Log in

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

To see the other types of publications on this topic, follow the link: Social work|Early childhood education|Developmental psychology.

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

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Social work|Early childhood education|Developmental psychology.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

11

Underwood, Kathryn, Angela Valeo, and Rebecca Wood. "Understanding Inclusive Early Childhood Education: A Capability Approach." Contemporary Issues in Early Childhood 13, no. 4 (January 1, 2012): 290–99. http://dx.doi.org/10.2304/ciec.2012.13.4.290.

Full text

Abstract:

This article explores the application of current discourse in inclusive education, particularly the capability approach and its utility in early childhood education. The article highlights the tensions between a rights-based discourse that informs inclusive education practice and the right for children to have early intervention. Structural approaches to supporting children with disabilities are examined. These structural approaches are evaluated using the framework developed using the capability approach. The article aims to ease some of the tensions that arise from differing philosophical approaches to education for young children, and to provide a framework for addressing the developmental and social needs of young children with disabilities.

APA, Harvard, Vancouver, ISO, and other styles

12

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Selbie, Philip, and Peter Clough. "talking early childhood education." Journal of Early Childhood Research 3, no. 2 (June 2005): 115–26. http://dx.doi.org/10.1177/1476718x05053923.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Carter, Margaret Anne, and Carmel Ellis. "Work ‘with’ me: Learning Prosocial Behaviours." Australasian Journal of Early Childhood 41, no. 4 (December 2016): 106–14. http://dx.doi.org/10.1177/183693911604100413.

Full text

Abstract:

THIS ARTICLE REPORTS RESEARCH findings from a descriptive study, identifying the perceptions of 33 staff in one early childhood Montessori centre in south-east Queensland, Australia. The authors report on the instructional practices associated with young children learning prosocial behaviours in this centre. Social understanding and skill acquisition communicated with authoritative practices were ranked favourably, compared with punitive practices of ordering and bribing children to behave. Engaging in respectful limit setting involving teaching children baseline social rules was preferred over telling, blaming and punishing children to behave. Our findings provide preliminary support for the importance of educators purposefully teaching young children the minimal level prosocial behaviours expected within early childhood education contexts.

APA, Harvard, Vancouver, ISO, and other styles

15

Moreno, Amanda J., Mark K. Nagasawa, and Toby Schwartz. "Social and Emotional Learning and Early Childhood Education: Redundant terms?" Contemporary Issues in Early Childhood 20, no. 3 (April 17, 2018): 221–35. http://dx.doi.org/10.1177/1463949118768040.

Full text

Abstract:

Social and emotional learning is a young field, but a very old concept. The idea that children require explicit instruction in social-emotional capacities is present in the writings of philosophers as far back as Plato, and partly constitutes the roots of the “whole-child development” and “developmentally appropriate practice” frameworks in early childhood education today. Nevertheless, early childhood education has recently been embracing and embraced by the modern global social and emotional learning movement in compulsory school education. Why would early childhood education do this, given its long tradition of prioritizing social-emotional pursuits and, in fact, serving as a model for the rest of the education continuum? Using Minow’s “dilemma of difference” framework, this article critically examines the question of which set of consequences the early childhood education field should choose in the current era—those of potentially superficially modularizing social-emotional concerns and comingling them with undesirable compulsory school education accountability structures, or those of continuing an embedded approach within a potentially generic whole-child philosophy that is difficult to implement in the real world. After considering early childhood education’s challenges with living by its own philosophy, the authors recommend a cautious but proactive acceptance of new social and emotional learning models within early childhood education because this allows a public interrogation of whichever values and methods for imparting them are chosen. The authors argue that an active alignment around social and emotional learning may buffer the early childhood education principles of democracy and child agency against the marginalization from political cross-currents they have historically experienced.

APA, Harvard, Vancouver, ISO, and other styles

16

Reynolds, Arthur J. "Child development as social action: Reflections on four underrated contributions of Edward Zigler to science and society." Development and Psychopathology 33, no. 2 (March 22, 2021): 466–82. http://dx.doi.org/10.1017/s0954579420001777.

