Relevant bibliographies by topics / Social work|Early childhood education|Developmental psychology

Contents

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

Academic literature on the topic 'Social work|Early childhood education|Developmental psychology'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Social work|Early childhood education|Developmental psychology"

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Rosenberg, Anette Ringen. "Social studies in early childhood education and care: A scoping review focusing on diversity." Contemporary Issues in Early Childhood 21, no. 4 (September 21, 2020): 312–24. http://dx.doi.org/10.1177/1463949120953911.

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Currently, little research exists on social studies within the context of Norwegian early childhood education and care, and how early childhood teachers work to familiarise children with social studies contexts . This article is a scoping literature review offering a preliminary research agenda. Its aim is to explore the ways in which the early childhood teacher can work to ensure young learners’ social studies education with a specific focus on cultural diversity and subsequent educational challenges. The research question guiding the article asks: How does previous educational research show that early childhood teachers can use social studies to address diversity with and amongst children? The analysis uncovers 4 scopes of research across 26 international and national studies. Previous research has contributed with knowledge in the areas of cultural diversity, anti-discrimination, human rights, and community and society as a means to familiarise children with diversity and related matters. Each scope addresses the knowledge status and opportunities for future research within each area. Based on the analysis, the author discusses the critical educational challenge of a paradox in familiarising children with diversity, where the early childhood teacher risks conveying biased information and stereotypical views, and highlighting cultures in discriminatory ways.
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New, Rebecca S. "Social competence in Italian early childhood education." New Directions for Child and Adolescent Development 1998, no. 80 (1998): 87–104. http://dx.doi.org/10.1002/cd.23219988007.

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Henry *, Margaret. "Developmental needs and early childhood education: evolutionary, my dear Watson." Early Child Development and Care 174, no. 4 (May 2004): 301–12. http://dx.doi.org/10.1080/0300443032000153372.

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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 (March 2000): 105–14. http://dx.doi.org/10.2304/ciec.2000.1.1.3.

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

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Cheeseman, Sandra. "Pedagogical Silences in Australian Early Childhood Social Policy." Contemporary Issues in Early Childhood 8, no. 3 (September 2007): 244–54. http://dx.doi.org/10.2304/ciec.2007.8.3.244.

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Growing international interest in the early childhood years has been accompanied by an expansion of public programs in Australia targeting young children and their families. This article explores some of the influences and rhetoric that frame these initiatives. It encourages critical examination of the discourses that shape the nature of early childhood programs in Australia and identifies a range of barriers that inhibit the involvement of early childhood teachers in the design and delivery of social policy initiatives for young children. As the imperatives of programs seeking to overcome social disadvantage take prominence in Australian early childhood policy initiatives, pedagogical perspectives that promote universal rights to more comprehensive early childhood experiences can easily be silenced. The article calls for pedagogical leadership to overcome these barriers and promote the democratic rights of all children to high-quality and publicly supported early childhood education and care programs.
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Fleer, Marilyn. "Early Childhood Education as an Evolving ‘Community of Practice’ or as Lived ‘Social Reproduction’: Researching the ‘taken-for-granted’." Contemporary Issues in Early Childhood 4, no. 1 (March 2003): 64–79. http://dx.doi.org/10.2304/ciec.2003.4.1.7.

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Early childhood education within many English-speaking countries has evolved routines, practices, rituals, artefacts, symbols, conventions, stories and histories. In effect, practices have become traditions that have been named and reified, evolving a specialist discourse. What has become valued within the profession of early childhood education is essentially a Western view of childhood. Documents abound with statements on what is constituted as ‘good’ practice or ‘quality’ practice or even ‘best’ practice. But for whom is this practice best? This article examines early childhood education from a ‘communities of practice’ perspective, drawing upon the work of Goncu, Rogoff and Wenger to shed light on the levels of agency inherent in the profession.
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Sims, Margaret. "Early childhood educators: ‘Drivers of social change’." Australasian Journal of Early Childhood 31, no. 4 (December 2006): ii. http://dx.doi.org/10.1177/183693910603100401.

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Meckley, Alice M. "Social Learning in Early Childhood Play Communities." Early Years 17, no. 2 (March 1997): 11–15. http://dx.doi.org/10.1080/0957514970170203.

