Relevant bibliographies by topics / Teacher of early years

Contents

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

Academic literature on the topic 'Teacher of early years'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Teacher of early years"

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Reid, Loren. "The Speech Teacher: Early Years." Communication Education 51, no. 4 (2002): 333–36. http://dx.doi.org/10.1080/03634520216529.

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McFadden, Amanda, Donna Tangen, Rebecca Spooner-Lane, and Amanda Mergler. "Teaching Children With Down Syndrome in the Early Years of School." Australasian Journal of Special Education 41, no. 2 (2017): 89–100. http://dx.doi.org/10.1017/jse.2017.4.

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We explored 3 general classroom teachers’ experiences of including a child with Down syndrome in their early years classrooms. Located at 3 different Australian school settings, 1 teacher was the head of a Preparatory class, 1 was a Year 3 teacher, and the third was a teacher of a split Preparatory/Year 1 class. Interview data were drawn from a larger study, in which data were gathered over a 5-month period through class observations and teacher interviews. The findings indicate that although there were highly inclusive experiences identified in the school sites, the school context played an i
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Lee, Maureen. "Leading practice as an early years teacher." Early Years Educator 20, no. 11 (2019): 14–16. http://dx.doi.org/10.12968/eyed.2019.20.11.14.

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Brown, Amy. "Wiley Housewright, Musician—Teacher the Early Years." Bulletin of Historical Research in Music Education 14, no. 2 (1993): 102–13. http://dx.doi.org/10.1177/153660069301400203.

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Garvis, Susanne. "What is going on in early years music planning? A study of early years teachers' weekly plans." Australasian Journal of Early Childhood 37, no. 2 (2012): 122–26. http://dx.doi.org/10.1177/183693911203700216.

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ARTS EDUCATION IS AN Important element of the early years curriculum. Children first learn to express themselves through the arts (dance, drama, media, visual arts and music). Furthermore, numerous studies provide evidence that quality learning experiences in the arts contribute in significant ways to social success and impact positively on a child's academic achievement and long-term education. In Australia, early years teachers are expected to teach arts education. This study explored the weekly planning of 76 early years teachers across kindergartens, preparatory classes and Years 1, 2 and
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Fadillah, Fadillah. "Early Childhood Metacognitive Learning among Students of Early Childhood Teacher Education." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 4, no. 2 (2020): 658. http://dx.doi.org/10.31004/obsesi.v4i2.332.

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The purpose of this research is to describe the ability of Early Childhood Teacher Education students to carry out Early Childhood metacognitive learning.By using the developmental research method that refers to the Dick and Carey's model, the following research results are obtained: Based on the teaching of thinking, teaching for thinking and teaching about thinking, early childhood metacognitive learning is planned so that the method and media used are clear, to train students' thinking ability. The implementation of early childhood metacognitive learning is assessed from the teacher's perce
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Abrahamson, Leonie. "Strategies for achieving your Early Years Teacher Status." Early Years Educator 17, no. 10 (2016): 38–44. http://dx.doi.org/10.12968/eyed.2016.17.10.38.

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Runions, Kevin C. "Does Gender Moderate the Association Between Children's Behaviour and Teacher-Child Relationship in the Early Years?" Australian Journal of Guidance and Counselling 24, no. 2 (2014): 197–214. http://dx.doi.org/10.1017/jgc.2014.3.

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Prior research has shown that teacher-child relationship quality predicts school emotional wellbeing and academic engagement, but it is unclear whether the relationship quality reflects teachers’ perceptions of children's social-emotional behaviours differently for girls and for boys. The purpose of this study was to examine whether teachers’ reports of relationship quality were differentially associated with children's behaviours depending on child gender. Teachers provided behavioural reports and ratings of closeness and conflict for children from kindergarten (n = 598), pre-primary (n = 496
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Boyd, Wendy, Sandie Wong, Marianne Fenech, et al. "Employers’ perspectives of how well prepared early childhood teacher graduates are to work in early childhood education and care services." Australasian Journal of Early Childhood 45, no. 3 (2020): 215–27. http://dx.doi.org/10.1177/1836939120935997.

