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Artykuły w czasopismach na temat „Early childhood centres”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 13 lutego 2022

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1

Pearson, Landon. "Inuit Early Child Care Centres." Canadian Journal of Children's Rights / Revue canadienne des droits des enfants 3, no. 1 (November 24, 2016): 142–48. http://dx.doi.org/10.22215/cjcr.v3i1.80.

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The wisdom of the Inuit people (IQ) is a great resource to draw on for designing early childhood centres for all Indigenous children as well as for others in our increasingly diverse society. Respecting their rights, as the two settings described in this article do, can lighten the burden of trauma carried by so many children and, by building trust , release their humanity to the benefit of us all.

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Patil, Priyanka, Emma C. Alexander, Meghan Cupp, Monica Lakhanpaul, Meradin Peachey, Alexander Light, and Logan Manikam. "Reducing childhood obesity: evaluation of an Early Years Nutrition programme in a deprived London borough." F1000Research 9 (July 7, 2020): 682. http://dx.doi.org/10.12688/f1000research.24382.1.

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Background: Childhood obesity is a growing global health concern, with far-reaching implications on health in childhood and in later life. Early intervention strategies are key to reducing childhood obesity. This study aims to evaluate the implementation of an Early Years Nutrition programme in the London Borough of Newham’s children’s centres. Methods: A service evaluation of the Early Years Nutrition programme was conducted at children’s centres within the borough. Information was collected on the sessions provided to parents by staff, breastfeeding promotion and nutritional topics the centr

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Podmore, Val, Le'autuli'ilagi Sauvao, and Lia Mapa. "Transition to School from Pacific Early Childhood Centres." Early Childhood Folio 5 (June 1, 2001): 19–22. http://dx.doi.org/10.18296/ecf.0252.

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Podmore, Val, Le’autuli’ilagi Sauvao, and Lia Mapa. "Transition to school from Pacific Early Childhood Centres." Set: Research Information for Teachers, no. 3 (November 1, 2001): 7–10. http://dx.doi.org/10.18296/set.0764.

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Waniganayake, Manjula, Romana Morda, and Anthoula Kapsalakis. "Leadership in Child Care Centres: Is it Just Another Job?" Australasian Journal of Early Childhood 25, no. 1 (March 2000): 13–19. http://dx.doi.org/10.1177/183693910002500105.

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The roles and responsibilities of child care centre personnel are becoming increasingly demanding and complex. Management and leadership are different dimensions of the work of centre directors. However, these roles are not limited to directors only and may be performed by other centre staff. This paper is based on structured interviews with directors, teachers, and assistants who reflect on leadership and its meaning and growth in everyday work within child care centres. This is an exploratory study, linked to an international project on leadership in early childhood. Discussion will include

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Crowe, Kathryn, Tamara Cumming, Jane McCormack, Elise Baker, Sharynne McLeod, Yvonne Wren, Sue Roulstone, and Sarah Masso. "Educators’ perspectives on facilitating computer-assisted speech intervention in early childhood settings." Child Language Teaching and Therapy 33, no. 3 (July 10, 2017): 267–85. http://dx.doi.org/10.1177/0265659017717437.

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Early childhood educators are frequently called on to support preschool-aged children with speech sound disorders and to engage these children in activities that target their speech production. This study explored factors that acted as facilitators and/or barriers to the provision of computer-based support for children with speech sound disorders (SSD) in early childhood centres. Participants were 23 early childhood educators at 13 centres who participated in the Sound Start Study, a randomized controlled trial that examined the effectiveness of the Phoneme Factory Sound Sorter® (PFSS) compute

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Petrie, Kirsten, and Jeanette Clarkin-Phillips. "‘Physical education’ in early childhood education." European Physical Education Review 24, no. 4 (April 12, 2017): 503–19. http://dx.doi.org/10.1177/1356336x16684642.

