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Artykuły w czasopismach na temat „Early learning policy”

Autor: Grafiati

Data publikacji: 2 czerwca 2025

Data aktualizacji: 31 lipca 2025

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1

Frank, Richard G., Mahnum Shahzad, Aaron S. Kesselheim, and William Feldman. "Biosimilar competition: Early learning." Health Economics 31, no. 4 (2022): 647–63. http://dx.doi.org/10.1002/hec.4471.

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Cowley, Sue. "Labour early years policy." Early Years Educator 23, no. 18 (2023): 14–16. http://dx.doi.org/10.12968/eyed.2023.23.18.14.

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The Labour Party has recently made a series of announcements about its plans for the early years sector, which will be considered for inclusion in its next General Election manifesto. Sue Cowley looks at recent Labour policy announcements, including a report from the Council of Skills’ Advisors, which made recommendations about skills and learning under a future Labour government.

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Enever, Janet. "Current Policy Issues in Early Foreign Language Learning." Center for Educational Policy Studies Journal 2, no. 3 (2012): 9–26. http://dx.doi.org/10.26529/cepsj.345.

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The development of policy in relation to language learning at the early primary level of schooling has received only limited attention in the literature on policy studies in general, and within the framework of an emerging education policy space across Europe specifically. This paper offers an introductory discussion of the growth of education policy in Europe,identifying the extent to which the histories of national language policies are being re-shaped by the rise of numerical data and comparison within a newly-formed European education space. A summary review of key measures of particular r

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Hazizah, Nur. "Parents' Understanding of Early Childhood Learning Principles During Learning from Home Policy." Jurnal Pedagogi dan Pembelajaran 5, no. 1 (2022): 85–91. http://dx.doi.org/10.23887/jp2.v5i1.41907.

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The Covid-19 pandemic has impacted the issuance of a study on home policy. This study aims to analyze parents' understanding of the principles of early childhood learning during the policy of learning from home. This research method uses quantitative methods with a survey approach. The research sample used 100 student guardians. The methods used to collect data are observation and questionnaires. The instrument used in collecting data is a questionnaire. The data analysis technique used is descriptive qualitative and quantitative analysis. The survey results show that 45% of parents know that

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Johnstone, Richard. "Evidence-based policy: early modern language learning at primary." Language Learning Journal 28, no. 1 (2003): 14–21. http://dx.doi.org/10.1080/09571730385200161.

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Wohlwend, Karen E. "Research & Policy." Language Arts 95, no. 3 (2018): 162–70. http://dx.doi.org/10.58680/la201829452.

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Kirwan, Déirdre. "Multilingual environments: benefits for early language learning." TEANGA, the Journal of the Irish Association for Applied Linguistics 10 (March 6, 2019): 38–57. http://dx.doi.org/10.35903/teanga.v10i0.69.

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Since the mid-1990s, Scoil Bhríde (Cailíní), a primary school in the suburbs of Dublin, has experienced an unprecedented increase in the level of linguistic and cultural diversity in its pupil body. This paper explains how, in responding to this new phenomenon, an integrated approach to language learning was developed in the school in cooperation with teachers, pupils and parents. The school’s language policy had two overarching goals:   To ensure that all pupils become proficient in the language of schooling To exploit the linguistic diversity of the school for the benefit o

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Pratiwi, Dewa Ayu Anom. "Policy Study Early Childhood Education to Elementary School Transition." International Journal of Multidisciplinary Sciences 2, no. 2 (2024): 122–32. http://dx.doi.org/10.37329/ijms.v2i2.2314.

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There has been a wide gap between the approach to education in kindergarten/early childhood education and elementary school. It has contributed to the suboptimal children's learning process when they are in elementary school. This research aimed to provide an understanding and steps to be taken to eliminate the gap between educational approaches in early childhood education and elementary school. Researchers chose literature review as the research method, which went through the stages of designing, conducting, analyzing, and writing the reviews. The research showed that the fundamental thing a

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Newman, Linda, and Loveth Obed. "The Nigerian Integrated Early Childhood Development Policy: Perspectives on literacy learning." South African Journal of Childhood Education 5, no. 1 (2015): 17. http://dx.doi.org/10.4102/sajce.v5i1.353.