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Goldstein, Tara. "‘I'm Not White’: Anti-Racist Teacher Education for White Early Childhood Educators." Contemporary Issues in Early Childhood 2, no. 1 (March 2001): 3–13. http://dx.doi.org/10.2304/ciec.2001.2.1.6.

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Conceptualising and implementing early childhood teacher education for racial and cultural diversity is a complex task that involves learning about social stratification and race, acknowledging the privileges associated with whiteness, and finding ways to create positive racial teaching identities. This article discusses three ways that teacher educators might prepare white early childhood education students for anti-racist work in their classrooms.
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Dissertations / Theses on the topic "Social work|Early childhood education|Developmental psychology"

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Sarinana, Alma A. "Preschoolers' cognitive development in relation to preschool education and learning environment." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10038409.

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The impact that preschool education has on children’s cognitive abilities as they prepare to enter kindergarten is a subject that is not widely researched. The purpose of this study is to examine the factors that are associated with cognitive development among preschool age children. This study was completed by conducting a quantitative study in which secondary data was obtained from an early education center Desired Results Developmental Profile (DRDP) from the 2014–2015 preschool year. The results found that the participant’s age was positively associated with cognitive, language and literature, math and self and social development. The study also found that female participants had higher scores in the self and social developmental domain. Gender, ethnicity and home language were not significant to cognitive, English language and math development. Study findings have implications for social and behavioral sciences. The findings in the study were positively associated with the educational activities that preschool children receive as it relates to their cognitive developmental growth and readiness for kindergarten.

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Meyer, Lauren. "Child life specialists in foster care| A case for child life in a nontraditional setting." Thesis, Mills College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1557350.

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The current study examined the possible gaps in meeting the needs of children in foster care, the additional skillsets that contribute to meeting their needs, and the role child life specialists play in meeting those needs. Additionally, the study looked specifically at how child life could find a place in the nontraditional setting of foster care. Two groups of participants were recruited for the study; the first group was comprised of child life specialists. The second group included professionals who worked directly with children in foster care in some capacity. Two surveys were designed and conducted, one for each group. Generally, both groups of participants identified the following unmet needs: emotional needs, attachment needs, behavioral needs, supporting children in coping, and psychological preparation. Skillset matches for meeting these needs included experience in psychological preparation for children, knowledge in supporting coping, child development expertise, and awareness of family-centered care. These matches are closely tied to child life specialists' training. Additionally, there seems to be a lack of play in working with foster children, and this was identified as a possible gap in the system, highlighting another way child life specialists could support children in foster care. Through this study, clear ways were identified in which child life specialists could strengthen the services provided to children in foster care. These results have implications for an interdisciplinary future of the child life field.

Keywords: child life, foster care, unmet needs, child life in nontraditional roles

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Mackintosh, Bonnie B. "A Matter of Perspective: An Exploratory Study of the Relationship Between the Early Math Skills and Social Competence of Children From Low-Income Families." Thesis, Harvard University, 2017. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052852.

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The U.S. is calling for expansion of preschool to help close the well-documented income-based achievement gap. Children from low-income families often enter kindergarten academically behind their higher income peers and recent findings indicate gaps in social-emotional aspects of school readiness as well, illustrating how early these gaps emerge and raising questions about cross-domain relationships. Therefore, this two-study dissertation explores the relationship between children’s social competence and their early math development. Study 1 uses longitudinal growth modeling to explore within- and cross-domain relationships between children’s a) interpersonal, social problem-solving skills and b) early math skills during a preschool year. Participants (N=76) were recruited from a MA preschool serving mostly children from low-income and minority families. Results show that children have positive, linear math learning trajectories that vary by age when not accounting for children’s social competence. Children’s development of flexibility in social problem-solving is associated with changes in the rates at which children learn math skills across a preschool year, controlling for baseline child demographics with no evidence of differential learning trajectories by age other than observed differences in math skills at preschool entry. Children’s adaptive social problem-solving strategies show positive non-linear growth trajectories. Importantly, these adaptive problem-solving strategies from the previous time period have the potential (p =.12) to positively predict children’s growth in early math skills during the preschool year. Study 2 draws a subsample (N=3485) from the Head Start Impact Study, (U.S. DHHS, 2010) a large, nationally representative study of Head Start, to investigate the potential mediating role of children’s social competence on early math skills for children randomly assigned to Head Start. Results from a confirmatory factor analysis indicated good model fit for the latent construct with positive social skills and teacher-child relationships as indicators of social competence. Moreover, children’s social competence was positively related to math achievement during the Head Start year. Taken together, results from these studies suggest that children’s social competence may play an important role in promoting children’s early math skills and may warrant more attention in preschool curricula especially as greater attention is paid to increasing implementation of challenging, developmentally-focused math curricula.
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Gibbs, Benjamin Guild. "Gender and Cognitive Skills throughout Childhood." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249496662.

