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Journal articles on the topic 'Teaching and learning in the early years'

Author: Grafiati

Published: 28 July 2024

Last updated: 31 July 2025

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1

Cabe Trundle, Kathy, and Mesut Saçkes. "Teaching and learning science during the early years." Journal of Childhood, Education & Society 2, no. 3 (2021): 217–19. http://dx.doi.org/10.37291/2717638x.202123159.

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Over the past two decades, science has increasingly become an integral part of early childhood curricula, and research on teaching and learning science in early years has emerged as an established field of study. Collectively, the findings of a growing body of literature suggest that introducing science in developmentally appropriate ways may support young children’s learning of science concepts and scientific thinking skills. The increasing number of edited volumes and special issues, including this one, devoted to the topic of early childhood science teaching and learning indicates that earl

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2

Acosta, Yeni, and Ángel Alsina. "Learning patterns at three years old: Contributions of a learning trajectory and teaching itinerary." Australasian Journal of Early Childhood 45, no. 1 (2020): 14–29. https://doi.org/10.1177/1836939119885310.

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The mathematics curricula of countries such as the United States, Singapore, Australia and New Zealand have started to incorporate the teaching of algebra in early childhood education. From this perspective, our study has two objectives: (a) to design a learning trajectory and teaching itinerary introducing patterns for children between the ages of three and four years old; and (b) to apply the previously validated learning trajectory and teaching itinerary to a group of 24 children between three and four years old from Spain. The results obtained through a design-based research methodology in

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Pereira Machado, Thaynni, and Ana Maria Freitas Dias Lima. "PLAYS IN THE EARLY YEARS." Revista Gênero e Interdisciplinaridade 4, no. 04 (2023): 264–92. http://dx.doi.org/10.51249/gei.v4i04.1503.

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In this article, we present a studyonthe games in the early years: the ludic as a pedagogical tool in the teaching and learning process, the same discusses the importance of the ludic in the pedagogical practices of theearly years, in order to highlight the beneficial points of the ludic within the school environment. The research hás the following question as problematic: Why use theludic as a pedagogical tool in the early years of elementary school? Given this, work is important because the teaching and learning process needs to be fun and educational at the same time. However, it is necessa

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Allingham, Sue. "Putting the joy back into teaching early years." Early Years Educator 24, no. 3 (2023): 10–11. http://dx.doi.org/10.12968/eyed.2023.24.3.10.

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Sue Allingham, author, trainer and consultant, discusses some of the latest news stories and headlines about the sector, encouraging us all to put more joy into our practice to allow young children to enjoy learning.

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Inchaustegui, Yeni Acosta, and Ángel Alsina. "Learning patterns at three years old: Contributions of a learning trajectory and teaching itinerary." Australasian Journal of Early Childhood 45, no. 1 (2020): 14–29. http://dx.doi.org/10.1177/1836939119885310.

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The mathematics curricula of countries such as the United States, Singapore, Australia and New Zealand have started to incorporate the teaching of algebra in early childhood education. From this perspective, our study has two objectives: (a) to design a learning trajectory and teaching itinerary introducing patterns for children between the ages of three and four years old; and (b) to apply the previously validated learning trajectory and teaching itinerary to a group of 24 children between three and four years old from Spain. The results obtained through a design-based research methodology in

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Bloch, Carole. "Literacy in the Early Years: Teaching and learning in multilingual early childhood classrooms." International Journal of Early Years Education 7, no. 1 (1999): 39–59. http://dx.doi.org/10.1080/0966976990070104.

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7

Kaplan, Sandra N. "Interdisciplinary in the Early Years: A Natural Possibility." Gifted Child Today 45, no. 2 (2022): 113–16. http://dx.doi.org/10.1177/10762175211070846.

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This article describes how intra- and interdisciplinary learning experiences can activate the interests and capabilities among children in their early years. A developmental sequence delineates a series of stage-by-stage experiences describing the skill and content to be introduced and mastered in the teaching and learning process, which include developing readiness and receptivity, intradisciplinary thinking and learning, and interdisciplinary thinking and learning. The recognized differences among learners, the qualities inherent in providing advanced learning skills and concepts, and the de

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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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Shih, Yi-Huang. "Improving the Learning in Life Education for Young Children Aged 3 to 6 Years: A Review on the Research Themes of Early Childhood Life Education in Taiwan." Children 9, no. 10 (2022): 1538. http://dx.doi.org/10.3390/children9101538.