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Many scholars and researchers now have a broadened vision of literacy that encompasses the social practices that surround literacy learning. What accompanies this vision is a shift towards thinking that children, and their families, can contribute actively to literacy learning by drawing on their strengths and life experiences to create and draw meaning from a broad range of everyday sources. For many, reading and writing from print-based texts is no longer considered the only, or most desirable, avenue to literacy learning. It is now recognised that children’s social and cultural lives should

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Brown, Christopher P. "Unpacking Standards in Early Childhood Education." Teachers College Record: The Voice of Scholarship in Education 109, no. 3 (2007): 635–68. http://dx.doi.org/10.1177/016146810710900310.

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Background/Content Policy-makers at the federal and state levels have increased their efforts to implement standards-based accountability reform in early childhood education (ECE) to improve the academic readiness of children for elementary school. As these policies have taken on more prominence within ECE reform, national organizations such as the National Association for the Education of Young Children and the National Association of Early Childhood Specialist in State Departments of Education and the National Institute for Early Education Research have produced guidelines and suggestions fo

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Lu, Keting, Shiqi Zhang, and Xiaoping Chen. "Goal-Oriented Dialogue Policy Learning from Failures." Proceedings of the AAAI Conference on Artificial Intelligence 33 (July 17, 2019): 2596–603. http://dx.doi.org/10.1609/aaai.v33i01.33012596.

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Reinforcement learning methods have been used for learning dialogue policies. However, learning an effective dialogue policy frequently requires prohibitively many conversations. This is partly because of the sparse rewards in dialogues, and the very few successful dialogues in early learning phase. Hindsight experience replay (HER) enables learning from failures, but the vanilla HER is inapplicable to dialogue learning due to the implicit goals. In this work, we develop two complex HER methods providing different tradeoffs between complexity and performance, and, for the first time, enabled H

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Indri, Septia Nurdina, Aslamiah, and Suriansyah Ahmad. "Learning Strategies of Memorizing the Qur'an Based on Brain Development for Early Childhood (Multi-Site Study At PAUD IT Al Firdaus and PAUD IT Permata Jannati Banjarmasin)." International Journal of Social Science And Human Research 06, no. 07 (2023): 4331–38. https://doi.org/10.5281/zenodo.8174702.

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This research focuses on strategies carried out to guide children in memorizing the Qur'an through the role of teachers, partnerships in learning tahfizh Qur'an, infrastructure facilities in learning to memorize the Qur'an and the principal's policy in memorizing the Qur'an program. The research design used is a descriptive qualitative approach multi-site design with data collection through interviews, observation and documentation. The data analysis phase through site data analysis and cross-site data analysis with research was carried out at PAUD IT Al-Firdaus and PAUD IT

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Weng, Junwu, Xudong Jiang, Wei-Long Zheng, and Junsong Yuan. "Early Action Recognition With Category Exclusion Using Policy-Based Reinforcement Learning." IEEE Transactions on Circuits and Systems for Video Technology 30, no. 12 (2020): 4626–38. http://dx.doi.org/10.1109/tcsvt.2020.2976789.

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Cherrington, Sue. "Professional learning and development in early childhood education: A shifting landscape of policies and practice." New Zealand Annual Review of Education 22 (December 19, 2017): 53. http://dx.doi.org/10.26686/nzaroe.v22i0.4148.

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This article traces shifts in the New Zealand early childhood professional, regulatory and policy landscape, and examines how these shifts create challenges and opportunities for early childhood teachers’ engagement in professional learning and development (PLD). It presents current understandings about effective PLD for teachers in the early childhood and wider education literature before arguing that professional learning communities offer promising opportunities to support early childhood teachers’ engagement in effective PLD in a shifting policy and practice landscape.

