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Artículos de revistas sobre el tema "Early years of school"

Autor: Grafiati

Publicado: 10 de diciembre de 2024

Última modificación: 31 de julio de 2025

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1

Waldfogel, Jane, and Elizabeth Washbrook. "Early Years Policy." Child Development Research 2011 (April 26, 2011): 1–12. http://dx.doi.org/10.1155/2011/343016.

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We analyze the role that early years policy might play in narrowing educational attainment gaps. We begin by examining gaps in school readiness between low-, middle-, and high-income children, drawing on data from new large and nationally representative birth cohort studies in the USA and UK. We find that sizable income-related gaps in school readiness are present in both countries before children enter school and then decompose these gaps to identify the factors that account for the poorer scores of low-income children. We then consider what role early years policy could play in tackling thes

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2

Whiteford, Rhona. "Early Years Nursery School, Withington." Practical Pre-School 2011, no. 127 (2011): 6–7. http://dx.doi.org/10.12968/prps.2011.1.127.6.

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3

Zaiger, Donna Shipley. "School Nursing Services: The Early Years." Journal of School Nursing 16, no. 3 (2000): 11. http://dx.doi.org/10.1622/1059-8405(2000)016[0011:snstey]2.0.co;2.

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4

Rosenthal, Dorothy B., and Rodger W. Bybee. "High School Biology: The Early Years." American Biology Teacher 50, no. 6 (1988): 345–47. http://dx.doi.org/10.2307/4448759.

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5

Zaiger, Donna Shipley. "School Nursing Services: The Early Years." Journal of School Nursing 16, no. 3 (2000): 11–19. http://dx.doi.org/10.1177/105984050001600302.

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6

Stephenson, Jo. "Early years provision in schools." Children and Young People Now 2017, no. 9 (2017): 42–43. http://dx.doi.org/10.12968/cypn.2017.9.42.

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Ofsted inspections of school-based early years provision reveals a picture of quality services delivered by highly qualified staff, skilled in helping to prepare children for their transition to primary school

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7

O’Farrell, Cora. "Religious Education in the Early Years: An Irish Perspective." Religions 14, no. 4 (2023): 459. http://dx.doi.org/10.3390/rel14040459.

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Ireland’s education system at primary level is renowned for its lack of diversity, with most schools falling under the patronage of the Catholic Church. This homogeneity of school type is problematic from a number of perspectives, not least the changed demographics in terms of religious affiliation in Ireland. There is a desire for change by all; however, the pace of change is slow. Whilst the National Council for Curriculum and Assessment (NCCA) determines the curriculum for all subject areas in primary schools, this body has no remit over the subject of religious education (RE). The responsi

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8

Hubball, Amanda. "Metacognition in early years?" Early Years Educator 24, no. 2 (2023): 12. http://dx.doi.org/10.12968/eyed.2023.24.2.12.

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9

Cowley, Sue. "Supporting attendance in early years." Early Years Educator 23, no. 16 (2022): 14–16. http://dx.doi.org/10.12968/eyed.2022.23.16.14.

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Attendance has been a key focus for the DfE for a number of years, with policies emphasising regular attendance at school, and a new ‘live attendance’ tracker being trialled. However, with the EYFS being mainly a non-compulsory phase of education, attendance rules differ to those for school-aged pupils. Sue Cowley explores what this means for settings, looking at how they can work with parents and carers to encourage good attendance.

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10

Yallop, John J. Guiney. "Of Necessity: Making Decisions About Our Daughter’s Early Learning Years." LEARNing Landscapes 5, no. 2 (2012): 117–26. http://dx.doi.org/10.36510/learnland.v5i2.556.

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Parents play significant roles in their children’s learning. Part of those roles include making decisions about when and where their children go to school, or, if those decisions are, or seem, impossible, parents make decisions about how they are going to navigate this apparently inevitable relationship—parents and schools. This article explores some decisions two parents made about their daughter’s learning as she headed into school, and during her early school years. The author is aware that not all parents would, or even could, make some of the decisions he made with his partner about their

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11

English, Lyn D., and James J. Watters. "Mathematical modelling in the early school years." Mathematics Education Research Journal 16, no. 3 (2005): 58–79. http://dx.doi.org/10.1007/bf03217401.