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Children’s physical education in early childhood settings has always been underpinned by an emphasis on play. This is viewed as foundational for child development (movement education, cognitive growth, socialising functions, emotional development). However, where priorities about childhood obesity prevail, increased ‘prevention’ efforts have become targeted at primary and pre-school-aged children. It could be argued that early childhood education has become another site for the ‘civilising’ of children’s bodies. Drawing on data from a questionnaire completed by 65 early childhood education cen

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Mäntyjärvi, Marjo, and Anna-Maija Puroila. "Has something changed? Leaders’, practitioners’ and parents’ interpretations after renewed early childhood education and care legislation in Finnish private centres." Contemporary Issues in Early Childhood 20, no. 1 (February 22, 2019): 7–22. http://dx.doi.org/10.1177/1463949119828158.

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This study addresses leadership enactment in the context of early childhood education and care centres in Finland. The study was implemented at a time when the early childhood education and care legislation had changed. The research draws from relational leadership theory to address the following questions: How do leaders, practitioners and parents evaluate and interpret the impacts of changing early childhood education and care legislation in private Finnish centres? And how do these evaluations and interpretations reflect leadership enactment? This study conceptualises leadership as a contex

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Boyd, Wendy. "‘Nothing Goes to Waste’: A professional learning programme for early childhood centres." Australasian Journal of Early Childhood 45, no. 1 (November 1, 2019): 69–81. http://dx.doi.org/10.1177/1836939119885313.

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Waste created by modern lifestyles is of key concern to sustainable development globally. Early childhood centres engage in sustainable practices, and waste management is one of these practices. Past research has indicated that early childhood staff are challenged to implement sustainable practices. However, the National Quality Standard requires centres to engage in sustainable practices. This study reports on research undertaken to examine the effectiveness of effectiveness of a waste management professional learning programme run in 30 early childhood centres in Australia. The data collecte

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Kahuroa, Raella. "A sensory landscape of place as an invitation to belonging in early childhood settings." Early Childhood Folio 25, no. 1 (June 1, 2021): 3–8. http://dx.doi.org/10.18296/ecf.0089.

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This article analyses data from a study that explored the role of early childhood education in supporting a sense of belonging for immigrant children and families in Aotearoa New Zealand, whilst sustaining their connections with homes and homelands. We draw on teachers’ documentation of curriculum experiences, focus group discussions, and interviews to consider ways in which teachers purposely integrated sensory experiences from children’s home countries within the curriculum in order to generate a sense of belonging. After introducing the topic and relevant literature, we describe the researc

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Farewell, Charlotte V., Emily Maiurro, Jamie Powers, and Jini Puma. "The Healthy Environment Project: Promoting sustainable change in early childhood education settings." Health Education Journal 80, no. 4 (January 21, 2021): 472–86. http://dx.doi.org/10.1177/0017896920988754.

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Objective: The Healthy Environment Project (HEP) was designed to improve familiarity with attitudes, confidence and knowledge related to health-promoting best practices, as well as the implementation of health-promoting policy, system and environment best practice change in diverse early childhood education settings. Design: Pre–post study design to assess the outcomes of the HEP intervention. Setting: Early childhood education providers representing 14 centres ( n = 117) and 30 homes ( n = 30) in Colorado, USA. Method: The Policy, System and Environment Change Process, which is an evidence-ba

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Knaus, Marianne. "Supporting Early Mathematics Learning in Early Childhood Settings." Australasian Journal of Early Childhood 42, no. 3 (September 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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Supprasert, Warunsicha, and Piyathida Khajornchaikul. "Capacity Enhancement of Family Development Centre Staff in Early Childhood Language Learning." Asian Social Science 17, no. 8 (July 31, 2021): 23. http://dx.doi.org/10.5539/ass.v17n8p23.