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The National Digital Library of Theses and Dissertations and the NCL (National Central Library) Taiwan Periodical Literature database were used to analyze dissertations and journal articles on early childhood life education. The researcher explored the research themes of life education for young children aged 3 to 6 years in Taiwan and offered strategies for improving learning in early childhood life education. Eight categories of themes were examined. In addition, the curriculum development of learning in early childhood life education was identified: (1) life event core curriculum, (2) sympa

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Kharb, Latika, and Deepak Chahal. "Exploring the Psychological Advantages of Early Computer Education in Early phases of Development." Dec 2023-Jan 2024, no. 41 (December 1, 2023): 17–22. http://dx.doi.org/10.55529/ijitc.41.17.22.

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The present work aims to explore the significance that teachers attribute to psychological approaches in the process of teaching and learning computer science in early formative years in a Public Educational Institution located in Bawana, Delhi. The research methodology employed is descriptive, using a field design. The study sample consisted of fifteen early formative years teachers. Data collection was conducted through interviews and a Likert scale questionnaire. Quantitative analysis of the data was performed using descriptive statistics. Results reveal that 40% of teachers always consider

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Tympa, Eleni, Vasiliki Karavida, and Vasiliki Pfilippa. "Facilitating Teaching Strategies and Active Learning in Greek Early Years Department Students." Journal of Educational Issues 7, no. 2 (2021): 56. http://dx.doi.org/10.5296/jei.v7i2.18845.

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The aim of the study was to examine whether participation of academic students in experiential activities during their semester lessons could facilitate their learning and improve their exam performance. The study involved 68 students of an Early Years Learning & Care Department, who volunteered and committed to attend all semester lessons. All students participated actively during the lessons. At the end of the semester students were interviewed with a semi-structured protocol on the experiences of the teaching process and on what they thought the impact of the process will be on written

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Young-Loveridge, Jenny, and Sally Peters. "Mathematics Teaching and Learning in the Early Years in Aotearoa/New Zealand." Australasian Journal of Early Childhood 30, no. 4 (2005): 19–24. http://dx.doi.org/10.1177/183693910503000404.

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Koyuncu, Selma, Kristiina Kumpulainen, and Arniika Kuusisto. "Teaching English as a Second Language in the Early Years: Teachers’ Perspectives and Practices in Finland." Education Sciences 13, no. 12 (2023): 1177. http://dx.doi.org/10.3390/educsci13121177.

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Second language (L2) education in the early years has been steadily increasing worldwide. Since second language education at earlier ages is relatively new in many countries, not much research is available regarding teaching practices in this context. Likewise, limited research attention has been directed to teachers’ perspectives on early L2 teaching. This study investigated what characterises teachers’ pedagogical planning, teaching practices and assessment of language learning, and teachers’ perspectives about the opportunities and challenges in early L2 classrooms within the cultural conte

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Roberts, Elly. "Keeping the individual child at the forefront of early years teaching." Early Years Educator 23, no. 23 (2023): 42. http://dx.doi.org/10.12968/eyed.2023.23.23.42.

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Specialist teacher and SEND specialist, Breda McKinney, discusses the importance of understanding the individual needs of the children she works with and how they learn best, when providing early years education. Breda shares how she is inspired in her work by knowing the difference she makes to children who otherwise might struggle to access the learning.

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Cristina da Silva, Isabel, and Francisca Natália da Silva Alcântara. "TEACHING-LEARNING CHALLENGES IN THE PANDEMIC IN THE EARLY YEARS OF ELEMENTARY SCHOOL." Revista Gênero e Interdisciplinaridade 5, no. 01 (2024): 59–75. http://dx.doi.org/10.51249/gei.v5i01.1835.

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The objective of this article was to analyze through the literature review the difficulties encountered during the pandemic in teaching and learning in the early years of elementary school. The research is a bibliographic review of a qualitative nature. It was carried out in the databases: Scientific Electronic Library Online (SCIELO) Capes and government portals. The criteria used for data collection were inclusion, periods or publications that approach: education as an essential right for children, the importance of the school community in the epidemiological crisis scenario and the teaching

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Basukala, Anisha, and Kabita Chaudhary. "Early Clinical Exposure in Preclinical Years of Medical School." Journal of Nepal Medical Association 59, no. 242 (2021): 936–38. http://dx.doi.org/10.31729/jnma.5341.