Full text

Abstract:

AbstractIn a career spanning six decades, Edward Zigler redefined developmental psychology as the equal integration of scientific inquiry and evidence with social policy formulation and analysis to improve child well-being. The theme of his accumulated work was advancing child development as social action for children and families. Besides early childhood intervention and policy, for which he devoted most of his time, Dr. Zigler did pioneering work in education and school reform, social policy, prevention, child maltreatment, family support, developmental disabilities, and in service to government. In this article, I reflect on four of Dr. Zigler's major contributions to science and society that are underrated and, in many respects, under-appreciated in the larger context of the field. These are (a) historical analysis of Head Start, (b) conceptualization and analysis of motivation as a key component of early childhood program impacts, (c) development of preschool-to-third-grade programs and school reforms, and (d) critical analysis of theory, research, policy, and practice. Together, these and other contributions by Dr. Zigler provide a strong foundation to build a better society for all.

APA, Harvard, Vancouver, ISO, and other styles

17

Wisneski, Debora B., and Lisa S. Goldstein *. "Questioning community in early childhood education." Early Child Development and Care 174, no. 6 (August 2004): 515–26. http://dx.doi.org/10.1080/0300443042000187031.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Matiasz†, Sophia. "Aboriginal children and early childhood education." Early Child Development and Care 52, no. 1-4 (January 1989): 81–91. http://dx.doi.org/10.1080/0300443890520106.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Feinberg, Miriam, Olivia N. Saracho, and Bernard Spodek. "Early childhood curriculum in Jewish education." Early Child Development and Care 61, no. 1 (January 1990): 27–33. http://dx.doi.org/10.1080/0300443900610104.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Tayler, Collette. "Early childhood teacher education in Australia." Early Child Development and Care 76, no. 1 (January 1991): 3–35. http://dx.doi.org/10.1080/0300443910760101.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Thomas, R. Murray. "Early childhood teacher education in Indonesia." Early Child Development and Care 78, no. 1 (January 1992): 85–94. http://dx.doi.org/10.1080/0300443920780107.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Wright, Travis. "Contesting hegemony: Re-imagining masculinities for early childhood education." Contemporary Issues in Early Childhood 19, no. 2 (June 2018): 117–30. http://dx.doi.org/10.1177/1463949118781893.

Full text

Abstract:

The purpose of this investigation is to deepen understanding of the clandestine professional lives of men who care for young children, exploring the pressure to hide parts of themselves experienced by many. The author utilizes an autoethnographic approach to examine social and psychological experiences he has navigated during his work as a classroom teacher, counselor, and researcher in urban Head Start centers. He finds that there are structural, attitudinal, social, and conceptual barriers to men being engaged in young children’s lives as educators and caregivers. In response, the author considers how dominant theories of caregiving in the field of early childhood education are informed by and inadvertently perpetuate traditional hegemonic notions of masculinity. He concludes by articulating the importance of critical praxis and disrupting hegemony, re-imagining opportunities for transformation and resilience.

APA, Harvard, Vancouver, ISO, and other styles

24

Mozolic-Staunton, Beth, Josephine Barbaro, Jacqui Yoxall, and Michelle Donelly. "Monitoring children’s development in early childhood education settings to promote early detection of autism." Australasian Journal of Early Childhood 46, no. 2 (March 31, 2021): 163–78. http://dx.doi.org/10.1177/1836939121998085.

Full text

Abstract:

Autism is a developmental condition that can be detected in early childhood. Early intervention can improve outcomes, though many children are not identified until they reach primary school. Early childhood educators are well placed to monitor children’s development and identify those who may benefit from additional supports, though implementation of standardised tools and processes is limited. The National Disability Insurance Scheme in Australia has increased the onus on educators to support families to access funded services. A workshop on evidence-informed practice in early detection for autism was provided for early childhood professionals. The theory of practice architectures informed development and analysis of pre- and post-workshop surveys to explore changes in early childhood educators’ perspectives on factors influencing universal developmental monitoring and referrals to early intervention supports using an evidence-based tool, the Social Attention and Communication Surveillance-Revised (SACS-R). Post-workshop increases in early childhood educators’ perceived knowledge and confidence are evident, though recent policy reforms present challenges. Population surveillance using SACS-R in early childhood education is effective for identification and referral for children who have autism, and capacity building for professionals to use SACS-R is recommended.

