening retention rates, many highly skilled educators remain and thrive within ECEC settings, ensuring strong relationships and positive outcomes for children. While research has uncovered the complex organisational factors contributing to workforce retention, the leadership’s influence on educator retention remains under-researched. This paper describes a small-scale Australian qualitative study of ECEC leaders and educators using a social

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Heiskanen, Noora, Anne Karhu, Merja Koivula, et al. "The effects of ProVaka and Papilio interventions on children’s behavior and educator feedback: A cluster-randomized controlled trial in early childhood education and care." Journal of Early Childhood Education Research 13, no. 2 (2024): 247–72. http://dx.doi.org/10.58955/jecer.132008.

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Evidence-based interventions can develop social and emotional competencies and foster social relationships during early childhood. In this paper, we explored the efficacy, implementation fidelity, and social validity of two systemic, preventive social-emotional learning interventions in Finnish early childhood education and care (ECEC)—ProVaka and Papilio—after their initial nine weeks of implementation. ProVaka is an application of Positive Behavior Intervention and Support that provides general guidelines for the development of social-emotional skills. Alongside general guidelines, the Papil

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Ulrich Hygum, Cătălina, and Erik Hygum. "YOUNG CHILDREN’S AGENCY IN NURSERIES: PREMISE FOR LEARNING FOR LIFE." Journal of Pedagogy - Revista de Pedagogie LXXI, no. 2 (2023): 33–53. http://dx.doi.org/10.26755/revped/2023.2/33.

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In the current landscape of restructuring early childhood education and care (ECEC) services for children under three years old in Romania, this article aims to delve into the concept of child agency. It emphasizes children’s learning for life as a complementary aspect to prevailing discourses that view ECEC solely as a foundation for lifelong learning. Through an exploratory study employing a case study approach within early childhood institutions (crèches), the article scrutinizes the agency of young children. It is immersed in interpreting the agentic child within Romania’s multifaceted nat

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Ünver, Özgün, and Ides Nicaise. "Interactive acculturation of Turkish-Belgian parents and children in Flanders: A case study of Beringen." Migration Letters 16, no. 3 (2019): 417–28. http://dx.doi.org/10.33182/ml.v16i3.601.

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This article tackles the relationship between Turkish-Belgian families with the Flemish society, within the specific context of their experiences with early childhood education and care (ECEC) system in Flanders. Our findings are based on a focus group with mothers in the town of Beringen. The intercultural dimension of the relationships between these families and ECEC services is discussed using the Interactive Acculturation Model (IAM). The acculturation patterns are discussed under three main headlines: language acquisition, social interaction and maternal employment. Within the context of

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Heikkilä, Mia. "A Story of the ‘Kitchen Furniture’ in ECEC—Challenging Norms and Ideas Around Gender and Play." Education Sciences 14, no. 12 (2024): 1351. https://doi.org/10.3390/educsci14121351.

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The Swedish National Curriculum for Preschools states that “the environment in the preschool should inspire and challenge children to broaden their abilities and interests without being constrained by gender stereotyped perceptions”. The aim of a three-year research and development (R&D) project was to both analyse and recreate early childhood education and care (ECEC) units’ indoor spaces, aiming at creating an indoor educational environment that would be socially inclusive and norm-aware, and support preschools to fulfil their curricular assignment around gender equality. The aim of this

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Murphy, Catherine, Jan Matthews, Olivia Clayton, and Warren Cann. "Partnership with families in early childhood education: Exploratory study." Australasian Journal of Early Childhood 46, no. 1 (2021): 93–106. http://dx.doi.org/10.1177/1836939120979067.