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Rudin-Gorelik, Julia Beth. "Examining Relationships in Head Start: Relations among Risk, Relationships, Child Characteristics, and Social and Academic Outcomes." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/101304.

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School Psychology
Ph.D.
Quality teacher-child and teacher-parent relationships may function to protect young high-risk children from developing poor social and academic outcomes. The current study uses Bronfenbrenner's bioecological theory to conceptualize the relationships between risk, teacher-child and teacher-parent relationship quality, and children's social and academic competence. The objectives of the study were to: a)investigate whether teacher-child and teacher-parent relationship quality moderates the effects of maternal education on children's social and academic competence, and b) examine the associations among child characteristics and teacher-child and teacher-parent relationship quality. Data were collected from 805 Head Start children, their parents, and their classroom teachers. When controlling for children's gender and age, maternal education significantly predicted children's academic outcomes, and teacher-child and teacher-parent relationship quality significantly predicted children's social and academic competence. When controlling for child gender and age, teacher-child closeness and teacher-child conflict moderated the relationship between maternal education and children's letter naming. Child gender was associated with teacher-child closeness and conflict, and child age was associated with teacher-parent relationship quality. Overall, the findings suggest that teacher-child relationship quality may function as both a risk and a protective factor in the development of young high-risk children's outcomes. The results have important implications for research, policy, and practice in promoting school readiness in Head Start children.
Temple University--Theses
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Andrew-Sfeir, Athena. "Holding Back: An Analysis of the History, Utility, and Effects of Academic Redshirting." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1623.

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The purpose of this thesis is to provide an analysis of the history, purpose, utility, and effects of deliberate delayed kindergarten, known colloquially as "academic redshirting" or, simply, "redshirting." This thesis discusses and examines the history of kindergarten, the definition of school readiness, factors that led to the emergence of academic redshirting, demographics of children who are typically redshirted, and the consequences of the redshirted population within the kindergarten classroom. Also examined are trends in state and district mandated kindergarten age minimums over the last 50 years. The paper concludes with a policy recommendation for the improvement of early childhood education in the United States and a challenge to those who care about the future of American public education.
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Morley, Allison J. "Descriptive and experimental analyses of variables maintaining moderate-to-vigorous physical activity in preschool children." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/299.

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The purpose of the current study was to compare the results yielded from descriptive analyses of physical activity to those of functional analyses with the same preschool children. Descriptive analyses were conducted during repeated, 30-min naturally occurring outdoor times on an outdoor playground in a local daycare. Five minute functional analysis sessions were conducted on an outdoor playground within a multi-element experimental design. The Observational System for Recording Physical Activity in Children (McIver, Brown, Pfeiffer, Dowda, & Pate, 2009) was used to define the conditions and various levels of physical activity within both the descriptive and functional analyses. Overall, results for all participants suggested high correspondence between outcomes from the functional and descriptive analyses with respect to the context related to the highest level of MVPA, but correspondence varied across other contexts. Implications of the results and suggestions for future research are offered.
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Martín-Bylund, Anna. "Towards a minor bilingualism : Exploring variations of language and literacy in early childhood education." Doctoral thesis, Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-139853.