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Young, Jemimah L., Bettie Ray Butler, Inna N. Dolzhenko, and Tameka N. Ardrey. "Deconstructing teacher quality in urban early childhood education." Journal for Multicultural Education 12, no. 1 (2018): 25–34. http://dx.doi.org/10.1108/jme-08-2016-0046.

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Purpose The purpose of this paper is to deconstruct the extant scholarship on quality in early childhood education and to emphasize the importance of extending the literature to explore the potential influence that a teachers’ educational background may have on kindergarten readiness for African American children in urban early learning settings. Design/methodology/approach Research has identified high-quality early education as a significant contributor to the academic success and development of young children. This paper examines current conceptualizations and trends in early childhood educa

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Mu, Tong, Georgios Theocharous, David Arbour, and Emma Brunskill. "Constraint Sampling Reinforcement Learning: Incorporating Expertise for Faster Learning." Proceedings of the AAAI Conference on Artificial Intelligence 36, no. 7 (2022): 7841–49. http://dx.doi.org/10.1609/aaai.v36i7.20753.

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Online reinforcement learning (RL) algorithms are often difficult to deploy in complex human-facing applications as they may learn slowly and have poor early performance. To address this, we introduce a practical algorithm for incorporating human insight to speed learning. Our algorithm, Constraint Sampling Reinforcement Learning (CSRL), incorporates prior domain knowledge as constraints/restrictions on the RL policy. It takes in multiple potential policy constraints to maintain robustness to misspecification of individual constraints while leveraging helpful ones to learn quickly. Given a bas

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Gorst, Louise, Alice Chen Jia, and Maria Cooper. "Early childhood teachers engaging with leadership narratives in policy." New Zealand Annual Review of Education 29 (April 23, 2024): 41–58. http://dx.doi.org/10.26686/nzaroe.v29.9460.

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Educational leadership resists a unifying definition, assumption, or theory. This complexity encourages us to learn about leadership to understand its core components, underlying assumptions, and relevance for context. In Aotearoa New Zealand, policy rhetoric promotes leadership as being enacted by teachers and positional leaders. This consideration for teachers is positive but problematic, as it requires them to consider leadership in ways beyond what they feel equipped or supported to achieve. Augmenting this concern is the limited professional learning support for leadership development, es

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Gusnarib, Gusnarib, and Gunawan B. Dulumina. "LEARNING CHARACTERS OF EARLY CHILDREN BASED ON MODERATE ISLAM." HUNAFA: Jurnal Studia Islamika 17, no. 2 (2020): 105–21. http://dx.doi.org/10.24239/jsi.v17i2.607.105-121.

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The inculcation of character values and wisdom in early childhood is a very urgent matter because, it is our shared responsibility that in children's daily lives will be reflected in the attitudes and behavior of children and how to deal with personal problems. Education as a process of intelligence through learning so that teachers and parents must be responsible for making a person not only know the values of goodness alone, but can make the children realize the values of virtue in daily life for the realization of tough characters and noble personality. Learning moderate Islamic chara

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Gusnarib, Gusnarib, and Gunawan B. Dulumina. "LEARNING CHARACTERS OF EARLY CHILDREN BASED ON MODERATE ISLAM." HUNAFA Jurnal Studia Islamika 17, no. 2 (2020): 105–21. https://doi.org/10.24239/jsi.v17i2.607.

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The inculcation of character values â€‹â€‹and wisdom in early childhood is a very urgent matter because, it is our shared responsibility that in children's daily lives will be reflected in the attitudes and behavior of children and how to deal with personal problems. Education as a process of intelligence through learning so that teachers and parents must be responsible for making a person not only know the values â€‹â€‹of goodness alone, but can make the children realize the values â€‹â€‹of virtue in daily life for the realization of tough characters and noble personality. Learning moderate I

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Wood, Elizabeth. "Learning, development and the early childhood curriculum: A critical discourse analysis of the Early Years Foundation Stage in England." Journal of Early Childhood Research 18, no. 3 (2020): 321–36. http://dx.doi.org/10.1177/1476718x20927726.