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12

Magoma, Phyllis M., Teresa Mwoma, and Esther Waithaka. "Relationship between School Climate and Early Years Teachers Professional Identity in Kenya." Randwick International of Education and Linguistics Science Journal 2, no. 3 (2021): 489–98. http://dx.doi.org/10.47175/rielsj.v2i3.319.

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This mixed methods research examined the relationship between school climate and early year’s teachers’ professional identity. Using a sample of 220 teachers in 44 schools, the researcher established that early years teachers’ professional identity was weak and school climate had an effect on the teachers’ professional identity. This article’s findings confirmed that among school climate variables safety in school, high teacher-pupil ratio, lack of adequate physical facilities, teachers not involved in decision making, poor working environment, heavy work load and lack of enough teaching-learn

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13

Pitt, G. A. J. "Liverpool: the early years of biochemistry." Biochemical Society Transactions 31, no. 1 (2003): 16–19. http://dx.doi.org/10.1042/bst0310016.

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The first Chair and department of biochemistry in the U.K. were founded at the University of Liverpool in 1902, thanks to a generous donation by William Johnston, a Liverpool shipowner. The first holder of the Johnston Chair, Benjamin Moore, was a dynamic man, who set up an active research centre. In 1906, he and Edward Whitley founded The Bio-Chemical Journal as a private venture, and in 1912, they sold it to the Biochemical Society. Moore also initiated the first Honours School of Biochemistry in the country before moving to London in 1914 and being succeeded by Walter Ramsden. The developme

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14

Leitch, Neil. "Childcare and early years." Children and Young People Now 2014, no. 1 (2014): 10. http://dx.doi.org/10.12968/cypn.2014.1.10.

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The final shape of the Children and Families Bill, introduction of the 26-week care proceedings target, expansion of free childcare and school meals, and doing more with less in the face of further public sector funding cuts – these are just some of the issues professionals and services will grapple with over the coming year. With the election just around the corner, CYP Now's 2014 Report invites sector leaders to pinpoint the challenges that lie ahead

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15

IBNO, NURHIMA. "Promoting Literacy Development in Early Elementary Years: The Case of Maimbung District." Journal of Education and Academic Settings 2, no. 1 (2025): 1–24. https://doi.org/10.62596/dsnmr651.

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This study explored the level of support for literacy development in the early elementary grades within the Maimbung District of Sulu during the School Year 2024–2025. To structure the data collection process effectively, the research adopted a descriptive-exploratory design, utilizing quantitative methods to assess the extent of literacy promotion. The study was conducted across ten public elementary schools in the district, specifically: Batu Ugis Elementary School, Bualo Elementary School, Ipil Elementary School, Lagasan Elementary School, Langtad Elementary School, Lidung Elementary School

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16

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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17

Podobnik, Uršula, and Jurij Selan. "Visual Art Gifted Child in Pre-School and Early School Years." Creativity. Theories – Research - Applications 8, no. 2 (2021): 86–102. http://dx.doi.org/10.2478/ctra-2021-0019.

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Abstract Visual arts media in pre-school and early school years and development of children’s drawing are well researched. However, when one considers that children are endowed with a talent for visual arts, the research is not as comprehensive and clear-cut. The signs of freedom of expression and imagination, intuitiveness and originality, an inclination to individual work, high sensitivity, and other indicators begin to show soon after visual art gifted (VAG) children enter the representative stages of visual arts. This article was based on a longitudinal case study that was carried out to s

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18

Wigfield, Allan, Susan Lutz, and A. Laurel Wagner. "Early Adolescents'Development Across the Middle School Years: Implications for School Counselors." Professional School Counseling 9, no. 2 (2005): 112–19. http://dx.doi.org/10.5330/prsc.9.2.2484n0j255vpm302.

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19

Takeuchi, Miwa Aoki, Jo Towers, and Jennifer Plosz. "Early Years Students’ Relationships with Mathematics." Alberta Journal of Educational Research 62, no. 2 (2016): 168–83. http://dx.doi.org/10.55016/ojs/ajer.v62i2.56197.

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Early years mathematics experiences have been shown to be a significant predictor for students’ school readiness and future mathematics achievement. Previous research also indicates an important connection between emotion and mathematics learning. How do students in early years education in Alberta describe their emotional relationship with mathematics? This article documents the findings of our research focusing on Kindergarten to Grade 2 students. Our analysis showed that many students in the early years, including those at the Kindergarten level, recognized what is considered to be mathemat

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20

Aulette, Judy Root, and Katherine Brown Rosier. "Mothering Inner-City Children: The Early School Years." Contemporary Sociology 30, no. 3 (2001): 315. http://dx.doi.org/10.2307/3089298.