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CHILDREN LEARN in the context of relationships with important caregivers. The early childhood education and care (ECEC) sector increasingly recognises that supporting strong relationships between families and ECEC services is a powerful way to improve children’s educational, health and wellbeing outcomes. We report findings from a study which, via online surveys and focus groups with parents and educators, sought to understand (a) parents’ experiences of collaborative practice, (b) educators’ confidence in working with families, and (c) educators’ perceptions of training needs. The results sug

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Choi, Seon Mi and 부성숙. "Relation between early childhood teachers’ personalities and their social relationships." EARLY CHILDHOOD EDUCATION & CARE 12, no. 1 (2017): 5–27. http://dx.doi.org/10.16978/ecec.2017.12.1.001.

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Kim,Young-Hee. "The Relationships among Mothers' Rearing Attitude, Play Beliefs and Young Children's Playfulness." EARLY CHILDHOOD EDUCATION & CARE 7, no. 2 (2012): 27–46. http://dx.doi.org/10.16978/ecec.2012.7.2.002.

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김희정, 임유경, and Back young ae. "Relationships among job satisfaction, teacher efficacy, and empathy of early childhood teachers." EARLY CHILDHOOD EDUCATION & CARE 12, no. 1 (2017): 53–72. http://dx.doi.org/10.16978/ecec.2017.12.1.003.

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류희정 and Jin-Hee Lee. "Relationships Between Fathers’ Play Involvement and Preschoolers’ Behavioral Self-Regulation by Child Gender." EARLY CHILDHOOD EDUCATION & CARE 8, no. 2 (2013): 47–64. http://dx.doi.org/10.16978/ecec.2013.8.2.003.

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임원신 and 이진화. "The Relationships between early childhood teachers’ self-leadership, organizational citizenship behavior and organizational competency." EARLY CHILDHOOD EDUCATION & CARE 8, no. 1 (2013): 285–304. http://dx.doi.org/10.16978/ecec.2013.8.1.012.

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Ryu, Mia, 이병호, and Yun, Hye Ju. "Relationships between early childhood teachers’ perceptions of child abuse and sensitivity to human rights." EARLY CHILDHOOD EDUCATION & CARE 14, no. 2 (2019): 35–53. http://dx.doi.org/10.16978/ecec.2019.14.2.002.

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Ailwood, Joanne. "Care: Cartographies of power and politics in ECEC." Global Studies of Childhood 10, no. 4 (2020): 339–46. http://dx.doi.org/10.1177/2043610620977494.

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Early childhood educators’ work is embedded in the complexities of relations and relationships, and this relational work is entangled in care. Care can be difficult to define and is often assumed as an inherent ‘good’ in education. In heavily feminised work environments such as early childhood education, it is easily assumed to be part of what naturally occurs amongst educators and children. However, I suggest that it is dangerous to assume we understand a concept as complex and value laden as care without also engaging in reflection and analysis about the complexity and multiplicity of care.

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Wang, Ying, Li’nan Dong, Longhao Wang, and Jiaxin Jin. "Satellite Reveals a Coupling between Forest Displacement and Landscape Fragmentation across the Economic Corridor of the Eurasia Continent." Forests 15, no. 10 (2024): 1768. http://dx.doi.org/10.3390/f15101768.

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Jointly building the Economic Corridor of the Eurasia Continent (ECEC), which is one of the most important parts of the Silk Road Economic Belt, is a pivotal initiative for fostering regional development. Forests, which serve as a green foundation of economic resilience, underpin this effort. However, there is an imbalance in ecological status due to differences in natural resources and the social economy along the economic corridor. This imbalance has led to alterations in landscapes, yet the specific changes and their underlying relationships are still much less understood. Here, we quantita

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임원신 and 이진화. "The Relationships among early childhood teachers’ organizational communication satisfaction, organizational citizenship behavior and burn-out." EARLY CHILDHOOD EDUCATION & CARE 9, no. 2 (2014): 227–48. http://dx.doi.org/10.16978/ecec.2014.9.2.010.

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Curtin, D., and H. P. W. Rostad. "Cation exchange and buffer potential of Saskatchewan soils estimated from texture, organic matter and pH." Canadian Journal of Soil Science 77, no. 4 (1997): 621–26. http://dx.doi.org/10.4141/s97-015.