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This article focuses on the national policy framework for early childhood education (birth to 5 years) in England – the Early Years Foundation Stage, specifically the use of child development theories as the underpinning knowledge base for practice. The aim is to understand what constructions of learning and development are foregrounded in policy, and their implications for curriculum, pedagogy and assessment. Critical Discourse Analysis methods are used to expose learning and development as messy constructs, and to propose three arguments. First, the evidence base for the Early Years Foundati

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Krieg, Susan. "Assessing Young Children's Learning: Using Critical Discourse Analysis to Re-examine a Learning Story." Australasian Journal of Early Childhood 42, no. 2 (2017): 53–60. http://dx.doi.org/10.23965/ajec.42.2.07.

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THE CURRENT POLICY CONTEXTS of many countries demand that early childhood educators are able to articulate their practice in new ways. For example, the need to assess and report positive learning outcomes in multiple ways to policy-makers, families and educational systems is a feature of contemporary early childhood education and care. This theoretical paper introduces a multi-dimensional framework to support the assessment of young children's learning and then provides an example of how modified tools drawn from Critical Discourse Analysis (CDA) can be used to effectively examine these dimens

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WESTBROOK, Fiona, and Elise HUNKIN. "Play and Learning?" Beijing International Review of Education 2, no. 2 (2020): 182–96. http://dx.doi.org/10.1163/25902539-00202003.

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The role of play in early childhood settings has become a global issue due to coordinated policy trends that privilege early learning, academic foci and formalised assessments amid a broader economic and investment agenda. This paper undertakes a critical discourse analysis of the Australian and New Zealand national early childhood curricula frameworks in order to examine the treatment of play and learning as they relate to one another. The analysis revealed that curriculum documents from both Australia and New Zealand drew on lifelong learning ideological frames to present a view of play as a

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Altermatt, Ellen Rydell, and Andrea K. Rorrer. "How can community partnerships improve early math learning?" Open Access Government 46, no. 1 (2025): 234–35. https://doi.org/10.56367/oag-046-11462.

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How can community partnerships improve early math learning? Ellen Rydell Altermatt and Andrea K. Rorrer discuss how community partnerships can enhance early math learning. Math skills at school entry are a strong predictor of long-term academic success. However, many children enter school with gaps in foundational math skills and struggle to catch up (Duncan et al., 2007). A recent partnership between Utah’s STEM Action Center, the Utah Education Policy Center, and the Department of Pediatrics at the University of Utah Health aims to ensure that all Utah’s children start school with a strong f

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Jane F. Nakato, Chidinma I. Onyeibor, and Chinyere E. Ekanem. "Rethinking learner-centered teaching in early education: Lessons from a global practice perspective." International Journal of Management & Entrepreneurship Research 7, no. 5 (2025): 413–20. https://doi.org/10.51594/ijmer.v7i5.1929.

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This paper examines learner-centered pedagogy in early education from a global practice perspective, with particular focus on Uganda and other low- and middle-income contexts. Learner-centered teaching – grounded in constructivist theories of Piaget and Vygotsky – emphasizes active learning, collaboration, and student autonomy. Its relevance for early childhood lies in fostering problem-solving, creativity, and social-emotional skills from a young age. We synthesize international literature and field reports to map the current landscape of learner-centered approaches in early grades, noting ex

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Gibbons, Andrew, Marek Tesar, And Pasley, and Georgina Stewart. "Language strategies for “Early Childhood Education”? Newspeak and He Taonga te Tamaiti." Early Childhood Folio 24, no. 2 (2020): 9–14. http://dx.doi.org/10.18296/ecf.0081.

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The early learning action plan 2019–2029, He Taonga te Tamaiti / Every Child a Taonga, ushers in a new era of thinking about the governance of early childhood education (ECE). The policy language has changed, with a shift from “early childhood education” to the “early learning system”. This article starts from the concern that if a teacher was to search through the action plan and note where the phrases “early childhood”, “early childhood education”, or “early childhood care and education”, “early learning”, “early learning services”, “early learning provision”, and “early learning system” occ

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Jenkins, Jade Marcus, and Greg J. Duncan. "Skill Building in Early Care and Education Programs." ANNALS of the American Academy of Political and Social Science 706, no. 1 (2023): 65–88. http://dx.doi.org/10.1177/00027162231197533.