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This study aimed to identify effective plans using the Future Search Conference (FSC) approach to enhance the Thai Family Development Centre (FDC) staff in early childhood language promotion through good parenting.&nbsp; Data from, 55 stakeholders FDC staff, district and local health centres, Child Care Centres (CCCs), and local authorities from 10 villages of rural subdistricts in a central Thai province, Thailand, checked for correctness and analyzed using thematic analysis, alongside field notes from observations, worksheets, videotape records, and photo voice. Results revealed that app

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Hayden, Jacqueline, and John J. Macdonald. "Health Promotion: A New Leadership Role for Early Childhood Professionals." Australasian Journal of Early Childhood 25, no. 1 (March 2000): 32–39. http://dx.doi.org/10.1177/183693910002500108.

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This article argues that there is a need to articulate the link between concepts of health promotion and the early childhood tradition of quality care, and to establish child care centres as settings for health promotion. The World Health Organisation notion of health promotion is used to describe an approach to health which includes not only the absence of disease but also the facilitation of practices and the maintenance of environments which promote the wellbeing of children, families, staff, and community. The authors contrast the literature about health in child care settings with their f

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Boyd, Wendy, and Linda Newman. "Primary + Early Childhood = chalk and cheese? Tensions in undertaking an early childhood/primary education degree." Australasian Journal of Early Childhood 44, no. 1 (March 2019): 19–31. http://dx.doi.org/10.1177/1836939119841456.

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There is well-established evidence that the quality of early childhood education workforce impacts upon children’s learning. Attracting qualified teacher graduates to work in early childhood centres is an essential component towards the provision of quality care. Significant investment by the Australian Government has been made to prepare early childhood teachers, yet teaching at this level is characterised by poorer working conditions compared with primary school teachers. Various programme models qualify applicants as early childhood teachers, yet there is no evidence of the most appropriate

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Ebbeck, Marjory, and Anne Glover. "Immigrant Families’ Expectations of Early Childhood." Australasian Journal of Early Childhood 23, no. 3 (September 1998): 14–19. http://dx.doi.org/10.1177/183693919802300305.

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This paper presents some of the findings of a study which examined the views of 101 South Australian immigrant families concerning their educational expectations for their children who are in the age range of birth to 8 years. These families came from Vietnam, Cambodia, Indonesia, the People's Republic of China, and the Philippines. Likewise, the views of 100 early childhood teachers working in early childhood centres were examined in relation to their educational expectations for the children of immigrant families. A comparison of the findings is presented in this paper, noting the commonalit

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McLaren, Stuart J. "Noise and at-risk children in early childhood education centres." Early Childhood Folio 9 (June 1, 2005): 39–43. http://dx.doi.org/10.18296/ecf.0220.

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Paton, Grace. "Working together. Policy and practice in Scottish early childhood centres." European Early Childhood Education Research Journal 15, no. 3 (September 2007): 441–54. http://dx.doi.org/10.1080/13502930701679742.

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Bates, Susan, Wyatt Page, and Sue Stover. "The impact of noise in early childhood settings: A New Zealand perspective." Early Childhood Folio 25, no. 1 (June 1, 2021): 20–25. http://dx.doi.org/10.18296/ecf.0091.

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Excessive noise levels in early childhood centres have a direct impact on the learning of young children, as well as on the wellbeing of teachers. Psycho-acoustic studies show that noise is a key factor contributing to elevated adult stress levels and annoyance, leading to lower levels of adult sensitivity to children’s needs and fewer direct interactions with them. Longer term, local and international research indicates correlations between excessive noise in early childhood education (ECE) centres and health problems, such as to hearing loss, voice strain, obesity, diabetes, and cardiac cond

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Klages, Wiebke, Magritt Lundestad, and Paul Robert Sundar. "Mentoring of newly qualified teachers in early childhood education and care centres." International Journal of Mentoring and Coaching in Education 9, no. 1 (December 13, 2019): 103–18. http://dx.doi.org/10.1108/ijmce-02-2019-0040.