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With an unprecedented number of children in early childhood education and care in Australia, demand for early childhood teachers is increasing. This demand is in the context of recognition of the importance of the early years and increasing requirements for more highly qualified early childhood teachers under the National Quality Framework. Increasingly, evidence shows the value-added difference of university-qualified teachers to child outcomes. Within Australia there are multiple ways to become an early childhood teacher. Three common approaches are a 4-year teaching degree to teach children
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LIEBOVICH, BETTY J., and SUSAN MATOBA ADLER. "Teaching Advocacy in Early Years Initial Teacher Education Programmes." FORUM 51, no. 1 (2009): 25. http://dx.doi.org/10.2304/forum.2009.51.1.25.

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Dissertations / Theses on the topic "Teacher of early years"

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MacKinnon, Rhona I. "Practising power : parent-teacher consultations in early years settings." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/19849.

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This research explores parent-teacher consultations in a range of early years settings. Data were collected from eighteen audio-recorded parent-teacher consultations from six different settings and from follow up interviews with parents and teachers. The data related to the consultations and participants’ direct experience of these and revealed the practices of power within these consultations. Using a Foucauldian approach to analysis, the exercise of power and its impact on the parent-teacher relationship was explored. The analysis revealed the ways in which surveillance, normalising judgemen
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Flores, Maria Assunção Flores. "Learning, development and change in the early years of teaching : a two-year empirical study." Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247125.

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Chantrey, Wood Karen. "Hearing voices : the early years practitioner's tale; an investigation into the experience of early years practitioners entering initial teacher education." Thesis, Nottingham Trent University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393592.

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de, vocht Lia. "Reconceptualising teacher-child dialogue in early years education: A Bakhtinian approach." Thesis, University of Canterbury. School of Educational Studies and Leadership, 2015. http://hdl.handle.net/10092/10936.

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This thesis argues that a Bakhtinian dialogic approach holds possibilities for reconceptualising and re-enacting teacher–child dialogue interactions in early years education. It accepts education as open-ended, with children as active participants and frames teacher–child dialogues as unique encounters, which can go beyond children’s neoliberal enculturation in the world. Neoliberal discourses have exerted an important influence on early years education, emphasising universal “best evidence” strategies and narrowly defined learning “outcomes” which can lead to technicist approaches to teaching
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Al-Tarkait, Sawsan Ibraheem. "Initial training for early years in England and Kuwait : two case studies." Thesis, University of Newcastle Upon Tyne, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386798.

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Truelove, Lynne. "Early years teacher status trainees' placement experiences : a creative interpretative phenomenological analysis." Thesis, Sheffield Hallam University, 2016. http://shura.shu.ac.uk/15578/.

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Trainees on the Early Years Teacher Status (EYTS) Graduate Employed Pathway are graduate practitioners working in the school or Private, Voluntary and Independent (PVI) sectors of early years services. On this one-year pathway, trainees undertake a placement in the alternate and unfamiliar sector to complement their workplace practice. There is little published research on teachers’ lived experience of placement in early years services with children aged between 0-5 years. This longitudinal study sought to address gaps in the research literature by focussing on the placement experience for EYT
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Cloonan, Anne, and anne cloonan@deakin edu au. "The Professional Learning of Teachers A Case Study of Multiliteracies Teaching in the Early Years of Schooling." RMIT University. Education, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080716.161254.

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This study is a response to shifts in literacy education produced by the new affordances of multimodal texts and changing social dynamics as a consequence of an increasingly digitised, networked communications environment. Acknowledging the powerful influence of the teacher on student outcomes, the study involved intervention in teacher professional learning as a means for influencing print based literacy pedagogy to incorporate multimodality literacy practices. This study is a case study of the professional learning of four teachers of primary school students over the course of eight months
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Evans, Linda Mary. "Early years teachers : their lives, work and careers." Thesis, University of Warwick, 1998. http://wrap.warwick.ac.uk/3661/.