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Preschool policy is motivated by the notion that early childhood care and education increases school readiness, which, in turn, provides a foundation for lifelong advantages and greater success in adulthood. We question the degree to which this simple skill-building model is an effective framework for preschool policy: while investments in preschool education boost school readiness in the short run, some recent studies show that initial gains either quickly disappear or turn negative. Taking advantage of end-of-preschool gains requires considerable effort toward optimizing classroom learning e

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Bills, Andrew, and Nigel Howard. "Social inclusion education policy in South Australia: What can we learn?" Australian Journal of Education 61, no. 1 (2017): 54–74. http://dx.doi.org/10.1177/0004944116689165.

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In this article, we interrogate the policy assumptions underlying a significant South Australian public education re-engagement initiative called Flexible Learning Options, formulated within South Australia’s social inclusion policy agenda, beginning in 2006. To this end, we applied Baachi’s ‘What’s the Problem Represented to be?’ policy analysis framework to a historical range of departmental Flexible Learning Options policy documents and evaluations to uncover how Flexible Learning Options (1) understands the problem of early school leaving, (2) defines the notion of being an ‘at risk’ young

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Hu, Xinyun, and Nicola Yelland. "Changing Learning Ecologies in Early Childhood Teacher Education: From Technology to stem Learning." Beijing International Review of Education 1, no. 2-3 (2019): 488–506. http://dx.doi.org/10.1163/25902539-00102005.

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This review examines the design cycles of innovation in response to changing policy, technological and practical imperatives. It begins with the initial creation of an information and communication technology course in an early childhood teacher education program and describes its evolution into a contemporary topic. Program changes occur because of policy-driven trends, including the expansion of the definition of what constitutes technology and the incorporation of innovations into curricula and pedagogical practices. We characterize these changes in three design cycles. In the first cycle,

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Adekunle, Johnson Ojo. "Child Development: Aesthetic Education as a Core Learning Approach." Child Development: Aesthetic Education as a Core Learning Approach 8, no. 12 (2024): 9. https://doi.org/10.5281/zenodo.10453933.

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The article provides insights into child development and learning, with a focus on aesthetic education as a fundamental learning approach. Employing the traditional narrative review technique, the paper gathers information from peer-reviewed articles, government reports, and reputable non-governmental organizations. It delves into various approaches to child literacy and development, specifically exploring the role of aesthetic education in this context. The review concludes that incorporating aesthetic education as a core learning approach positively impacts child education and development in

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Johnson, Paul. "Grounds for Learning: Schoolyard Activities as Provocations, Scaffolds and Mediators for Childhood Learning." Australian Journal of Environmental Education 33, no. 1 (2017): 57–59. http://dx.doi.org/10.1017/aee.2017.4.

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Compelling evidence links childhood experiences in quasi-natural settings with learning and wellbeing, but, as cities grow, children's activities have been increasingly restricted to de-natured spaces that are designed or controlled by adults. In recent years, academics and education practitioners have campaigned to reverse this trend, and one result is that Australian early childhood centres and schools increasingly provide environments that enhance opportunities for children to engage with nature. These moves are also underpinned by higher-level policy initiatives. For example, the National

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Smith, Kelly B. "Learning without Widespread Policy Adoption: Early Childhood Education in the American States." Publius: The Journal of Federalism 50, no. 1 (2019): 3–29. http://dx.doi.org/10.1093/publius/pjz008.

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Abstract Do states learn from other states through venues other than the legislative enactment of new policies? This article demonstrates that two-way learning can occur through alternative venues: (1) legislators can adjust the budget of similar state policies to mirror other states’ policies and (2) bureaucrats can learn from other states’ policies and incorporate that learning through non-legislative state action, such as standards. Using an original forty-three state, thirteen-year dataset, I find that elected officials can learn from nearby states’ policies and adjust other policies to mi

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Tayler, Collette. "Changing Policy, Changing Culture: Steps Toward Early Learning Quality Improvement in Australia." International Journal of Early Childhood 43, no. 3 (2011): 211–25. http://dx.doi.org/10.1007/s13158-011-0043-9.