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Purpose The purpose of this paper is to present and discuss contrasting perceptions regarding “leadership and mentoring” among leaders of Norwegian early childhood education and care (ECEC) centres in their mentoring practices with newly qualified early childhood teachers (NQTs). Design/methodology/approach Semi-structured qualitative interviews were conducted with eight leaders in Norwegian ECEC centres. Findings Leaders in dual roles as leaders and mentors have varying orientations in mentoring NQTs. The paper presents the findings as two main orientations: an individual and an organizationa

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Maharaj, Adita. "Unmasking the Phenomenon of Inclusion: Parents’ Perspectives on Early Childhood Curriculum." International Education Studies 14, no. 3 (February 20, 2021): 46. http://dx.doi.org/10.5539/ies.v14n3p46.

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This research sought to examine the curriculum planning/implementation processes involved in the public ECCE sector in a Caribbean country. One of the focal areas was the involvement and contributions by stakeholders with respect to ECCE curriculum at public ECCE centres. In order the capture data on this area, a qualitative approach was adopted. Two (2) focus group sessions with a total of twenty (20) parents were conducted at seven (7) public ECCE centres. The study yielded compelling evidence that there was limited parental involvement as it relates to curriculum and little to no awareness

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Gibbons, Andrew, and Marek Tesar. "The 'new normal' and 'new normalisations' in early childhood education policy in Aotearoa New Zealand." New Zealand Annual Review of Education 25 (July 20, 2021): 5–19. http://dx.doi.org/10.26686/nzaroe.v25.6911.

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When New Zealand entered pandemic alert level 3 and early childhood centres were being ‘nudged’ to re-open in order to offer support for parents returning to work, the Ministry of Health advised both Early Childhood centres and parents that children were not at risk of catching or spreading the virus. Fast-forward to Level 1 and the Ministry of Health has advised that an infant, who arrived into the country from overseas together with its parents, had the virus and was in a managed quarantine. This paper discusses this apparent policy contradiction between guidelines and evidence by collecting

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Nyakundi, Orpha, Grace Nyagah, Jeremiah Kalai, and Simon Munayi. "Influence of Parental Involvement on Learning Outcomes at Public Early Childhood Centres in Nairobi City County, Kenya." Journal of Education and Practice 4, no. 3 (October 15, 2020): 26. http://dx.doi.org/10.47941/jep.458.

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Purpose: Parental support is essential in achieving pupils’ learning outcomes. The purpose of this article is to discuss how parental involvement in pupils’ learning programmes influences pupils’ learning outcomes. The study was conducted in public Early Childhood centres in Nairobi City County, Kenya, to investigate the influence of parental involvement in pupils’ learning programmes on children’s learning outcomes. The problem is that, despite that parents have a responsibility and an influence in the education of their children, not all parents are involved in the learning programmes at the

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Nupponen, Hanna. "Leadership Concepts and Theories: Reflections for Practice for early Childhood Directors." Australasian Journal of Early Childhood 31, no. 1 (March 2006): 43–50. http://dx.doi.org/10.1177/183693910603100107.

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This paper proposes that effective leadership is a vital component in providing quality childcare services. It suggests that developing an enhanced understanding of effective leadership frameworks can be a starting point for a quality process and can forge a commitment to working towards excellence in early childhood centres, as well as be a tool for self-reflection. Theories of leadership are outlined for future preparation of leaders in a complex environment in which centres now operate

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Skjæveland, Yngve. "Learning history in early childhood: Teaching methods and children’s understanding." Contemporary Issues in Early Childhood 18, no. 1 (February 13, 2017): 8–22. http://dx.doi.org/10.1177/1463949117692262.

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This article discusses the teaching of history in early childhood education and care centres and children’s understanding of history. Based on interviews with eight Norwegian early childhood education and care teachers and on interpretative phenomenological analysis, the article shows how the early childhood education and care centres teach history, how children respond to the teaching, and what kind of understanding of history and historical time children express. The findings are discussed in light of theories of history didactics. The teachers had positive experiences with the implementatio

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Farquhar, Sandy. "Time in early childhood: Creative possibilities with different conceptions of time." Contemporary Issues in Early Childhood 17, no. 4 (December 2016): 409–20. http://dx.doi.org/10.1177/1463949116677925.