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This study argues that time is a significant factor for the ways in which early years education is conceptualised and experienced. Three time scales are shown to be important. Firstly, the historical background to early years teaching is examined. In particular, I argue that the way in which women have come to be seen as the most appropriate teachers of young children has implications for how early years teaching is perceived and experienced in the 1990's. Secondly, the life history approach adopted by this study highlights the importance of early years teachers' own histories. The biographica
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Shaw, Barbara. "Primary teachers and professional development : the early years." Thesis, University of Warwick, 2006. http://wrap.warwick.ac.uk/4075/.

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This study is about teacher development for early career primary teachers, undertaken at a time of particular interest in providing a coherent professional development programme for teachers in the first five years of their career. It was undertaken from my perspective as a primary headteacher with the desire to improve the experience of professional development for these teachers. The research was undertaken by means of questionnaires and interviews and provides a picture professional development provision that is fragmented and lacking in coherence. While enjoying a relatively wide range of
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Synodi, Evanthia. "Early childhood education and professionalism : a comparative study of early childhood educators' perspectives in England and Greece." Thesis, University of Newcastle Upon Tyne, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366539.

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Books on the topic "Teacher of early years"

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Parent partnership in the early years. Continuum, 2004.

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Goouch, Kathy. Towards excellence in early years education: Exploring narratives of experience. Routledge, 2010.

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Working with parents in early years settings. Learning Matters, 2009.

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Roberts, J. D. Your early years in teaching. New Education, 1987.

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Elinor, Goldschmied, and Selleck Dorothy Y, eds. Key persons in the early years: Building relationships for quality provision in early years settings and primary schools. 2nd ed. David Fulton Publishers, 2012.

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Farrelly, Penny, ed. Early Years Work-Based Learning. Learning Matters Limited, 2010.

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Jarvis, Pam. The early years professional's complete companion. Pearson Longman, 2009.

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Education Committee of the Association for Science Education. The making of a science teacher: A report on initial teacher training and the early years in school. Association for Science Education, 1988.

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Jarvis, Pam. The early years professional's complete companion. Pearson Longman, 2009.

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Inc, ebrary, ed. Early years foundations: Meeting the challenge. Open University Press, 2007.

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Book chapters on the topic "Teacher of early years"

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Kirshner, Jean, and George Kamberelis. "Early Years." In Decolonizing Transcultural Teacher Education through Participatory Action Research. Routledge, 2021. http://dx.doi.org/10.4324/9781003111573-7.

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Spiteri, Jane. "Giftedness in the Early Years." In Encyclopedia of Teacher Education. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1179-6_410-1.

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Weatherby-Fell, Noelene, Cathrine Neilsen-Hewett, and Susan Duchesne. "Building Resilience for Early Years Teachers." In Cultivating Teacher Resilience. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5963-1_4.

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Warren, Elizabeth, and Janine Quine. "Enhancing Teacher Professional Development for Early Years Mathematics Teachers Working in Disadvantaged Contexts." In Reconceptualizing Early Mathematics Learning. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6440-8_14.

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Havu-Nuutinen, Sari, Dan Sporea, and Adelina Sporea. "Inquiry and Creativity Approaches in Early-Years Science Education." In Reforming Teaching and Teacher Education. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-917-1_4.

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Berlinski, Samuel, and Norbert Schady. "Early Schooling: Teachers Make the Difference." In The Early Years. Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137536495_5.

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Nawrotzki, Kristen. "Using Froebelian teacher narratives in early years teacher training in England." In The Routledge International Handbook of Froebel and Early Childhood Practice. Routledge, 2018. http://dx.doi.org/10.4324/9781315562421-32.

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Hauge, Inge, Suela Kacerja, Troels Lange, Johan Lie, Tamsin Meaney, and Elena Severina. "Young Children’s Engagement with Mathematics: Expanding Teacher Educators’ Views." In Mathematics Education in the Early Years. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78220-1_1.