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Hurst, Michelle A., Naomi Polinsky, Catherine A. Haden, Susan C. Levine, and David H. Uttal. "Leveraging Research on Informal Learning to Inform Policy on Promoting Early STEM." Social Policy Report 32, no. 3 (2019): 1–33. http://dx.doi.org/10.1002/sop2.5.

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Marlina, Serli, and Nur Hazizah. "Implementation of Early Childhood Education Policy in The Pandemic of COVID-19 In Indonesia." Digital Press Social Sciences and Humanities 6 (2020): 00007. http://dx.doi.org/10.29037/digitalpress.46373.

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This study aims to describe the application of early childhood education policies in the middle of COVID-19. This research method is a literature study, this study conducted a review of the literature-literature re-lating to the execution of early childhood instruction approach amid the COVID-19 pandemic in Indonesia. The results of this study found early childhood education policy during the COVID-19 pandemic was not implemented properly, the unequal internet access so parents cannot access learning and economic prob-lems from parents so that they are unable to present tools for support onlin

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Plucker, Jonathan A., Grace Healey, Melanie S. Meyer, and Julia L. Roberts. "Early High School Graduation: Policy Support for Secondary Acceleration." Gifted Child Today 45, no. 3 (2022): 150–56. http://dx.doi.org/10.1177/10762175221091857.

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In recent years, state and local support for academic acceleration has created opportunities for students with advanced learning needs to move through their education at a pace that matches their abilities and may be faster than their same-age peers. As a result, it is not uncommon for exceptionally bright students to complete their high school graduation requirements early. These students have the option to stay in high school and complete additional coursework or move on to postsecondary settings to continue their academic talent development. This article explores state and local policies on

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Ponguta, Liliana Angelica, Carolina Maldonado-Carreño, Sharon Lynn Kagan, et al. "Adaptation and Application of the Measuring Early Learning Quality and Outcomes (MELQO) Framework to Early Childhood Education Settings in Colombia." Zeitschrift für Psychologie 227, no. 2 (2019): 105–12. http://dx.doi.org/10.1027/2151-2604/a000361.

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Abstract. In Colombia, the national law De Cero a Siempre (DCAS) provides a framework for holistic and integrated early childhood development and education for all children. Against the backdrop of the United Nations’ Sustainable Development Goals and the DCAS policy objectives, Colombia set out to apply a comprehensive measure to track the quality of early childhood education programs that would inform pedagogical, programmatic, and policy strategies. Our study describes the process whereby key stakeholders selected, adapted, validated, and applied the Measuring Early Learning Quality and Out

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Purnawati, Laily. "Impact of Online Learning Policy for Early Childhood Character Building in Tulungagung District." Proceedings of the International Seminar on Business, Education and Science 1 (October 18, 2022): 189–98. http://dx.doi.org/10.29407/int.v1i1.2607.

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The government's quick action in dealing with the COVID-19 pandemic in education, especially in early childhood, will significantly impact the nation's next generation. The success of character education in early childhood is the foundation for the formation of the character of the life of the government and state. Changes in learning from face to face to online certainly impact the construction of the character of early childhood. The impact will be used as an evaluation of the policies needed by the community in the future. Qualitative methods were used, and data were collected through inter

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Agbevivi, Shine Lillian Gifty. "Early Graders’ Learning in Mother Tongue: Parents and Teachers’ Perspectives." European Journal of English Language and Literature Studies 10, no. 8 (2022): 1–21. http://dx.doi.org/10.37745/ejells.2013/vol10n8121.