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Time is an important driver of pedagogy which is often overlooked in the busy atmosphere of an early childhood centre. Engaging philosophically with three different concepts of time, and drawing examples from literature and art to focus attention on how time is constituted in early childhood centres, this article argues that we inhabit the intersection of several different forms of time. Despite this, we tend to focus on only one form of time – chronological time, a formulation that is at the basis of our western education system. Our understandings of time impact on the way we think about edu

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Skjæveland, Yngve. "Teaching Cultural Heritage in Culturally Diverse Early Childhood Centres in Norway." History Education Research Journal 13, no. 2 (July 1, 2016): 82–92. http://dx.doi.org/10.18546/herj.13.2.10.

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Gbadegesin, F., P. Jegede, and H. Ajayi. "Occupational Stress of Caregivers in Early Childhood Centres, Oyo State, Nigeria." British Journal of Education, Society & Behavioural Science 4, no. 12 (January 10, 2014): 1775–86. http://dx.doi.org/10.9734/bjesbs/2014/1332.

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Prieto Prieto, Josué, Natalia Galán Jiménez, Diana Barrero Sanz, and David Cerro Herrero. "La sala de psicomotricidad para el trabajo de educación física en educación infantil: un estudio exploratorio (Psychomotricity room for physical education work in early childhood education: an exploratory study)." Retos, no. 39 (May 25, 2020): 106–11. http://dx.doi.org/10.47197/retos.v0i39.78398.

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 La psicomotricidad se presenta como un tema de indudable relevancia dentro de las escuelas. Los estudios previos ponen de manifiesto las deficiencias en relación a la psicomotricidad, tanto en la formación del profesorado como en los espacios y materiales destinados para ella. El objetivo del estudio es analizar los espacios y equipamientos que presentan los centros educativos de Ávila (Castilla y León) para el trabajo de Educación Física (en adelante, EF) en Educación –Infantil (en adelante, EI). Todas las variables del estudio son registradas mediante una lista de chequeo compuesta po

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Fenech, Marianne, Linda J. Harrison, Fran Press, and Jennifer Sumsion. "Using metaphor to illuminate quality in early childhood education." Australasian Journal of Early Childhood 45, no. 2 (April 21, 2020): 197–210. http://dx.doi.org/10.1177/1836939120918482.

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This paper reports on a study in which educators from four early childhood centres used metaphor to discuss their provision of high-quality early childhood education. Qualitative mining of focus group data confirmed ‘quality’ to be complex, multi-dimensional and value-laden. Findings contribute to understandings of quality in early childhood education through four key themes: ‘quality’ as a synergetic flow; the facilitative stance and impact of leaders in the enactment of leadership; children as active contributors to quality; and the role of love. Metaphor is shown to be a valuable tool that

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Mupondi-Masuka, Grace Sibusisiwe, Richard Nyika, and Phebion Kangai. "Environment and Resource Challenges Faced by Early Childhood Development Centres in Gweru Urban High Density Suburbs." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 6, no. 2 (February 28, 2017): 142. http://dx.doi.org/10.21013/jems.v6.n2.p1.

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<div><p><em>The aim of the study was to analyse the resource and environment challenges faced by Early Childhood Development (ECD) centres within Gweru Urban high density suburbs. Availability of resources and quality of the environment are crucial components in the holistic development of all children (Bruce, 2004). This study sought to establish the specific nature of resources and environment challenges currently faced by ECD centres in the Gweru urban high density suburbs. In order to establish the dimensions and nature of this phenomenon, the study adopted the mixed meth

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Farrell, Ann, Collette Tayler, and Lee Tennent. "Early Childhood Services: What can Children Tell us?" Australasian Journal of Early Childhood 27, no. 3 (September 2002): 13–17. http://dx.doi.org/10.1177/183693910202700304.