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Cation exchange capacity (CEC) data provide information on important chemical attributes of soil (e.g., ability of soil to retain cations against leaching and to buffer pH). Measurements of CEC are expensive to perform. Further, since CEC is dependent on measurement pH, CEC data are difficult to interpret, especially in the case of soils whose field pH is far removed from measurement pH. We analyzed a large data set (n = 1622), collected in support of soil survey activities in Saskatchewan, to develop a method of estimating CEC as a function of pH and to establish relationships between soil bu

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Murray, Lisa, Penny Levickis, Laura McFarland, et al. "Supporting Young Children’s Social–Emotional Wellbeing in Early Childhood Education and Care: Perspectives from the Sector." Education Sciences 15, no. 5 (2025): 569. https://doi.org/10.3390/educsci15050569.

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Child wellbeing and mental health continues to be a significant public health issue, particularly in the wake of the COVID-19 pandemic. Early childhood education and care (ECEC) professionals are uniquely positioned to monitor and support young children’s wellbeing and can thus provide important insights to inform early interventions and support. This qualitative study sought to explore Australian ECEC professionals’ perspectives about supporting young children’s social–emotional wellbeing in early learning settings. Twenty participants participated in six online focus groups, with five key th

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황인주. "The relationships among teachers’ self-perception on musical knowledge, music teaching efficacy belief, and infants' spontaneous music behaviors." EARLY CHILDHOOD EDUCATION & CARE 5, no. 2 (2010): 91–115. http://dx.doi.org/10.16978/ecec.2010.5.2.005.

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임은미. "Relationships among pre-service early childhood teachers' intellectual development levels, their epistemological views, and understanding of nature of science." EARLY CHILDHOOD EDUCATION & CARE 9, no. 4 (2014): 109–30. http://dx.doi.org/10.16978/ecec.2014.9.4.005.

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민미희. "Structural relationships among maternal psychological factors, positive parenting behaviors, children's self-esteem, and school adjustment: Multigroup analysis across gender." EARLY CHILDHOOD EDUCATION & CARE 13, no. 4 (2018): 101–26. http://dx.doi.org/10.16978/ecec.2018.13.4.005.

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Miyawaki, Atsushi, Charlotte Elizabeth Louise Evans, Patricia Jane Lucas, and Yasuki Kobayashi. "Relationships between social spending and childhood obesity in OECD countries: an ecological study." BMJ Open 11, no. 2 (2021): e044205. http://dx.doi.org/10.1136/bmjopen-2020-044205.

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ObjectivesThe burden of childhood obesity is clustered among children in low-socioeconomic groups. Social spending on children—public welfare expenditure on families and education—may curb childhood obesity by reducing socioeconomic disadvantages. The objective of this study was to examine the relationship between social spending on children and childhood obesity across the Organisation for Economic Cooperation and Development (OECD) countries.DesignEcological study.SettingData on social spending on children were obtained from the OECD Social Expenditure Database and the OECD educational finan

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Aitken, RL, PW Moody, and PG Mckinley. "Lime requirement of acidic Queensland soils. I. Relationships between soil properties and pH buffer capacity." Soil Research 28, no. 5 (1990): 695. http://dx.doi.org/10.1071/sr9900695.

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The pH buffer capacity of 40 acidic surface soils (pHw <6.5) was determined from soil-CaCO3- moist incubations. Buffer capacity values ranged from 02 to 5.4 g CaCO3 kg-1 soil unit-1 pH increase. Organic carbon, clay content, ECEC, 1M KCl extractable acidity and Al, and the change in CEC with pH (�CEC) were measured and correlated with pH buffer capacity. Step-up multiple linear regression indicated that the effect of �CEC on buffer capacity was highly significant (r2 = 0.77, P <0.001), whereas that of exchangeable Al or exchange acidity was not. This suggests that deprotonation reactions

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최윤지 and Injeon Park. "The mediating effects of interpersonal competence on the relationships between the sense of community and the adversity quotients of mothers with young children." EARLY CHILDHOOD EDUCATION & CARE 13, no. 4 (2018): 51–79. http://dx.doi.org/10.16978/ecec.2018.13.4.003.