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Comprehending the learning process in bilingual situations mostly depends on how the general public perceives the status of local and national languages. As such, considering the Ghanaian language policy which requires that both the English language and learner's mother tongue (MT) be taught as subjects in the classroom and employed as medium of teaching at various levels of the educational ladder, this study explored the perceptions of parents and teachers on the use of MT medium of instruction (MOI) in early childhood education (ECE). Using pragmatist paradigm, the mixed method approach and

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Utama, Windi Wulandari Iman, Wardani Rahayu, and Hapidin. "Analysis of the Use of Learning Media in Early Childhood Education." Scientia 2, no. 2 (2023): 150–56. http://dx.doi.org/10.51773/sssh.v2i2.245.

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A policy countermeasures disaster is something product of a series of complex considerations related to various aspects. Policy countermeasures for disasters are made based on conditions that Indonesia has a risk tall to disaster nature consider vulnerability; children fall victim to a disaster nature. Therefore a need exists to introduce and understand early disasters for children's own stock knowledge and understand the potency of disaster nature can just happen in the environment. Unit education for children aged early requires: 1 ) Specific policies related to education disasters for child

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Qin, Yiming. "China’s Approaches Fighting against Covid-19: Online Learning for Students." Beijing International Review of Education 3, no. 1 (2021): 108–12. http://dx.doi.org/10.1163/25902539-03010008.

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Abstract In early 2020, almost all schools were closed in China due to the Covid-19 pandemic. This article offers a snapshot of China’s improvisational approaches of online learning adopted shortly after the outbreak of Covid-19 in the early 2020 with a system-wide policy of “No Lesson Suspended”. It captures three major approaches of online learning in the context of such a policy. It is also concluded that online learning has resulted in varied outcomes for students, teachers and parents, which play profound and multidimensional roles in educational equality and quality. Additionally, severa

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Jadhav, Manisha Shashank, and Dr. Prabha Rastogi. "Benefits of the National Education Policy (NEP) 2020." International Journal of Advance and Applied Research 6, no. 20 (2025): 6–7. https://doi.org/10.5281/zenodo.15347567.

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<strong>Abstract:</strong>         The National Education Policy (NEP) 2020 is a transformative framework aimed at reshaping India's education landscape. It emphasizes holistic and multidisciplinary education, skill development, and equitable access for all learners. NEP 2020 focuses on fostering critical thinking, creativity, and innovation while integrating technology into learning processes. This paper examines the benefits of NEP 2020 across various dimensions, including early childhood education, school education, and higher education. Key advantage

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Francis, Norbert. "Democratic language policy for multilingual educational systems." Language Problems and Language Planning 29, no. 3 (2005): 211–30. http://dx.doi.org/10.1075/lplp.29.3.02fra.

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This article outlines a proposal for evaluating educational policy and planning for multilingual school systems. Often, debates on language policy in education suffer from a restricted perspective that elevates socio-political considerations above all others. Assigning secondary importance to language learning constraints and developmental principles of second language learning renders the discussion incomplete and incoherent. Bilingual instructional models need to be based on current research findings that prioritize both an early introduction of content-based second language instruction (imm

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Mitchell, Rosamond, and Florence Myles. "Learning French in the UK setting." Apples - Journal of Applied Language Studies 13, no. 1 (2019): 69–93. http://dx.doi.org/10.17011/apples/urn.201903011690.

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Due to the contemporary dominance of English as global lingua franca, all other “foreign languages” face a number of challenges in formal education. This paper describes the recent evolution of policy and practice regarding foreign language education in England, with a particular focus on early language learning. Evidence from a classroom study of French as foreign language is used to illustrate primary school instructional practices and children’s engagement in this setting, and their learning outcomes. Conclusions are drawn concerning sustainable approaches to the teaching of languages other

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Pérez, David M. Callejo, and Allison Swan Dagen. "School Readiness: A Policy Examination of Teaching and Learning for Early Childhood Education." Childhood Education 86, no. 1 (2009): 35–39. http://dx.doi.org/10.1080/00094056.2009.10523108.

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Chandra, Reetu. "Foundational Learning: Unearthing Key Issues and Redressal." International Journal of Education 16, no. 1 (2024): 71. http://dx.doi.org/10.5296/ije.v16i1.22089.