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Medical science is one of the sectors which has faced rapid advancement in the past few years. But sadly, medical schools are still following the traditional curriculum where a wide gap between the pre-clinical and clinical phases prevails. Early clinical exposure is known to act as a bridge to this gap. It contributes to the overall development of naive medical students enhancing their communication skills, clinical skills, teamwork, empathy development, and motivation towards selfdirected learning and hence making them more competent for clinical years. So, as it reinforces the conventional

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Kuhne, Cally. "A learning pathway for whole numbers that informs mathematics teaching in the early years." South African Journal of Childhood Education 3, no. 2 (2013): 19. http://dx.doi.org/10.4102/sajce.v3i2.42.

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This paper reports on the development of a Learning Pathway for Number (LPN) with the aim of facilitating the teaching and learning of whole number in the early primary grades (Grades R – 4) within the South African educational context. The development of the LPN was based on the Dutch Learning/Teaching Trajectory for Whole Number (Van den Heuvel-Panhuizen, 2001). This paper describes a case study that presents the development of the LPN with three teacher groups (teachers from a school improvement project, teachers from high-performing schools and pre-service student teachers). The LPN is a c

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Knaus, Marianne. "Supporting Early Mathematics Learning in Early Childhood Settings." Australasian Journal of Early Childhood 42, no. 3 (2017): 4–13. http://dx.doi.org/10.23965/ajec.42.3.01.

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DESPITE A GROWING BODY of research that demonstrates young children have the capacity to learn mathematical concepts, early childhood educators are still strongly influenced by dated ideas that mathematics education should be delayed until formal schooling. Such attitudes are contributing to Australia's poor rating of young children's mathematics skills as compared to other Organisation for Economic Co-operation and Development (OECD) countries. Negative perceptions about mathematics as well as a lack of knowledge of curriculum content and pedagogy are major factors limiting mathematics experi

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Forbes, Diane. "Developing online teaching and learning." Pacific Journal of Technology Enhanced Learning 5, no. 1 (2023): 10. http://dx.doi.org/10.24135/pjtel.v5i1.168.

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Trendsetter Presentation https://doi.org/10.26188/22106807.v1  As an enthusiastic online teacher for more than two decades, I have learned a great deal over the years. This presentation will highlight a few selected lessons, from early realisations to covid-inspired learning. I will share a little of what I have learned from working with esteemed collaborators, including a glimpse of university students’ online learning experiences, and insights into developing online teaching in higher education through continuing professional learning. On the basis of research and experienc

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Edwards, Susan. "Play-based Learning and Intentional Teaching: Forever Different?" Australasian Journal of Early Childhood 42, no. 2 (2017): 4–11. http://dx.doi.org/10.23965/ajec.42.2.01.

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PLAY-BASED LEARNING IS a cornerstone of early childhood education provision. Play provides opportunities for young children to explore ideas, experiment with materials and express new understandings. Play can be solitary, quiet and reflective. Play can also be social, active and engaging. While play is commonly understood as the basis for learning in early childhood education, this is not always the situation in all settings. Cultural variations in learning and play suggest that social interactions and observational learning also create powerful pedagogical learning environments for young chil

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Lamrani, Rachid, and El Abdelwahed. "Game-based learning and gamification to improve skills in early years education." Computer Science and Information Systems 17, no. 1 (2020): 339–56. http://dx.doi.org/10.2298/csis190511043l.

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Early childhood education has become a prevalent public policy issue. It has a serious impact on the child's personality, upbringing, education, socialization, development, and academic success from the preschool period to the university and beyond. In general, traditional teaching methods usually have a fixed learning structure which disables the child to be motivated, creative and innovative. Learners receive theoretical rather than practical instructions, which discourage them from keeping and recalling concepts and information more quickly. Moreover, traditional teaching usually lacks attr

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Redfors, Andreas, Marie Fridberg, Agneta Jonsson, and Susanne Thulin. "Early Years Physics Teaching of Abstract Phenomena in Preschool—Supported by Children’s Production of Tablet Videos." Education Sciences 12, no. 7 (2022): 427. http://dx.doi.org/10.3390/educsci12070427.