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Pandini-Simiano, Luciane. "«Ciò che non si vede non esiste» La documentazione pedagogica come narrativa dell’esperienza per e con la famiglia." Rivista Italiana di Educazione Familiare 21, no. 2 (2022): 155–62. http://dx.doi.org/10.36253/rief-14006.

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This article focuses on pedagogical documentation as a narrative of the educational experience for the family. As argumentative resource, the elements of a doctoral research in education, carried out in the Italian city of Pistoia, are presented. Among the privileged aspects are the documentation produced in the city’s crèches, their different forms, typologies and, above all, the common threads and interweavings that make up the relationship of educators with families. The theoretical premise of the work is based on the idea that pedagogical documentation is a narrative that offers visibility

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최정아, Ryu, Joo-yeon, and 권수현. "The relationships among self-concept in music, understanding of musical content knowledge, and music teaching efficacy of early childhood pre-service teachers in Korea." EARLY CHILDHOOD EDUCATION & CARE 9, no. 2 (2014): 177–98. http://dx.doi.org/10.16978/ecec.2014.9.2.008.

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Li, Yan, Jiacheng Li, Jochen Devlieghere, and Michel Vandenbroeck. "What parents and teachers say about their relationships in ECEC: a study in rural China." European Early Childhood Education Research Journal 28, no. 3 (2020): 332–48. http://dx.doi.org/10.1080/1350293x.2020.1755489.

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Berta, Ola Gunhildrud, Torill Sæterstad, Inger Johanne Tollnes, and Marit Bøe. "Alle må med: Styreres erfaringer med å etablere og utvikle profesjonelle læringsfellesskap i barnehagen." Nordisk barnehageforskning 21, no. 3 (2024): 340–59. http://dx.doi.org/10.23865/nbf.v21.631.

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Denne artikkelen undersøker barnehagestyreres erfaringer med etablering og utvikling av profesjonelle læringsfellesskap i egne barnehager. Studien springer ut av et større utviklingsarbeid gjennom Regional ordning for kompetanseutvikling i barnehagen (Rekomp), der ledelse av profesjonelle læringsfellesskap har vært et sentralt tema. Gjennom fokusgruppeintervjuer bidrar artikkelen med empirisk forskning om hva barnehageledere i Norge legger vekt på i ledelse av profesjonelle læringsfellesskap. Vi finner at styrerne er spesielt opptatt av å skape et felles «vi», bygge tillitsfulle relasjoner i a

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강수경, Mira Chung, and 김해미. "The mediating effects that conflict resolution strategies and work-family conflicts have in the impact of conflict mindsets on the quality of marital relationships among fathers in pregnancy." EARLY CHILDHOOD EDUCATION & CARE 14, no. 3 (2019): 141–62. http://dx.doi.org/10.16978/ecec.2019.14.3.006.

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Omokaro, Godspower Oke, Kolawole Agoro Abiola, Anthonia Bakare, Edmond Airueghian, and Ikioukenighia Michael. "Forms and Distribution of Phosphorus along A Toposequence at the University of Benin, Nigeria." American Journal of Geospatial Technology 3, no. 1 (2024): 1–8. http://dx.doi.org/10.54536/ajgt.v3i1.2591.

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The experiment was conducted at University of Benin, Nigeria, involving soil samples from four toposequence sites (Crest, Middle, Lower, and Bottom) at different depths (0-15 cm, 15-30 cm, and 30-45 cm). A total of 36 samples were collected and analyzed for various parameters using standard procedures. The parameters included particle size distribution, pH, total organic carbon (TOC), total nitrogen (N), available phosphorus (P), Carbon (C), Hydrogen (H), Magnesium (Mg), Potassium (K), Sodium (Na), ECEC, and Aluminum (Al). Results indicated that pH was lowest in the Crest area (pH 4.10 at 30-4

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van Trijp, Catharina Petronella Johanna, Marianne Ree, Tove Erna Belland, et al. "A Systematic Scoping Review on the Transition of Under-3-Year-Old Children from Home to Early Childhood Education and Care." Education Sciences 15, no. 5 (2025): 589. https://doi.org/10.3390/educsci15050589.