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The National Education Policy 2020 in India recognizes the importance of investing in the early years which is the most important indicator of productive and efficient human capital a country must ensure. The policy thus, obligates strong investment in foundational learning with a special focus on the attainment of foundational literacy and numeracy skills among children in their early years. For this, policy lays a roadmap for academic and systemic reforms in mission mode for better planning, designing, and implementation of interventions for foundational learning. Accordingly, the NIPUN Bhar

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Nur Atika, Aisyah, Khutobah, Misno, Haidor, Lutfi Ariefianto, and Syarifudin. "Early Childhood Learning Quality in Pandalungan Community." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (2019): 296–309. http://dx.doi.org/10.21009/jpud.132.07.

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The challenge for rural communities to provide quality education for early childhood in Indonesia is difficult. National politics, policies, and economic and cultural conditions affect the Early Childhood Education system, and Indonesia is a large multicultural country, so, even the quality of education is difficult. This study aims to look at the quality of children's education in Pandalungan. Using qualitative methods with ethnographic design, data collection techniques using interviews, observation, and documentation. The results showed that educational institutions for children in urban ar

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OKEWOLE, Johnson Oludele, and Titilope Opeyemi AJIBADE. "Assessment of Implementation of National Policy on Education (2013) in Early Childhood Education in Osun State." International Journal of Research and Innovation in Social Science VIII, no. III (2024): 477–91. http://dx.doi.org/10.47772/ijriss.2024.803035.

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This article assessed the availability of teaching and learning facilities in Early Childhood Education centres in Osun State; It also determined the extent to which the available teaching and learning facilities are being utilized in Early Childhood Education centres in the study area; It further examined the various method of teaching in Early Childhood Education centres in the study area. The descriptive survey research design was adopted for this study. The sample of the study comprised 120 teachers which were randomly selected from ten (10) schools from each of the local government areas

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Mim, Mithila Akter, M. R. Khatun, Muhammad Minoar Hossain, Wahidur Rahman, and Arslan Munir. "Exploring Early Learning Challenges in Children Utilizing Statistical and Explainable Machine Learning." Algorithms 18, no. 1 (2025): 20. https://doi.org/10.3390/a18010020.

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To mitigate future educational challenges, the early childhood period is critical for cognitive development, so understanding the factors influencing child learning abilities is essential. This study investigates the impact of parenting techniques, sociodemographic characteristics, and health conditions on the learning abilities of children under five years old. Our primary goal is to explore the key factors that influence children’s learning abilities. For our study, we utilized the 2019 Multiple Indicator Cluster Surveys (MICS) dataset in Bangladesh. Using statistical analysis, we identified

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Morelle, Magali, Raphaël Remonnay, Philippe Giraud, and Marie-Odile Carrère. "Analyzing multiple learning effects in health care using multilevel modeling: Application to radiotherapy at an early stage of innovation." International Journal of Technology Assessment in Health Care 25, no. 02 (2009): 232–39. http://dx.doi.org/10.1017/s0266462309090291.

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Objectives:Learning effects may have considerable influence on the performance of new health technologies, thereby on cost-effectiveness and ultimately on resource allocation. In the area of radiotherapy, equipment is becoming increasingly costly and the analysis of learning effects is complex given that sequential treatments are necessary, with multiple sessions for each patient. Our study aimed at analyzing learning effects in radiotherapy at an early stage of innovation.Methods:We used multilevel analysis to separate out the different learning effects of the new technique. Statistical analy

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P.D. Subhash. "Early Childhood Play: A Medium for Holistic Development." RESEARCH REVIEW International Journal of Multidisciplinary 7, no. 2 (2022): 107–10. http://dx.doi.org/10.31305/rrijm.2022.v07.i02.018.

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Understanding the importance of play in the overall development of children, the recent policy decisions and Pre-School Curriculum developed by NCERT recommend play based learning during the period. The author recommends for using play themes and play materials from immediate socio-cultural environment in our pre-schools for the optimum development of children.

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