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In 2011, a renewed national curriculum for preschools in Sweden introduced explicit pedagogical tasks concerning chemistry and physics. This article is about the analysis of physics teaching supported by video productions with tablets, part of a three-year professional development programme on collaborative inquiry teaching of chemistry and physics in Swedish preschools. The temporal case studies reported here were focused on children’s and teachers’ communication during extended teaching sequences with three- to six-year-old children in two Swedish preschools. Eleven children and two teachers

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Andrzejewska, Ewa. "Wczesnoszkolne nauczanie języków obcych – polskie prace empiryczne w świetle aktualnych dyskusji o badaniach przyswajania języka obcego przez dzieci." Neofilolog, no. 35 (June 15, 2010): 131–41. http://dx.doi.org/10.14746/n.2010.35.13.

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The introduction of compulsory teaching of a foreign language in the early years of education is the most important development in recent accounts of foreign language teaching. The identification of the early start is accompanied by attempts to obtain empirically based concepts aiming to show how to teach children in school conditions in the most effective way. Last 10 years witnessed a considerable progress in the area of learning and teaching foreign languages by/to children. This article presents Polish empirical studies in the light of contemporary research related to teaching a foreign la

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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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Pereira, Sara, Maria José Rodrigues, and Rui Marques Vieira. "Scientific literacy in the early years – practical work as a teaching and learning strategy." Early Child Development and Care 190, no. 1 (2019): 64–78. http://dx.doi.org/10.1080/03004430.2019.1653553.

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Akerson, Valarie L., Gayle A. Buck, Lisa A. Donnelly, Vanashri Nargund-Joshi, and Ingrid S. Weiland. "The Importance of Teaching and Learning Nature of Science in the Early Childhood Years." Journal of Science Education and Technology 20, no. 5 (2011): 537–49. http://dx.doi.org/10.1007/s10956-011-9312-5.

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Bologna, V., F. Longo, M. Peressi, and P. Sorzio. "Towards an Early Physics approach for secondary students." Journal of Physics: Conference Series 2727, no. 1 (2024): 012004. http://dx.doi.org/10.1088/1742-6596/2727/1/012004.

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Abstract Some traditional approaches to teaching Physics at the secondary level of instruction have disclosed their limits, especially in distance learning. A consequence of such limits seems to be a somewhat diffused lack of students’ scientific abilities, mainly caused by their learning difficulties. To overcome the shortcoming of tradition, we stimulated some teachers to get involved in a new teaching approach to develop their awareness of these limits and difficulties and exploit their PCK (Pedagogical Content Knowledge). This approach explores and intercepts the main learning features and

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Don-Daniel, Kasia. "The importance of teaching arts subjects in early years in our evolving technological world." Early Years Educator 24, no. 8 (2024): 24–25. http://dx.doi.org/10.12968/eyed.2024.24.8.24.

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Kasia Don-Daniel, from Suffolk Artlink, discusses the importance of young children learning arts subjects in their earliest years, and chats to some partners about the intersection of art and technology in early years education.

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Safiah, Nur Ain, Ain Sholehah Suhada, Nur Amaliya Aika Rosli, and Nurul Ismiah. "Implementation of effective teaching based on Islamic educational psychology in early childhood." Edusoshum : Journal of Islamic Education and Social Humanities 5, no. 3 (2025): 275–89. https://doi.org/10.52366/edusoshum.v5i3.152.

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This research aims to identify and analyze effective teaching strategies based on Islamic educational psychology for early childhood, in order to address the lack of integration of Islamic values in education. This study is a qualitative literature review examining literature related to early childhood education from an Islamic perspective. The results show that the implementation of effective teaching must consider child developmental psychology, divided into three stages: the infant and toddler stage (0-3 years) focusing on the values of monotheism and sensory stimulation; the preschool stag

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Nikolopoulou, Kleopatra. "Online Education in Early Primary Years: Teachers’ Practices and Experiences during the COVID-19 Pandemic." Education Sciences 12, no. 2 (2022): 76. http://dx.doi.org/10.3390/educsci12020076.