APA, Harvard, Vancouver, ISO, and other styles

25

Mowrey, Sascha C. "Early childhood professional culture: Social networks and beliefs among pre-kindergarten educators." Journal of Early Childhood Research 18, no. 3 (April 28, 2020): 306–20. http://dx.doi.org/10.1177/1476718x20911980.

Full text

Abstract:

As efforts are made in the United States for public school districts to implement pre-kindergarten programs and centers, there is a growing need to attend to the aspects of the local context that may influence the ways that teachers and staff make sense of their work. Yet, the professional cultures in which early childhood teachers and other educators make sense of their practice are multi-faceted and not well understood. This study explores the network structures and beliefs among educators in three pre-kindergarten centers. In particular, the mentorship relationships among lead teachers, assistants, instructional coaches, and administrators were explored along with individuals’ beliefs about themselves and others. Findings indicate that early childhood mentoring networks aligned with formal role hierarchies, and were similar to networks seen in elementary school research. Trust among lead and assistant teachers and autonomy were particularly important in the pre-kindergarten settings where two individuals work together as part of a classroom teaching team, and the school serves a single grade level. Suggestions for future research expanding the work on professional culture in early childhood settings are addressed.

APA, Harvard, Vancouver, ISO, and other styles

26

Nilsen, Ann Christin E., and Tale Steen-Johnsen. "The early childhood care and development mission and the institutional circuit of evidence." Journal of Early Childhood Research 18, no. 1 (July 9, 2019): 84–98. http://dx.doi.org/10.1177/1476718x19860558.

Full text

Abstract:

Early childhood care and development has increasingly become a part of the global development agenda. Fueled by a threefold rationale, rooted in development psychology, social economy, and human rights, the arguments for investing in early childhood care and development are virtually unassailable. However, this rationale is somehow at odds with insights developed within the sociology of childhood, emphasizing childhood as a social construction amendable to context and children’s own agency. Inspired by the methodological approach known as institutional ethnography, we explore how development aid workers respond to and enact the early childhood care and development mission. Building on interviews with development aid workers in Phnom Penh, Cambodia, we describe how their actions, when justified, enter into institutional circuits where the demand for evidence is striking. By exploring development aid workers’ own work knowledge, including how they strive to be compliant with the early childhood care and development rationale, yet also oppose it, our contribution points to the importance of re-negotiating evidence in order to discover the blind spots that may be concealed within what we refer to as a “justification loop.”

APA, Harvard, Vancouver, ISO, and other styles

27

Keskin, Burhanettin. "Recent coverage of early childhood education approaches in open access early childhood journals." Early Child Development and Care 186, no. 11 (February 2, 2016): 1722–36. http://dx.doi.org/10.1080/03004430.2015.1126833.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Alsina, A., and A. Berciano. "Developing informal mathematics in early childhood education." Early Child Development and Care 190, no. 13 (December 13, 2018): 2013–31. http://dx.doi.org/10.1080/03004430.2018.1555823.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Honig, Alice Sterling. "Early Childhood Education: Training for the Future∗." Early Child Development and Care 121, no. 1 (January 1996): 135–45. http://dx.doi.org/10.1080/0300443961210111.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Smolucha, Larry, and Francine Smolucha. "Vygotsky’s theory in-play: early childhood education." Early Child Development and Care 191, no. 7-8 (February 24, 2021): 1041–55. http://dx.doi.org/10.1080/03004430.2020.1843451.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Wong, Sandie. "Looking Back and Moving Forward: Historicising the Social Construction of Early Childhood Education and Care as National Work." Contemporary Issues in Early Childhood 8, no. 2 (June 2007): 144–56. http://dx.doi.org/10.2304/ciec.2007.8.2.144.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Jackson, Jen. "The View from the Helicopter: Examining the Australian Early Childhood Workforce Using the National Census of Population and Housing." Australasian Journal of Early Childhood 41, no. 4 (December 2016): 72–79. http://dx.doi.org/10.1177/183693911604100409.