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21

Eccles, Jacquelynne S., and Rena D. Harold. "Parent-School Involvement during the Early Adolescent Years." Teachers College Record: The Voice of Scholarship in Education 94, no. 3 (1993): 568–87. http://dx.doi.org/10.1177/016146819309400311.

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22

Owens, Paula. "Children’s Environmental Values in the Early School Years." International Research in Geographical and Environmental Education 14, no. 4 (2005): 323–29. http://dx.doi.org/10.1080/10382040508668366.

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23

Marlow, Neil. "Late preterm and early term children: the early years at school." Archives of Disease in Childhood - Fetal and Neonatal Edition 99, no. 6 (2014): F442. http://dx.doi.org/10.1136/archdischild-2014-306557.

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24

Jacobson, David. "The primary years agenda." Phi Delta Kappan 96, no. 3 (2014): 63–69. http://dx.doi.org/10.1177/0031721714557456.

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School districts on the leading edge of the Birth through Third Grade movement have demonstrated unprecedented success raising the achievement of low-income students by developing coherent strategies focused on the early years of learning and development. These communities are not merely improving preschool. Rather, they are building aligned, high-quality early education systems. Building such systems requires that school and district leaders embrace improving early education as a strategic priority and provide leadership in implementing three overarching strategies in their communities.

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25

Benería, Lourdes. "URPE’s Early Years: A Personal Memoir." Review of Radical Political Economics 51, no. 3 (2019): 484–88. http://dx.doi.org/10.1177/0486613419860289.

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26

Wigfield, Allan, Susan L. Lutz, and A. Laurel Wagner. "Early Adolescents’ Development across the Middle School Years: Implications for School Counselors." Professional School Counseling 9, no. 2 (2005): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900206.

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This article discusses development during the early adolescent years with a focus on recent research on the biological, cognitive, self-identity, and motivational changes that occur during this time period and the implications of this research for middle school counselors. Peer influences on early adolescents also are discussed, with the issue of school bullying receiving special attention. Studies are presented about how positive relations between teachers and students, and counselors and students, can ease the transition. Research is presented showing the positive effects of counseling progr

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27

Foster, Colin, and Ruth Trundley. "Adapting lesson study for early-years practitioners." International Journal for Lesson & Learning Studies 13, no. 3 (2024): 225–31. http://dx.doi.org/10.1108/ijlls-07-2024-184.

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28

Kahn, Douglas. "Christian Marclay's Early Years: An Interview." Leonardo Music Journal 13 (December 2003): 17–21. http://dx.doi.org/10.1162/096112104322750737.

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The artist discusses with the author his early career and influences. Marclay explains his upbringing in Switzerland and his lack of familiarity with American mass culture, to which he credits his early experiments in art, music and performance using records. Marclay describes the evolution of his use of records and discusses other influences, such as art school and the New York club scene of the 1970s.

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29

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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30

Driessen, Geert. "Attitudes, Behavior and Relations in the Early School Years." Education Sciences 12, no. 4 (2022): 283. http://dx.doi.org/10.3390/educsci12040283.

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In the early school years, the emphasis is more and more on cognitive output factors. Non-cognitive development is receiving less attention than before, though such factors are important determinants of academic success. This study aims at answering two questions: (1) How do young children perform on a number of non-cognitive characteristics, more specifically, attitudes, behavior, and relationships? (2) Are there any differences with regard to those characteristics according to the pupils’ social and ethnic/immigrant background? To answer the questions, data from the Dutch large-scale cohort

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31

Pavlovic, Biljana, Dragana Cicovic-Sarajlic, and Andjelka Kovac. "Choral singing in the early years of elementary school." Zbornik radova Filozofskog fakulteta u Pristini, no. 46-4 (2016): 259–77. http://dx.doi.org/10.5937/zrffp46-10808.

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32

Sidera Caballero, Francesc, Georgina Perpiñà Martí, and Miren De Tejada Lagonell. "Development of self-esteem in the early school years." Quaderns de Psicologia 20, no. 2 (2018): 173. http://dx.doi.org/10.5565/rev/qpsicologia.1447.