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During the COVID-19 pandemic, educational institutions around the world were forced to close and the academic process continued online. Online teaching can support students’ learning, but little research exists in the foundational early primary years (children aged 4–8). The purpose of this study was to investigate teachers’ practices and experiences in implementing online teaching during the pandemic period. The participants were 14 Greek teachers of early primary years, and data were collected via interviews. The findings indicated that most of the teachers used a combination of teaching pra

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Bôas, Sandra Gonçalves Vilas, and Josimara Almeida Domingues Gomes. "Teaching and learning Probability through Children’s Literature: a possibility in the early years of Elementary Education." Revista Internacional de Pesquisa em Educação Matemática 14, no. 3 (2024): 1–17. https://doi.org/10.37001/ripem.v14i3.3866.

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The research on which this article is based was developed within the Graduate Program in Professional Education at the University of Uberaba. The methodology used was qualitative research with a bibliographic study on the teaching of Probability and Children’s Literature. The general objective was to analyze the possibilities of intertwining Children’s Literature and the teaching of Probability through the book The Diary of the Tyrannosaurus Rex, an educational product of the Master’s thesis. The plot explores the daily life of the dinosaur world by integrating concepts, such as possible, impo

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Pratiwi, Indy Ari. "Development of Life Skill in Problem-Based Learning in Early Childhood." ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal 11, no. 1 (2023): 39. http://dx.doi.org/10.21043/thufula.v11i1.20105.

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<p class="05Abstrak"><em>This research aimed to develop teaching materials that can help students develop life skills in learning by using a problem-based learning approach. A research and development approach with the development stage of Dick and Carey, ADDIE. The subjects who used teaching materials in this study were early childhood education teachers and the objects were students aged 5-6 years at RA Mentari and TK IT Al-Muttaqin. This teaching material contains concepts and hands-on activities, included 1) social skills, 2) hygiene and health skills, and 3) financial manageme

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Ahmed, Aashi, Anwar Bibi, Nadia Nisar, Roma Salman, Raheela Yasmin, and Ummara Aslam. "Usefulness of Clinical Lectures in First Two Years of Integrated Teaching; Student’s Perspective." Pakistan Journal of Medical and Health Sciences 16, no. 9 (2022): 313–15. http://dx.doi.org/10.53350/pjmhs22169313.

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Background: Integrating clinical content into problem-based learning tutorials is associated with learning motivation of undergraduate medical students. Medical students are being exposed to clinical lectures and rotations starting from 1st year in most of the medical colleges across Pakistan. Aim: To determine perspective of 1st and 2nd Year MBBS students regarding clinical lectures as part of integrated teaching. Study Design: Cross-sectional study Place and Duration of Study: HITEC Institute of Medical Sciences, Taxila from 1st July 2021 to 31st December 2021. Methodology: One hundred and s

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Hizli Alkan, Sinem, and Derya Sahin Ipek. "Addressing Language Diversity in Early Years Mathematics: Proposed Classroom Practices through a Live Brief Assessment." Education Sciences 13, no. 10 (2023): 1025. http://dx.doi.org/10.3390/educsci13101025.

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There is a growing emphasis on the role of language in teaching and learning mathematics, most significantly in classrooms with increased language diversity. Consequently, teachers face considerable challenges in accommodating diverse needs and must employ strategies to support all students. It is, therefore, crucial to provide prospective teachers with opportunities to enhance their pedagogical approaches while raising their awareness of the relationship between language and mathematics. In this respect, Live Brief assessments in Higher Education, which involve students working on authentic p

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Emery, Nathan C., Jessica Middlemis Maher, and Diane Ebert-May. "Early-career faculty practice learner-centered teaching up to 9 years after postdoctoral professional development." Science Advances 6, no. 25 (2020): eaba2091. http://dx.doi.org/10.1126/sciadv.aba2091.

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The goal of STEM professional development for teaching is that participants continue to practice what they learn in the long term. However, we do not know if the outcomes are achieved and ultimately persist. We tracked postdoctoral participants from the Faculty Institutes for Reforming Science Teaching (FIRST) IV program into their current positions as early-career biology faculty. We assessed their teaching approaches, practices, and student perceptions of the learning environment over 6 to 9 years after finishing the program. Simultaneously, we evaluated paired faculty in the same department

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Oliveira, Maria Cristina Araújo de, and Reginaldo Fernando Carneiro. "Geometry Teaching in the Early Years: A History that Encourages Reflections on the Present." Acta Scientiae 24, no. 8 (2023): 537–66. http://dx.doi.org/10.17648/acta.scientiae.7056.