Full text

Abstract:

THIS STUDY USED DATA from the 2011 Australian Census of Population and Housing to examine differences between Australian early childhood educators at different qualification levels: certificate/unqualified, diploma-qualified and degree-qualified. The study's theoretical framework is informed by the work of Pierre Bourdieu and views qualifications as markers of broader differences in social and cultural capital. This paper describes how early childhood educators were identified in the Census data, and presents some preliminary findings, showing differences in educators' schooling, engagement in further study, income, employment arrangements and family responsibilities. These findings suggest that educators' qualifications are related to broader social differences, which have implications for how different groups of educators might experience current policy efforts to improve workforce qualifications and professionalism. Of particular concern is a group of educators whose educational background and employment circumstances place them at risk of marginalisation in the labour market and in the early childhood education and care professionalisation agenda.

APA, Harvard, Vancouver, ISO, and other styles

33

Lee, Lena, and Mary B. McMullen. "Social Ideology and Early Childhood Education: A Comparative Analysis of Korean Early Childhood Teacher Education Textbooks Written in 1993 and 2003." Contemporary Issues in Early Childhood 7, no. 2 (June 2006): 119–29. http://dx.doi.org/10.2304/ciec.2006.7.2.119.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Vesely, Colleen K., Marriam Ewaida, and Katina B. Kearney. "Capitalizing on Early Childhood Education: Low-Income Immigrant Mothers’ Use of Early Childhood Education to Build Human, Social, and Navigational Capital." Early Education & Development 24, no. 5 (July 2013): 744–65. http://dx.doi.org/10.1080/10409289.2012.725382.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Andreoni, Helen. "Necessity the Mother of Invention: Australian and Eritrean Early Childhood Educators Sharing Skills and Experiences." Australasian Journal of Early Childhood 23, no. 1 (March 1998): 5–9. http://dx.doi.org/10.1177/183693919802300103.

Full text

Abstract:

Australian and Eritrean early childhood educators are working together to establish early childhood education in Eritrea. Eritrea, in East Africa, devastated by a 30-year war and severe droughts, is rebuilding from scratch with minimal resources. In a country with some nine ethnic groups and languages, as well as three main religions, fundamental questions have to be asked about the role and nature of early childhood education. Australian early childhood educators in Eritrea are learning a great deal about the management of multicultural and multilingual communities; Eritrean early childhood educators are in turn learning a great deal from their Australian counterparts about an holistic approach to education which, through a range of strategies, seeks to meet the social, emotional, physical, intellectual, and developmental needs of the Eritrean children. All members of this team are involved in a patient campaign to effect change and are aware that education in such an environment is a political act.

APA, Harvard, Vancouver, ISO, and other styles

36

Hard, Louise, Frances Press, and Megan Gibson. "‘Doing’ Social Justice in Early Childhood: The Potential of Leadership." Contemporary Issues in Early Childhood 14, no. 4 (January 2013): 324–34. http://dx.doi.org/10.2304/ciec.2013.14.4.324.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Young, Gabrielle, David Philpott, Emily Butler, Kimberly Maich, and Sharon Penney. "Exploring the Impact of Quality Early Child Education on Special Education." Exceptionality Education International 29, no. 3 (December 20, 2019): 6–21. http://dx.doi.org/10.5206/eei.v29i3.9384.

Full text

Abstract:

This article examines the research literature to determine whether the provision of quality early childhood education (ECE) lowers the risk of a child developing special education needs (SEN) and mediates the intensity of support for children with an identified exceptionality. Schools play a crucial role in reducing developmental gaps assessed at school entry, but their success comes with great expense in special education and related costs. Research indicates that ECE could narrow these gaps and better prepare children for success in school, and this realization is slowly being reflected in public policy. Based on our literature review, we describe the benefits of quality ECE in lowering special education expenses. Specific play-based learning pedagogical strategies support all children in optimizing academic progress, language development, social skills, and emotional-behavioural regulation. Professional learning for early childhood educators can build capacity to embed effective pedagogy into daily practice. The provision of quality ECE that makes a difference depends on the knowledge and skills of this workforce.