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This systematic scoping review aimed to identify and describe published peer-reviewed research articles on the transition of under-3-year-old children from home to early childhood education and care (ECEC) from 1 January 2013 to 19 August 2024. Both national (Idunn, Libris, Oria) and international (Academic Search Premier, ERIC, PsycInfo, Scopus, Web of Science) databases were systematically searched for relevant studies in English, Danish, Norwegian, and Swedish. A total of 20 studies met the inclusion criteria for the systematic review. The results show that the number of publications fluctu

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Santiago, Flávio, and Ana Lúcia Goulart de Faria. "Theatrical Scrawls. The Aesthetic Creations of Young Girls and Young Boys Scribble the Scene." Rivista Italiana di Educazione Familiare 19, no. 2 (2021): 169–77. http://dx.doi.org/10.36253/rief-11396.

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The paper discusses the purpose of early childhood theater, as a possibility to establish horizontal relationships between children and adults. The article thus explores the potential solutions offered by the aesthetic movement of the arts, in the creation of “theatrical scribbles” by tiny young children. In this paper, it is highlighted the training work carried out by the theater Company “La Baracca” together with Early Childhood Education and Care (ECEC) educators from Bologna, Italy. Much emphasis it is also given to how imaginative approaches through arts are proposed, thus shaping new wa

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Verhagen, Josje, Jan Boom, Anne-Mieke Thieme, et al. "Relationships between bilingual exposure at ECEC and vocabulary growth in a linguistically diverse sample of preschoolers." Journal of Applied Developmental Psychology 93 (July 2024): 101657. http://dx.doi.org/10.1016/j.appdev.2024.101657.

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Mantilla, Ana, and Susan Edwards. "Digital technology use by and with young children: A systematic review for the Statement on Young Children and Digital Technologies." Australasian Journal of Early Childhood 44, no. 2 (2019): 182–95. http://dx.doi.org/10.1177/1836939119832744.

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This paper reports on a systematic review of the literature conducted to inform Early Childhood Australia (ECA) in the development of a national Statement on Young Children and Digital Technologies. The review examines empirical studies published between 2012 and 2017 identified through systematic screening to advise adults on appropriate digital technology use ‘by and with’ young children aged birth to eight years. Four themes are canvassed in this review: (1) healthy practices; (2) relationships; (3) pedagogy and (4) digital play. Findings from the themes suggest advice for adults working in

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Selmer-Olsen, Maria, Gunn Anita Søraunet, and Marianne Schram. "«Den øverste sjefen, det vil jeg ikke være» – nyutdannede barnehagelæreres ledervisjoner møter barnehagehverdagen." Nordisk barnehageforskning 21, no. 4 (2024): 90–109. http://dx.doi.org/10.23865/nbf.v21.487.

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Artikkelen handler om barnehagelæreres visjoner og erfaringer i rollen som pedagogiske ledere. Den er basert på en intervjustudie med tolv nyutdannede barnehagelærere fra arbeidsplassbasert barnehagelærerutdanning (ABLU). Tre fokusgruppeintervju ble gjennomført på studentenes siste studiedag, og ett oppfølgingsintervju etter at de hadde arbeidet i halvannet år som pedagogiske ledere. Problemstillingen er: Hvordan opplever nyutdannede barnehagelærere sammenheng mellom egne ledervisjoner og den erfarte hverdagen som leder det første året i arbeid? Funnene viser at deltakerne har bevissthet om be

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Siraj, Iram, Steven J. Howard, Denise Kingston, Cathrine Neilsen‑Hewett, Edward C. Melhuish, and Marc De Rosnay. "Comparing regulatory and non-regulatory indices of Early Childhood Education and Care (ECEC) quality in the Australian early childhood sector." Estudos em Avaliação Educacional 30, no. 75 (2020): 958. http://dx.doi.org/10.18222/eae.v30i75.6925.