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Background: Geometry seems to cause some strangeness and resistance when present in children's education over time and suggests that this characteristic is not exclusive to primary education or the initial years. Objective: To historically analyse two discourses that integrate proposals for teaching geometry present in current documents and programs, especially the National Common Curricular Base (BNCC) and the National Pact for Literacy at the Right Age (PNAIC): the plane-space relationship and the prominence of observation, manipulation, comparison, and visualization in learning geometry. De

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Fernandes, Kanidja Estrela, Maria De Fátima Martins Maciel, David Bastida Santos, Helen Batista Silva, and Audilene De Andrade Figueiredo. "Literacy And Reading: Incorporating Playful Activities Into The Teaching-Learning Process In The Early Years Of Elementary Education." IOSR Journal of Humanities and Social Science 29, no. 12 (2024): 01–05. https://doi.org/10.9790/0837-2912080105.

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This work focuses on the literacy and learning process in Brazil, emphasizing the importance of introducing playfulness into this process during the early years of elementary education. The main objective is to understand the role of playfulness in the literacy process in the early years of elementary education. Methodologically, this is a bibliographic research study, conducted through data collection from the Latin American and Caribbean Health Sciences Literature (LILACS) database and the Brazilian Digital Library of Theses and Dissertations (BDTD). To extract studies from these databases,

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Stephenson, Alison. "Troubling Teaching." Australasian Journal of Early Childhood 31, no. 1 (2006): 51–56. http://dx.doi.org/10.1177/183693910603100108.

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In our early childhood teacher education program the young child is positioned as a competent and resourceful participant in his/her own learning. Reflection on this image led me to recognise that some aspects of tertiary institutions mean students themselves can be positioned as less empowered learners. As a result of this recognition, new methods of learning/teaching have been employed in a course that focuses on extending students' teaching practices and their skills in reflecting in an attempt to reposition students as co-constructors of their own knowledge. Strategies used over the past f

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Rahmawati, Miftah Sigit, and Irman Amri. "The Role of Parents at Mathematics Learning Innovation in Early Education." Indonesian Journal of Early Childhood Education Studies 9, no. 1 (2020): 40–47. http://dx.doi.org/10.15294/ijeces.v9i1.38349.

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In digital era, it is possible for the term "home education" which presents the role of the family to the childhood education. The development of children's mathematics involved role of parents lies, so a mechanism needs to be established about the importance of mathematics learning in the early years and its forms about mathematical activities for children. Learning mathematics in early childhood connects the use of formative values, namely observation, assignments, and interviews for planned teaching. Pedagogical practice focuses on the involvement of children in games, reading stories/pictu

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Robertson, Janet. "Book Review: Letting the outside In: Developing Teaching and Learning beyond the Early Years Classroom." Contemporary Issues in Early Childhood 9, no. 4 (2008): 405–6. http://dx.doi.org/10.2304/ciec.2008.9.4.405.

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Wright, Jannet A., Joy Stackhouse, and Janet Wood. "Promoting language and literacy skills in the early years: lessons from interdisciplinary teaching and learning." Child Language Teaching and Therapy 24, no. 2 (2008): 155–71. http://dx.doi.org/10.1177/0265659007090292.

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Peixoto, Sandra Cadore, Suzane Dubou Serafim, and Thais Scotti Do Canto-Dorow. "The School Garden as an interdisciplinary resource for teaching and learning in the early years." Revista Eletrônica em Gestão, Educação e Tecnologia Ambiental 27 (August 2, 2024): e11. https://doi.org/10.5902/2236117084667.

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This work aims to present the contributions of a vegetable garden in the school context of Elementary School - early years, providing the interdisciplinary teaching of Science, Mathematics, Arts, Physical Education, Religious Education, Geography, History, English Language, Portuguese language, and contemplating the general competences of the National Common Curricular Base. The study was developed with fifth grade students at an Elementary School in the city of Santa Maria (RS, Brazil). For its effectiveness, we sought to understand the National Common Curricular Base and its general competen

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Aparecida da Silva, Renata, and Marta Maria Pontin Darsie. "TEACHING KNOWLEDGE AND KNOWLEDGE IN THE CONTINUING EDUCATION OF TEACHERS WHO TEACH MATHEMATICS IN THE EARLY YEARS." Revista Gênero e Interdisciplinaridade 5, no. 06 (2024): 410–36. https://doi.org/10.51249/gei.v5i06.2338.