APA, Harvard, Vancouver, ISO, and other styles

38

Cleghorn, Ailie, and Larry Prochner. "Contrasting Visions of Early Childhood Education." Journal of Early Childhood Research 1, no. 2 (October 2003): 131–53. http://dx.doi.org/10.1177/1476718x030012001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Osborne, K. Juston, Teresa Vargas, and Vijay A. Mittal. "Early childhood social communication deficits in youth at clinical high-risk for psychosis: Associations with functioning and risk." Development and Psychopathology 32, no. 2 (May 8, 2019): 559–72. http://dx.doi.org/10.1017/s0954579419000385.

Full text

Abstract:

AbstractEffective social functioning requires a broad range of social communication skills that are impaired in psychosis populations. However, little is known about early childhood (4- to 5-year period) social communication during the premorbid (pre-illness) stage of psychosis. The present study utilized retrospective parent reports to examine total early childhood social communication deficits, as well as deficits in two distinct domains, reciprocal social interaction (social smiling/eye gaze) and communication (social chat/gesture), in youth at clinical high-risk (CHR) for psychosis (ages 13–21; 37.2% female). Furthermore, associations between early childhood social communication and CHR youth's current functioning (social, academic/work), symptoms (positive/negative), and risk for conversion to psychosis were examined. Compared to healthy controls, CHR individuals had greater deficits in total and communication-specific early childhood social communication. Early childhood total, communication, and reciprocal social interaction deficits were associated with worse current functioning and greater current negative symptom severity (amotivation/anhedonia) in CHR youth. Early childhood total and reciprocal social interaction deficits were also associated with increased risk for conversion. These findings inform the field's understanding of the etiology and pathophysiology of psychosis by extending the current developmental literature on premorbid deficits in psychosis populations to specific domains of social behavior in a critical developmental period.

APA, Harvard, Vancouver, ISO, and other styles

40

Mozolic-Staunton, Beth, Michelle Donelly, Jacqui Yoxall, and Josephine Barbaro. "Interrater Reliability of Early Childhood Education Professionals Involved in Developmental Surveillance for Autism Spectrum Disorder and Related Conditions." Australasian Journal of Early Childhood 42, no. 2 (June 2017): 61–68. http://dx.doi.org/10.23965/ajec.42.2.08.

Full text

Abstract:

VALID AND RELIABLE TOOLS have recently been developed to accurately detect early signs of Autism Spectrum Disorder (ASD) and other developmental challenges in children as young as 12 months of age. Translation of research findings to practice and policy through routine implementation of evidence-based tools in the community, particularly early childhood education and childcare settings, is limited. This study establishes that the interrater reliability (IRR) of early childhood educators in administering the Social Attention and Communication Surveillance System (SACS-R) is very high ( k = 0.909). This paper reports the results of the first step in the Right Kids, Right Time, Right Services project—a prospective cohort study that aims to implement and evaluate routine developmental surveillance for early signs of social and communication challenges in young children in childcare settings.

APA, Harvard, Vancouver, ISO, and other styles

41

McMahon, Samantha. "Literature Review: What can we learn from the Childcare and Early Education Literature?" Children Australia 40, no. 1 (March 2015): 87–90. http://dx.doi.org/10.1017/cha.2014.48.

Full text

Abstract:

Samantha McMahon is a final year Social Work student who has completed her studies at Deakin University and had the unusual final fieldwork experience of being in the office of the Federal Member for Bendigo, Lisa Chesters MP, where she was able to observe political processes at work, visit Canberra and conduct a research study to inform the Australian Labor Party's interest in early childhood care and education. Lisa Chesters MP is the co-chair of the Parliamentary Friendship of Early Childhood and the secretary of the ALP Social Policy Caucus committee. The following is a review of the literature based on the research Samantha conducted. This demonstrates that we have quite a long way to go in Australia if we are to gain the benefits other countries have had from their early childhood service system.