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The aim of this compilation thesis is to explore variations in bilingualism with the help of everyday specific situations at a Spanish-Swedish early childhood institution in Sweden, and by means of a ‘material-semiotic theorizing’. This means that material and semiotic elements are treated equally and entwined. Through studying a bilingual preschool practice, theory and politics as three interwoven practices, the thesis produces knowledge on language and literacy as socially and materially divergent, transformative occurrences. The research process is a commitment with Deleuzio-Guattarian philosophy, theory and politics, and is defined as a becoming in and of the three practices (education, theory, politics). Ethical and methodological undertakings are described as results of the interaction of these practices. Processes of data production include a yearlong fieldwork with all year groups (1-5) at a bilingual preschool in Sweden with a Spanish-Swedish language policy. The materials of data (approx. 59 hours of video-recordings and additional field-notes of everyday activities) are extended and developed upon in interaction with theoretical concepts and political concerns in terms of an analytical process that ‘puts theory to work’. The results are phrased as three temporal suggestions: 1) Bilingualism is a plural, collectively produced, both transitory and specific phenomenon 2) Bilingualism emerges with different, simultaneous dimensions of language and literacy (language as both code and material intensities) 3) Bilingualism is shared and public but also private and inconclusive. The thesis also shows the interconnectedness and continuity between different constructions of bilingualism (i.e. separate – flexible, public - private) as well as the productivity of the unknown and of what is labelled as (il)literate expertise. The impact that these suggestions may have in working with bilingualism in early childhood education is discussed. At the same time the discussion inspires to thinking towards a minor bilingualism also in more general terms.
Syftet i denna sammanläggningsavhandling är att utforska variationer i tvåspråkighet med hjälp av alldagligt specifika situationer vid en spansk-svensk förskola i Sverige, samt genom ett ’material-semiotiskt teoretiserande’. Det betyder att materiella och semiotiska aspekter behandlas jämbördigt, sammanlänkat och icke-hierarkiskt. Genom att studera en tvåspråkig förskolepraktik, teori och politik som sammanvävda praktiker producerar avhandlingen kunskap om språk och litteracitet som socialt och materiellt divergenta, transformativa fenomen. Forskningsprocessen är en förlovning med DeleuzioGuattariansk filosofi, teori och politik och definieras som ett tillblivande i och med de tre praktikerna (utbildning, teori, politik). Etiska och metodologiska göranden beskrivs som resultat av interaktionen mellan dessa tre praktiker. Processer av dataproduktion inkluderar ett årslångt fältarbete med alla åldersgrupper (1-5) på en tvåspråkig förskola i Sverige med en spansk-svensk språkpolicy. Datamaterialen (59 timmars videoinspelningar och fältanteckningar från vardagliga aktiviteter) förlängs och utvecklas i avhandlingen i interaktion med teoretiska begrepp och politiska angelägenheter i termer av en analytisk process som ‘sätter teori i arbete’. Resultaten formuleras som tre temporära förslag. 1) Tvåspråkighet är ett pluralt, kollektivt producerat, både flyktigt och specifikt fenomen 2) Tvåspråkighet uppträder med olika, samtidiga språkliga dimensioner (språk som både kod och materiella intensiteter) 3) Tvåspråkighet är delat och publikt men också privat och odeciderat. Avhandlingens resultat visar också på länkar och kontinuitet mellan olika konstruktioner av tvåspråkighet (till exempel separat – flexibel, publik – privat) samt produktiviteten i det okända och vad som kan benämnas (il)litterat expertis. Betydelsen som avhandlingens förslag kan ha i arbete med tvåspråkighet i utbildningspraktiker med små barn diskuteras. Samtidigt inspirerar diskussionen till att tänka i riktningar mot en mindre tvåspråkighet också i mer generella termer.
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Olson, Lindsay Ellen. ""The Candy Problem, Solved!": White Children and White Parents Grappling With Dysconscious Whiteness." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1632253950073055.

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Sharpe, Tanzeah Shanae Robinson. "Shades of Knowledge: Young Children's Perceptions of Racial Attitudes and Preferences." Ashland University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1427803027.

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Books on the topic "Social work|Early childhood education|Developmental psychology"

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Essential partners: Promoting social-emotional development in early education settings. Baltimore: Paul H. Brookes Pub., 2012.

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National Conference of State Legislatures. Helping young children succeed: Strategies to promote early childhood social and emotional development. Denver, Colo: National Conference of State Legislatures, 2005.

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Burton, Rosemary, 1952 June 11-, ed. Social and emotional prevention and intervention programming for preschoolers. New York: Kluwer Academic/Plenum, 2003.

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Mawson, W. B. Collaborative play in early childhood education. Hauppauge, N.Y: Nova Science Publishers, 2010.

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Jan, Deans, and O'Brien Kelly, eds. Developing everyday coping skills in the early years: Proactive strategies for supporting social and emotional development. New York, NY: Continuum International Pub. Group, 2011.