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Delacour, Laurence. "Teachers’ Interpretation of Mathematics Goals in Swedish Preschools." In Mathematics Education in the Early Years. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23935-4_22.

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Tirosh, Dina, Pessia Tsamir, Ruthi Barkai, and Esther Levenson. "Using Children’s Patterning Tasks During Professional Development for Preschool Teachers." In Mathematics Education in the Early Years. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78220-1_3.

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Conference papers on the topic "Teacher of early years"

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Gallagher, Kay, Anna Dillon, and Hajar Almaflahi. "‘MISS, YOU ARABIC TEACHER OR ENGLISH TEACHER?’: TEACHER IDENTITY CONSTRUCTION IN AN EARLY YEARS BILINGUAL CLASSROOM." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0630.

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Beutel, Denise Ann, Donna Tangen, and Rebecca Spooner-Lane. "An exploratory study of early career teachers as culturally responsive teachers." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8928.

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The purpose of this study was to advance understanding on how early career teachers imagined themselves to be culturally responsive and how their beliefs and ideologies about teaching a diverse range of learners were challenged and refined during their early years of teaching. This qualitative, exploratory study was conducted in a large, secondary school in eastern Australia that has a highly diverse population of students. Findings indicate that, while these early career teachers lacked preparation for working with diverse learners, building relationships on multiple levels (with students, wi
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Tudor, Sofia-Loredana. "Study on the Training Needs of Teaching Staff to Provide Quality Early Childhood Education Services." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/36.

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Early child development is related to early education, health, nutrition, and psychosocial development; therefore, the holistic concept of early approach combines elements from the area of stimulation of the child, health, nutrition, speech therapy, psychological counselling, physical development support, etc. The need for the development of integrated early education services and their extension to the area of 0-3 years are priorities of the European strategies assumed through a complex of educational policy measures, having as a priority the development of quality early education services fo
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Kazeni, Monde. "EARLY PRIMARY SCHOOL TEACHERS’ PERCEPTIONS ABOUT SCIENCE AND SCIENCE PROCESS SKILLS: A CASE STUDY IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end004.

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Early primary school (grades R to 3) science education has been in the spotlight in recent years, as science education scholars are increasingly acknowledging the need to provide a strong foundation in science education, to motivate learners to study the subject in subsequent years. Literature suggests that most early primary school teachers lack the basic knowledge required to introduce young learners to science, and to motivate them in the study of science. Primary school teachers’ limited knowledge of science and its processes could affect how they introduce and develop science concepts in
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Estéfany Freitas Barbosa, Glória, Larissa da Silva Gomes, Margaret Fernandes Coelho de Oliveira, and Ana Raquel de Souza Pourbaix Diniz. "The impacts of the Digital Age on the formation of readers in the early years of Elementary School." In 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212441.

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The theme aboutreader formation in Brazil is recurrent in different debates throughout history, considering its importance for the construction of a literate society.This study aimed to draw the reader's profileaged 6 to 10 yearsof the literary text, making an interface with the influence of the Digital Age in the choice of textual genres (fairy tales, legends, fables, among others) and in the formats of reading adhered to by students.Therefore, we aimed to identify the different styles of reading, as well as the ideological aspects inherent to this phenomenon, based on the frequency and forma
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Biffi, Elisabetta, and Daniela Bianchi. "TEACHER TRAINING FOR THE PREVENTION, REPORTING AND ADDRESSING OF VIOLENCE AGAINST CHILDREN." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end015.

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Each year an estimated one billion children (one out of two children worldwide) suffer some form of physical, sexual or psychological violence or neglect (Hillis, Mercy, Amobi, & Kress, 2016). Being a victim of violence in childhood has lifelong impacts on education, health, and well-being. Exposure to violence can lead to poor academic performance due to cognitive, emotional, and social problems (WHO, 2019). The right of the child to freedom from all forms of violence is affirmed by the United Nations Committee on the Rights of the Child, in its General Comment No. 13 (UNCRC, 2011). Moreo
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Do Thi, Hien, and Thuy Nguyen Thi Thanh. "Socilaization through Sign Language for Deaf Children in Early School Years in Light of Communication Theory." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.7-2.