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<p>Este estudo analisa as associações entre as pontuações provenientes de processos regulatórios de avaliação da qualidade da educação infantil australiana (Early Childhood Education and Care – ECEC) do National Quality Standard (NQS)2 e das duas escalas de avaliação de qualidade (SSTEW – Sustained Shared Thinking and Well Being; e ECERS-E – Early Childhood Environment Rating Scale-Extension). A amostra consiste em 257 unidades de ECEC em três estados australianos. Os resultados indicaram: associações positivas modestas entre as pontuações do NQS e das escalas; alguma especificidade entr

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Skrzypczak, Marta. "The problem of children’s right to participation in early childhood education and care." Society Register 6, no. 1 (2022): 85–106. http://dx.doi.org/10.14746/sr.2022.6.1.05.

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Participation, a highly debated topic, is understood as a right to self-determination and a right to be involved in the decision-making in matters that concern one’s life. Also, in the field of Early Childhood Education and Care (ECEC) in Germany, children’s participation plays an important role, embedded in the legislation. However, research shows that children still do not participate in decisions in their daily life in childcare facilities. This problem has been linked to the negative attitudes of early childhood educators, their fear of losing control, sharing power with children, or even

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Jones, Rachel A., Fay Gowers, Rebecca M. Stanley, and Anthony D. Okely. "Enhancing the Effectiveness of Early Childhood Educators and Researchers Working Together to Achieve Common Aims." Australasian Journal of Early Childhood 42, no. 1 (2017): 81–84. http://dx.doi.org/10.23965/ajec.42.1.09.

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THE EARLY CHILDHOOD SECTOR within Australia has experienced significant changes over the past decade. During this period the quantity of early childhood research has also escalated. However, educators continue to remain cautious about the value of research as it is currently operationalised and its potential application. Establishing collaborative relationships between researchers and educators could be beneficial in ensuring research is conducted and applied as intended within the ECEC setting. The aim of this paper is to share four key lessons learnt from a professional collaboration that wa

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Moody, P. W., T. Dickson, and R. L. Aitken. "Field amelioration of acidic soils in south-east Queensland. III. Relationships of maize yield response to lime and unamended soil properties." Australian Journal of Agricultural Research 49, no. 4 (1998): 649. http://dx.doi.org/10.1071/a97047.

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Maize (Zea mays) grain yield responses to rates of lime were measured at 19 sites onseveral soil types in south-east Queensland. At some sites, one rate of gypsum or phosphogypsum was also applied. Relative grain yield (100 mean yield of nil lime treatment/maximum yield) was correlated with each of soil pH (1 : 5 water and 1 : 5 0·01 M CaCl2), soil solution pH, exchangeable (1 M KCl) Al, exchangeable (1 M NH4Cl) Ca, Al saturation of the effective cation exchange capacity (ECEC), Ca saturation of the ECEC, and 0·01 M CaCl2 extractable Mn and Al. Across all soil types, Mitscherlich fits indicate

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Aslanian, Teresa K. "Ready or not, here they come! Care as a material and organizational practice in ECEC for children under two." Global Studies of Childhood 7, no. 4 (2017): 323–34. http://dx.doi.org/10.1177/2043610617747979.

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Caring relationships between children and educators in early childhood education and care centers become in an array of entanglements with spaces, materials, and the organization of time. An exclusively dyadic understanding of care is insufficient in the material, institutional, pedagogic, and professional environment of early childhood education and care. This article reports on an ethnographic study of material and organizational professional care practices in a high-functioning full-day early childhood education and care center for children less than 3 years in Norway. Drawing on Tronto and

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