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33

MOFFATT, SUZANNE, and LESLEY MILROY. "Panjabi/English language alternation in the early school years." Multilingua - Journal of Cross-Cultural and Interlanguage Communication 11, no. 4 (1992): 355–86. http://dx.doi.org/10.1515/mult.1992.11.4.355.

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34

Winter, Eileen C. "A Modified School Year: Perspectives from the Early Years." Child Care in Practice 11, no. 4 (2005): 399–413. http://dx.doi.org/10.1080/13575270500340226.

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35

Jorgensen (Zevenbergen), Robyn. "Early years swimming: a way of supporting school transitions?" Early Child Development and Care 186, no. 9 (2015): 1429–37. http://dx.doi.org/10.1080/03004430.2015.1096785.

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36

Santos, Leonor, and Jorge Pinto. "Is assessment for learning possible in early school years?" Procedia - Social and Behavioral Sciences 12 (2011): 283–89. http://dx.doi.org/10.1016/j.sbspro.2011.02.037.

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37

Rubie-Davies, Christine M., Rhona S. Weinstein, Francis L. Huang, Anne Gregory, Philip A. Cowan, and Carolyn P. Cowan. "Successive teacher expectation effects across the early school years." Journal of Applied Developmental Psychology 35, no. 3 (2014): 181–91. http://dx.doi.org/10.1016/j.appdev.2014.03.006.

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38

Gormley Jr., W. T., D. Phillips, and T. Gayer. "THE EARLY YEARS: Preschool Programs Can Boost School Readiness." Science 320, no. 5884 (2008): 1723–24. http://dx.doi.org/10.1126/science.1156019.

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39

Gabdrakhmanova, Rashida, Anvar Khuziakhmetov, Gulshat Zinnatullina, and Branka Radulovich. "The first years of the teacher's work: risks for the head of the school and risks for an early-career teacher." ARPHA Proceedings 5 (February 10, 2022): 419–32. https://doi.org/10.3897/ap.5.e0419.

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When hiring a young specialist the head of the school knows that he or she must provide support for the young specialist to prevent or at least reduce the problems that the school staff might face. Based on the foregoing, the study aims to analyze the current situation in a rural school that hires an early-career teacher. The article examines the risks faced by the head of the school when hiring a young specialist as well as the risks faced by early-career teachers. This study will help identify gaps in the methodological support provided by the school management aimed at developing the profes

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40

Hailey, Debra Jo, and Michelle Fazio-Brunson. "Leadership in the Early Childhood Years." Theory & Practice in Rural Education 10, no. 1 (2020): 6–23. http://dx.doi.org/10.3776/tpre.v10n1p6-23.

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Research into young children’s leadership skills is sparse and focuses on leadership in early childhood classroom contexts. Understanding of leadership development in young children can be expanded by studying parents’ perceptions of children’s leadership development as it is enacted in contexts outside of the school. This qualitative study examined beliefs, practices, and contextual relationships of families with young children who were identified by teachers within their schools as having strong leadership skills. Student leaders were identified according to the Leadership subscale of the Sc

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41

Steffen, Verónica, and Ángeles Bueno-Villaverde. "Perceived difficulties between early years and primary teachers in International Baccalaureate Primary Years Programme implementation." Journal of Research in International Education 17, no. 2 (2018): 116–33. http://dx.doi.org/10.1177/1475240918791244.

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The purpose of this article is to contribute to discussion as to whether the Primary Years Programme (PYP) of the International Baccalaureate (IB) meets the needs of early childhood (3-5 years old) learners. The research underpinning the article adopted a mixed method approach comprising both a qualitative and a quantitative framework located in six private Spanish schools across three autonomous communities. The research compared perceived difficulties of Early Years teachers and Primary teachers regarding PYP implementation. Aspects of the PYP involved in the research aligned to the IB Stand

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42

Santos, Barbara Cristina Mathias dos, and Alexandre Lopes de Oliveira. "Sustainable School Financial Education: a possibility in the Early Years of Elementary School." Educação Matemática Debate 8, no. 15 (2024): 1–17. http://dx.doi.org/10.46551/emd.v8n15a12.