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Smidt, Sandra. Introducing Vygotsky: A guide for practitioners and students in early years education. London: Routledge, 2009.

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Smidt, Sandra. Introducing Vygotsky: A guide for practitioners and students in early years education. London: Routledge, 2009.

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Young children's personal, social and emotional development. London: Paul Chapman, 2000.

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Young children's personal, social and emotional development. 2nd ed. London: Paul Chapman Publishing, 2005.

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Petersen, Katia. Activities for building character and social-emotional learning grades PreK - K. Minneapolis, MN: Free Spirit Publishing, 2012.

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Book chapters on the topic "Social work|Early childhood education|Developmental psychology"

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Tominey, Shauna L., Svea G. Olsen, and Craig S. Bailey. "Social and Emotional Skill Development in Early Childhood." In The SAGE Handbook of Developmental Psychology and Early Childhood Education, 115–32. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526470393.n7.

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Berger, Christian, Olga Cuadros, and Antonius H. N. Cillessen. "Children's Friendships and Social Development." In The SAGE Handbook of Developmental Psychology and Early Childhood Education, 151–68. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526470393.n9.

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Molinari, Luisa, Ada Cigala, and Paola Corsano. "Triadic Interactions for the Development of Social and Emotional Competences." In The SAGE Handbook of Developmental Psychology and Early Childhood Education, 184–98. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526470393.n11.

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Hughes, Claire, and Rory T. Devine. "Learning to Read Minds: A Synthesis of Social and Cognitive Perspectives." In The SAGE Handbook of Developmental Psychology and Early Childhood Education, 169–83. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526470393.n10.

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Efklides, Anastasia, and Plousia Misailidi. "Emotional Self-Regulation in the Early Years: The Role of Cognition, Metacognition and Social Interaction." In The SAGE Handbook of Developmental Psychology and Early Childhood Education, 502–14. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526470393.n29.

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O'Grady, Lyn, Amelia Joyce, and Cate Engelbrecht. "Whole-of-Setting Approaches to Enhancing Factors that Support Children's Social and Emotional Skills during Transitions." In The SAGE Handbook of Developmental Psychology and Early Childhood Education, 95–112. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526470393.n6.

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Chen, Szu-Yu. "Healing Alex's Wound." In Research Anthology on Mental Health Stigma, Education, and Treatment, 707–26. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8544-3.ch042.

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Multicultural and Social Justice Counseling Competencies (MSJCC) has emphasized the need to consider multicultural and social justice factors into all aspects of the counseling profession. Consistent with the MSJCC guideline, it is essential that counselors provide developmentally and culturally responsive interventions when working with children from diverse backgrounds. Adlerian play therapy is a unique approach in which counselors incorporate basic tenets of individual psychology and premise of play therapy to help children work through different types of emotional or behavioral issues. This chapter provides an overview of the effects of adverse childhood experiences (ACEs) on children's mental health, particularly the multitude of effects on Hispanic children. The author then illustrates the application of Adlerian play therapy from MSJCC's perspective to work with a Hispanic boy exposed to a high level of ACEs.
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Tuna, Ayşe. "Use of Robots With Play-Based Interventions in the Education of Children With Autism Spectrum Disorder." In Handbook of Research on Policies, Protocols, and Practices for Social Work in the Digital World, 113–30. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7772-1.ch007.

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Autism spectrum disorder (ASD) is a common developmental disorder involved in childhood neurodevelopmental disorders whose symptoms begin in early childhood. In recent years, interest in the use of technology in early diagnosis and training of ASD has been increasing day by day. For this purpose, socially interactive robots are used as tools to teach skills to children with ASD, play games with them, and reveal some desired behaviors. They also create interesting, engaging, and meaningful interaction situations that encourage children to interact with themselves. The aim of the child-robot interaction sessions is to enable children with ASD to overcome their shortcomings and understand the world better. In this context, robots can be considered as tools that will support the development of social skills of children with ASD and can be very useful for this purpose. To this end, this chapter includes studies on the use of play-based robot interventions in the education of children with ASD.
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Conference papers on the topic "Social work|Early childhood education|Developmental psychology"

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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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You might also be interested in the extended bibliographies on the topic 'Social work|Early childhood education|Developmental psychology' for particular source types:
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