APA, Harvard, Vancouver, ISO, and other styles

42

Bell, Sophie. "Retrieval of ‘being’ in early childhood music education." Early Child Development and Care 179, no. 6 (August 2009): 823–35. http://dx.doi.org/10.1080/03004430902944866.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Hsieh, Wu-Ying, and Chang-Ming Hsieh. "Urban early childhood teachers' attitudes towards inclusive education." Early Child Development and Care 182, no. 9 (September 2012): 1167–84. http://dx.doi.org/10.1080/03004430.2011.602191.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Costello, Patrick J. M. "Theme: developing children's thinking in early childhood education." Early Child Development and Care 183, no. 8 (August 2013): 1027–28. http://dx.doi.org/10.1080/03004430.2013.807389.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Pound, Linda, and Michael Buckingham. "Early childhood teacher education in the United Kingdom." Early Child Development and Care 78, no. 1 (January 1992): 25–42. http://dx.doi.org/10.1080/0300443920780103.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Aydin, Gül. "Early childhood education in Turkey: A brief outlook." Early Child Development and Care 97, no. 1 (January 1994): 17–20. http://dx.doi.org/10.1080/0300443940970102.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Zabalza, Miguel A. "Cultural Content in Early Childhood Education in Spain." Early Child Development and Care 123, no. 1 (January 1996): 47–60. http://dx.doi.org/10.1080/0300443961230104.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Saracho, Olivia N., and Roy Evans. "Early childhood education pioneers and their curriculum programs." Early Child Development and Care 191, no. 7-8 (July 2, 2021): 1144–51. http://dx.doi.org/10.1080/03004430.2021.1917268.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

White, Antoinette, and Sue Walker. "Enhancing Social–emotional Development through Evidence-based Resources." Australasian Journal of Early Childhood 43, no. 4 (December 2018): 4–12. http://dx.doi.org/10.23965/ajec.43.4.01.

Full text

Abstract:

SOCIAL–EMOTIONAL LEARNING (SEL) programs have demonstrated positive outcomes with universal audiences in several categories. Studies show that teachers are competent at administering such programs, yet there is limited research on educators’ ability to create an effective teaching program that meets SEL educational outcomes. This study explored early childhood educators’ use of an SEL resource and its effect on children's social–emotional development. Paired sample t tests explored changes to development over an eight-week period, between an intervention (n = 15) and control centre (n = 17). Checklists and journal entries provided insight into the educators’ teaching program and related activities. Findings suggest early childhood educators are capable of designing a teaching program targeting SEL instruction, using evidence-based practices. Results indicate that the resource had a significant effect on children's social–emotional development, particularly in targeted areas. These findings may assist early childhood educators in their planning, documentation and assessment of SEL outcomes, and may contribute to the literature on SEL in universal education settings.

APA, Harvard, Vancouver, ISO, and other styles

50

Ashby, Gerald, and Gillian M. Boulton-Lewis. "Early Schooling: What Matters?" Australian Educational and Developmental Psychologist 5, no. 1 (May 1988): 1–5. http://dx.doi.org/10.1017/s0816512200025748.

Full text

Abstract:

ABSTRACTToo often debate about the pros and cons of early schooling, including preschooling, focuses on age. But is age the most significant variable? How does the focus on age of entry align with current perspectives on development in early childhood? TO what extent does the debate take account of recent advances in teaching strategies and curriculum in early childhood? Too often it would appear that decisions concerning school programs are based on considerations which do not give attention to psychological and other evidence. To this extent the paper argues that the links between psychology and social change are tenuous. The paper undertakes a review of the issues from both developmental and educational viewpoints. In addition consideration is also given to the impact of social and cultural factors upon the movement; of children both from home to school and within school. Specifically the paper advances the view that a central concern in early education is the extent to which curriculum and strategies are able to meet individual needs.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!