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This paper presents child data generated in a pilot project of the ACCESS Study of Child and Family Services, a research program of how child and family services align with the interests and needs of local families. Underpinned by social capital theories, the pilot study was undertaken by a partnership of local early childhood services within an inner urban precinct of Brisbane. These services included two child care centres, two kindergartens/preschools, one playgroup, and one primary school. Seventy-six children aged three to eight years were asked, in informal conversations with their careg

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Wan Yunus, Farhana. "Practitioners’ Views on Learning Using Children’s Peer Interactions Amongst Under Three Year Old Children in Selangor, Malaysia." Asian Journal of University Education 15, no. 3 (December 31, 2019): 54. http://dx.doi.org/10.24191/ajue.v15i3.7821.

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Research on children’s peer interactions shows many benefits for children’s development especially in developing children’s social competence. Drawing on a case study data from a study that investigated peer interactions among under-three-year-old children in three Malaysian childcare centres, this paper provides a picture of how the children’s peer interactions were understood by largely untrained practitioners at the start of the project, and how the complexity of children’s lived experiences remained hidden to the practitioners until they took part in the video-stimulated recall (VSR) inter

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Fleer, Marilyn, and Garry Hoban. "Using ‘Slowmation’ for intentional teaching in early childhood centres: Possibilities and imaginings." Australasian Journal of Early Childhood 37, no. 3 (September 2012): 61–70. http://dx.doi.org/10.1177/183693911203700309.

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Colmer, Kaye, Manjula Waniganayake, and Laurie Field. "Leading Professional Learning in Early Childhood Centres: Who are the Educational Leaders?" Australasian Journal of Early Childhood 39, no. 4 (December 2014): 103–13. http://dx.doi.org/10.1177/183693911403900414.

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Boyd, Wendy. "The Tensions between Food Choices and Sustainable Practices in Early Childhood Centres." Australasian Journal of Early Childhood 40, no. 4 (December 2015): 58–65. http://dx.doi.org/10.1177/183693911504000408.

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Warren, Jane, Wilma Vialle, and Rose Dixon. "Transition of Children with Disabilities into Early Childhood Education and Care Centres." Australasian Journal of Early Childhood 41, no. 2 (June 2016): 18–26. http://dx.doi.org/10.1177/183693911604100204.

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Podmore, Valerie N., Le'autuli'ilagi M. Sauvao, and Lia Mapa. "Sociocultural Perspectives on Transition to School from Pacific Islands Early Childhood Centres." International Journal of Early Years Education 11, no. 1 (March 2003): 33–42. http://dx.doi.org/10.1080/0966976032000066073.

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Strooband, Karel FB, Rebecca M. Stanley, Anthony D. Okely, and Rachel A. Jones. "Support to Enhance Level of Implementation in Physical Activity Interventions: An Observational Study." Australasian Journal of Early Childhood 43, no. 1 (March 2018): 25–33. http://dx.doi.org/10.23965/ajec.43.1.03.

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THIS ARTICLE AIMS TO DESCRIBE the level of implementation (LOI) of the Jump Start study, and examine the relationship between LOI changes and the support types provided to early childhood education and care (ECEC) centres. Direct observations were conducted in 21 ECEC centres at six months and 12 months after the start of the intervention. Each centre's LOI percentage was calculated and classified into high, medium or low implementers using objective criteria. Support strategies were determined by LOI at first observation. Pearson correlations between the support types and LOI were calculated

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MacNaughton, Glenda. "A Strategic Approach to Collaborating with Parents for Gender Equity in Early Childhood." Australasian Journal of Early Childhood 22, no. 1 (March 1997): 23–29. http://dx.doi.org/10.1177/183693919702200106.