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School Financial Education is a subject that has yet to be widely disseminated in Brazil, although indicated in official documents. That said, there is a lack of material aimed at children. This research is justified by proposing a Teaching Guide that seeks to respond to the problem of how to work on Sustainable School Financial Education in the Early Years of Primary School. This paper aims to present the results of a doctoral research project that looked at the value of things, the fundamental and the superfluous, ethics, economics, and sustainability. The methodological approach applied was

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43

Hoyland, Laura. "out of school: Safety after school." Nursery World 2020, no. 13 (2020): 46. http://dx.doi.org/10.12968/nuwa.2020.13.46.

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44

Swailes, Ruth. "Ofsted reforms: ‘Rearranging the deckchairs on a sinking ship’." Early Years Educator 24, no. 1 (2023): 6. http://dx.doi.org/10.12968/eyed.2023.24.1.6.

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Ruth Swailes, school improvement and early years advisor, discusses Ofsted's recent announcement about reforms to the way schools are inspected and the missed opportunities for the early years sector.

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45

Hanson, Marci J., Eva Horn, Susan Sandall, et al. "After Preschool Inclusion: Children's Educational Pathways over the Early School Years." Exceptional Children 68, no. 1 (2001): 65–83. http://dx.doi.org/10.1177/001440290106800104.

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A complex array of factors influences the implementation of inclusion within educational systems. This article examines decision making regarding young children's participation in inclusive programs. A qualitative design was employed to study influential factors over the course of a 5-year period as children moved from inclusive preschool placements to elementary school. Family, classroom, school, and societal influences were examined through families' perspectives on children's school experiences. At the end of the 5-year follow-along period, 60% of the children remained in some level of incl

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46

Egalite, Anna J., Lance Fusarelli, Lacey Seaton, and D. T. Stallings. "Early Adopters: Private School Leaders Respond to the Introduction of Targeted School Vouchers." International Journal of Educational Reform 29, no. 2 (2020): 123–51. http://dx.doi.org/10.1177/1056787919886581.

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The North Carolina Opportunity Scholarship Program awarded private school vouchers to over 7,000 low-income students in 2017-18, yet only 61% of the state’s private schools registered to participate in the Opportunity Scholarship Program and just over half of schools (54%) actually enrolled voucher recipients. Given that the program is anticipated to grow by $10 million per year for 10 years, private school supply will be an important consideration as student participation rises. Using rich focus group and survey data collected from private school leaders between 2014 and 2017, this analysis p

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47

Roberts, Pauline, Lennie Barblett, and Ken Robinson. "Early years teachers’ perspectives on the effects of NAPLAN on stakeholder wellbeing and the impact on early years pedagogy and curriculum." Australasian Journal of Early Childhood 44, no. 3 (2019): 309–20. http://dx.doi.org/10.1177/1836939119855562.

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National Assessment Program for Numeracy and Literacy (NAPLAN) is the national assessment programme for literacy and numeracy in Australia administered to children in Years 3, 5, 7 and 9 each year. The testing process was introduced in 2008 and is described by the developers as low stakes, however, research has highlighted that this is not the case. This paper examines the perceptions of teachers in the early years of school on the impact NAPLAN has on wellbeing of stakeholders, and the pedagogy and curriculum in early years teachers’ classrooms. Through focus group interviews, the early child

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48

Hancock, David. "Language and literacy development in the early years." Journal of Health Visiting 7, no. 6 (2019): 266–70. http://dx.doi.org/10.12968/johv.2019.7.6.266.

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In 2018, the BBC announced a new education strategy to help address language and communication delays in children starting primary school. David Hancock investigates how the initiative and others across England are working to tackle the issue

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49

Windridge, Michelle. "Building bridges." Early Years Educator 24, no. 16 (2025): S1—S3. https://doi.org/10.12968/eyed.2025.24.16.13.

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With school-based nurseries set to open this September, Michelle Windridge, National Education Lead for School-Based Early Years, shares more about what will be needed for provision for two-years-olds to be successfully implemented into schools.

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50

Yakshina, Anna. "PSYCHOLOGICAL CONDITIONS FOR IMAGINATION DEVELOPMENT IN THE EARLY SCHOOL YEARS." RSUH/RGGU Bulletin. Series Psychology. Pedagogics. Education, no. 2 (2016): 57–68. http://dx.doi.org/10.28995/2073-6398-2016-2-57-68.

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