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Like the impact of natural language on normal children, sign language plays an important role in the comprehensive development of deaf children. Deaf children also use sign language to think, communicate and socialize. So how do we teach deaf children sign language? Is teaching sign language to deaf children the same as teaching language for normal children? In this article, considering the situation of many deaf children in the first grade who have few language skills and limited communicative competence, we discuss the factors affecting language teaching in these environments. Furthermore, w
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Good, Elizabeth. "0035 Simphys: The Use Of High-fidelity Simulation To Teach Physiology To Early-years Medical Students." In Association for Simulated Practice in Healthcare Annual Conference 11–13 November 2014 Abstracts. The Association for Simulated Practice in Healthcare, 2014. http://dx.doi.org/10.1136/bmjstel-2014-000002.19.

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Gatt, Suzanne, Charmaine Bonello, Josephine Deguara, et al. "Exploring The Influence of COVID-19 on Initial Teacher Education in Malta: Student Participation in Higher Education." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12794.

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The COVID-19 pandemic forced a rapid transition from onsite to online learning spaces for initial teacher education (ITE); with Universities even adopting new modes of pedagogy and assessment. This study explores: (1) how Maltese ITE undergraduate early years and postgraduate primary education students dealt with more remote forms of learning during the pandemic in Malta, and (2) the teaching/lecturing modes used, by lecturers, for remote learning, assessment and concerns that tie-in with broader student wellbeing. The data were gathered through an online quantitative survey designed to collec
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Repciuc (Jucan), Elena. "Family and Kindergarten - the Partnership for Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/27.

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This paper presents both theoretical and practical aspects of the significance of this kindergarten-family partnership with the mission to inform both teachers and parents about the importance of collaboration and to offer some suggestions by which we can make the communication between these two parts. The main objective underlying this paper is to study in detail the partnership between kindergarten and family and to analyze the reasons why this partnership is not fully realized in order to facilitate better communication between these two parties. The paper is structured in 3 chapters as fol
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Reports on the topic "Teacher of early years"

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Papay, John, Martin West, Jon Fullerton, and Thomas Kane. Does Practice-Based Teacher Preparation Increase Student Achievement? Early Evidence from the Boston Teacher Residency. National Bureau of Economic Research, 2011. http://dx.doi.org/10.3386/w17646.

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Atteberry, Allison, Susanna Loeb, and James Wyckoff. Do First Impressions Matter? Improvement in Early Career Teacher Effectiveness. National Bureau of Economic Research, 2013. http://dx.doi.org/10.3386/w19096.

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Carlin, Bruce, and William Mann. Finance, farms, and the Fed's early years. National Bureau of Economic Research, 2017. http://dx.doi.org/10.3386/w23511.

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Farquharson, Christine. Proposals for the early years in England. Institute for Fiscal Studies, 2019. http://dx.doi.org/10.1920/bn.ifs.2019.bn0264.

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Beers, Jeffry. Teacher Stress and Coping: Does the Process Differ According to Years of Teaching Experience? Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.809.

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Belfield, Clive, and Inas Rashad Kelly. The Benefits of Breastfeeding Across the Early Years of Childhood. National Bureau of Economic Research, 2010. http://dx.doi.org/10.3386/w16496.

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Meilinger, Phillip S. Bomber: The Formation and Early Years of Strategic Air Command. Defense Technical Information Center, 2012. http://dx.doi.org/10.21236/ada602158.

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Reuss, Robert. Surprise and Deception in the Early War Years, 1940-1942. Defense Technical Information Center, 1993. http://dx.doi.org/10.21236/ada265486.

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Andrew, Alison, Orazio Attanasio, Raquel Bernal, et al. Evaluation of infant development centres: an early years intervention in Colombia. International Initiative for Impact Evaluation, 2018. http://dx.doi.org/10.23846/ow4.ie76.

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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and ac
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