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This article draws on recent Australian research to explore the complexities of parental attitudes in relation to gender equity in early childhood programs. It describes parental attitudes to their children's involvement in centres where early childhood staff were implementing gender equity programs. Key ideas within feminist poststructuralism are introduced and used to discuss ways in which early years educators can use these ideas to plan a strategic approach to their gender equity work with parents.

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Liang, Xinyun (Meg), and Caroline Cohrssen. "Towards creating inclusive environments for LGBTIQ-parented families in early childhood education and care settings: A review of the literature." Australasian Journal of Early Childhood 45, no. 1 (December 8, 2019): 43–55. http://dx.doi.org/10.1177/1836939119885304.

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With Australia’s overwhelming ‘Yes’ vote on marriage equality in November 2017, the need for early childhood educators to ensure that understandings of ‘family’ reflected in early childhood education and care settings include lesbian, gay, bisexual, transgender, intersex and queer (LGBTIQ) parents and their children, is further reinforced. Here, a review of recent literature is framed by an ecological systems approach in order to identify key influences on the lived experiences of LGBTIQ parents and their children in the context of early learning centres. Attention is drawn to the need for fur

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Jenkin, Chris Joyce. "Early Childhood Education and Biculturalism: Definitions and Implications." Teachers' Work 14, no. 1 (September 19, 2017): 8–20. http://dx.doi.org/10.24135/teacherswork.v14i1.100.

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My doctoral research concerned implementing bicultural curriculum in mainstream early childhood centres in Aotearoa New Zealand. While I explored these ideas from an appreciative inquiry standpoint, some troubling aspects related to the notion of biculturalism occurred. In this article, definitions of biculturalism are examined, as is the relationship between bilingualism and biculturalism, as well as the growing move to replace power sharing implied by biculturalism, with multiculturalism. In addition to perusing the literature, data were collected through a survey of 76 early childhood respo

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Lee, Frances Lai Mui, Alexander Seeshing Yeung, Katrina Barker, Danielle Tracey, and Jesmond C. M. Fan. "Teacher Perceptions of Factors for Successful Inclusive Early Childhood Education in Hong Kong." Australasian Journal of Special Education 39, no. 2 (March 25, 2015): 97–112. http://dx.doi.org/10.1017/jse.2015.3.

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In this study the authors aimed to examine the differentiability of 5 factors that preschool teachers may perceive as essential for successful implementation of inclusive education in regular classrooms. The 5 hypothetically influential factors were teamwork, curriculum, school support, government support, and stakeholders’ attitudes. Teachers from half-day kindergarten and full-day childcare centre settings in Hong Kong with varying teaching experience were surveyed (N = 461). Confirmatory factor analysis defined the 5 distinct factors, all of which displayed high scores (Ms > 4 on a 5-poi

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Cress, Susan W. "A Focus on Literacy in Home Day Care." Australasian Journal of Early Childhood 25, no. 3 (September 2000): 6–11. http://dx.doi.org/10.1177/183693910002500303.

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A survey was conducted to look at some of the basic activities and materials of the literacy environments in home day care centres in St Joseph County, Indiana, USA. The literacy environments of preschools and centres, as well as the home environments of early readers, were used to provide the initial framework for the discussion. Results of the survey indicate that, although some of the home day care centres do provide a conducive literacy environment, other children do not have access to basic materials and activities. Suggestions are provided for early childhood educators in advocating for

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Knauf, Helen. "The Mediatisation of Professional Pedagogical Practice - Social Networks in Early Childhood Education and Care." MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 2016, Occasional Papers (December 15, 2016): 20–36. http://dx.doi.org/10.21240/mpaed/00/2016.12.15.x.

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Early childhood education centres in Germany today are increasingly using social networks to present their work. This article puts this development into the context of a comprehensive process of mediatisation. Using two group discussions with teachers in early childhood education and care centres, I will show that the route via a social network is not just a new communication channel, but that the content communicated, the relationships between the actors, and the identity of the institution are also changed by it. Legal ambiguities, technical infrastructure and a lack of experience are identi

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Wajskop, Gisela. ""Literate Playing”—An Oral Language Empowerment Strategy for Underprivileged Children." Language and Literacy 19, no. 2 (July 6, 2017): 33. http://dx.doi.org/10.20360/g2495q.