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The subject of this article is teaching knowledge and the continuing education of teachers who teach mathematics in the early years of elementary school, and the guiding question is: what are the contributions of the theories of Tardif, Shulman and Pimenta to the understanding of teaching knowledge for the continuing education of teachers who teach mathematics in the early years? The aim is to analyze the literature on teaching knowledge and knowledge necessary for the practice of continuing education for teachers who teach mathematics in the early years of elementary school, based on theories

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Balch, Bradley. "Innovative PDS Partnerships for Effective Teaching and Learning." Educational Renaissance 1, no. 2 (2013): 121–26. http://dx.doi.org/10.33499/edren.v1i2.56.

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Would you like to breathe energy into your university-school district partnership? At Indiana State University (ISU), two clinical immersion imperatives and four partnership contexts provide an innovative focus that adds deeper meaning and intentionality to educator preparation. Our educator preparation programs had been migrating to more clinically intensive programming for several years, but the support of our K-12 partners was essential if we were to emphasize early and continuous clinical teaching experiences to enhance preparation efforts. As a first step, we developed the distinctive Tea

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Wang, Yingjing. "Influence of Early Childhood Education on the Level of Development of Children." International Journal of Education and Humanities 16, no. 2 (2024): 432–41. http://dx.doi.org/10.54097/wwg0t070.

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This study aimed to determine the influence of early childhood education at 0-3 years on school children aged 4-6 years. It looked into the profile of the respondents and the preschool teachers ‘utilization of teaching strategies and the influence of early education on the level of development of respondents. This study used quantitative-descriptive survey research design using survey questionnaire. The statistical tools used in this study were percentage, weighted mean, and ANOVA. Majority of children were enrolled in school at an early age with 42% enrolled at age 2; a slight majority of fem

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Marco, André Franco de Araújo, and Morais de Araújo Thiago. "English in the early years of elementary school at public schools in Brazil: a study of two teacher's beliefs about the teacher and learning process." International Journal of Arts and Social Science 3, no. 6 (2023): 52–63. https://doi.org/10.5281/zenodo.7727985.

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In this paper we intend to identify the beliefs of two English teachers for kids at public school about the teaching and learning process of foreign language. As theoretical background we discuss theories concerning beliefs on foreign language teaching and learning and, we also discuss aspects of teaching English for kids and the official documents that standardize the insertion of a foreign language at curriculum of basic education. The methodology adopted was a qualitative case study. The participants of the study were two English teachers for kids, and to generate data we used questionnaire

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Hart, Karen. "For your shelf." Nursery World 2022, no. 10 (2022): 32. http://dx.doi.org/10.12968/nuwa.2022.10.32.

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Munawar, Muniroh, Alfiah Alfiah, and Aurora Nur Aini. "Teachers’ Understanding and Constraints of Global Diversity Character Learning in Early Childhood Education." EDUKASIA Jurnal Pendidikan dan Pembelajaran 6, no. 1 (2025): 57–70. https://doi.org/10.62775/edukasia.v6i1.1383.

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The current research aims to describe teachers’ understanding and constraints of global diversity character learning in early childhood education (ECE), especially at the kindergarten level (educational services for children aged 4 – 6 years) seen from several factors, namely: a) kindergarten teachers' understanding of the global diversity concept; b) use of global diversity teaching materials; c) types of global diversity teaching materials; and d) content of global diversity teaching materials. This study is a qualitative study with a descriptive approach. Data were collected through surveys

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McGarvey, Lynn M. "Is It a Pattern?" Teaching Children Mathematics 19, no. 9 (2013): 564–71. http://dx.doi.org/10.5951/teacchilmath.19.9.0564.

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Xiaoli, Yang. "Enhancing Early Language Learning: The Impact of Mobile-Assisted Language Learning (MALL) on Young Learners' Language Proficiency." Occupation and Professional Education 1, no. 5 (2024): 71–76. http://dx.doi.org/10.62381/o242512.

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The integration of digital technology in education has become increasingly pivotal, especially in early language learning interventions. This study investigates the efficacy of Mobile-Assisted Language Learning (MALL) as an early language intervention tool for young learners aged 5-7 years. Employing a mixed-methods approach, the research assesses the impact of MALL on language acquisition through a randomized controlled trial and qualitative analyses. The quantitative strand demonstrates significant gains in language proficiency for the MALL group compared to the traditional instruction group

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