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This article describes an ongoing collaborative action research study, and presents initial observations of the outcomes of teachers’ interventions in early childhood education centres in a major Brazilian city. Designed as a professional development initiative, the action research is based on a view of a quality program being one that offers both play-based learning and linguistically enriching experiences for children and opportunities for professional learning of its professionals to support those same programs in a personal, self-confident, and collective manner. It presents initial observ

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Ritchie, Jenny. "Bicultural Development: Innovation in Implementation of Te Whäriki." Australasian Journal of Early Childhood 27, no. 2 (June 2002): 32–37. http://dx.doi.org/10.1177/183693910202700207.

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A recent innovation in early childhood care and education in Aotearoa/New Zealand has been the new curriculum, Te Whäriki (Ministry of Education, 1996), which has a strong bicultural emphasis. This means that early childhood educators and teacher educators are attempting to address the challenges posed by a document which requires them to move outside the mono cultural dominant paradigm. Most early childhood teachers and teacher educators are not speakers of the Maori language, and lack Maori cultural knowledge. This paper discusses some of the strategies identified in research which addresses

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Arias de Sanchez, Gabriela, Alaina L. Roach O'Keefe, and Bethany Robichaud. "In-between spaces of policy and practice: Voices from Prince Edward Island early childhood educators." Journal of Childhood, Education & Society 2, no. 2 (July 16, 2021): 154–66. http://dx.doi.org/10.37291/2717638x.202122102.

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Over the course of the past decades, the discourse, pedagogy, scope, and delivery of early learning and child care (ELCC) has undergone myriad significant changes internationally, nationally, and at local levels. Prince Edward Island (PEI), the smallest Canadian Province, has not been exempt from these transformations. By situating early childhood educators (ECEs) at the centre of ecological multilevel environments (Bronfenbrenner, 2005), this qualitative study explored how a system-wide change implemented through the Prince Edward Island Preschool Excellence Initiative (PEIPEI) has impacted a

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Hamzah, Nur. "PELAKSANAAN PEMBELAJARAN BCCT BAGI ANAK USIA DINI; STUDY PELAKSANAAN BCCT DI TK ISLAM MUJAHIDIN PONTIANAK." At-Turats 10, no. 2 (July 19, 2016): 119. http://dx.doi.org/10.24260/at-turats.v10i2.668.

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Nowadays, there are a lot of pre-school educational institution such as Kindergarten (TK), Raudhatul Atfhal (RA), Playgrounds, Children Care, Early Childhood Education (PAUD), and so forth. Furthermore, in these educational institution, study method and approach is developed based on earl childhood characters. One of the ways is named Beyond Centres and Circle Times (BCCT). Moreover, the BCCT is theoretically a study approach which is held at the centre or cirlce. The children apparently learn something based on their themes and centre. Besides, there are still few pre-school institutions perf

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FOTSO, JEAN-CHRISTOPHE, and BARTHELEMY KUATE-DEFO. "HOUSEHOLD AND COMMUNITY SOCIOECONOMIC INFLUENCES ON EARLY CHILDHOOD MALNUTRITION IN AFRICA." Journal of Biosocial Science 38, no. 3 (June 1, 2005): 289–313. http://dx.doi.org/10.1017/s0021932005026143.

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This paper uses multilevel modelling and Demographic and Health Survey data from five African countries to investigate the relative contributions of compositional and contextual effects of socioeconomic status and place of residence in perpetuating differences in the prevalence of malnutrition among children in Africa. It finds that community clustering of childhood malnutrition is accounted for by contextual effects over and above likely compositional effects, that urban–rural differentials are mainly explained by the socioeconomic status of communities and households, that childhood malnutri

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