Thematische Bibliographien / 330110 Early childhood education

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Auswahl der wissenschaftlichen Literatur zum Thema „330110 Early childhood education“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "330110 Early childhood education"

Bowman, Barbara. „Early Childhood Education“. Review of Research in Education 19 (1993): 101. http://dx.doi.org/10.2307/1167341.

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Peter Robinson, W. „Early childhood education“. International Journal of Educational Research 29, Nr. 1 (März 1998): 7–24. http://dx.doi.org/10.1016/s0883-0355(98)00010-x.

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Gottesman, Peter. „Early Childhood Education“. Teachers College Record 106, Nr. 2 (Februar 2004): 267–70. http://dx.doi.org/10.1111/j.1467-9620.2004.00335.x.

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de Groot KIM, Sonja, Megan Wereley, David Kuschner und Marilyn Atherley. „Early Childhood Education“. Teachers College Record 106, Nr. 5 (Mai 2004): 922–34. http://dx.doi.org/10.1111/j.1467-9620.2004.00364.x.

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&NA;, &NA;. „EARLY CHILDHOOD EDUCATION“. Journal of Developmental & Behavioral Pediatrics 18, Nr. 6 (Dezember 1997): 432. http://dx.doi.org/10.1097/00004703-199712000-00021.

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Konrad, Franz-Michael. „Early Childhood Education“. History of Education Quarterly 49, Nr. 2 (Mai 2009): 238–40. http://dx.doi.org/10.1111/j.1748-5959.2009.00200.x.

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As a historian of early childhood education in German-speaking Europe, I am struck by the outstanding role that Friedrich Froebel, or rather his ideas, played in all the countries described in the six essays. This is not really new since even the first historiographic articles in German-speaking countries already pointed out Froebel's role internationally. The worldwide spread of Froebel's educational teachings remains the subject of German research to this day. And yet it is still so remarkable to see how Froebel's philosophy of education—which had its origins in the spirit of romanticism and which seems strange even to German audiences—has succeeded in establishing itself in different cultures and for different reasons. Just think of Italy in the second half of the nineteenth century (James C. Albisetti), of post-revolutionary Russia ruled by the Bolsheviks (Yordanka Valkanova), of Great Britain, France, and the United States. Even in Asian countries we can find evidence of Froebel's influence, for example, in Korea and in Japan (on Japan, Kathleen Uno). In spite of the differences between these countries and their cultures, Froebel's pedagogy has succeeded in playing an influential role in all of them. Extant institutions for the care and education of preschool children developed into modern kindergartens under the influence of Froebel's teachings. In the end it was always about making it possible for young children to learn and, at the same time, taking into account the very special way learning occurs in these early years as an active, action-based and almost effortless kind of learning. Froebel found an answer to this problem. With his gifts he gave the answer in a simple and yet brilliant manner which was, despite its origins in German idealism, apparently unrelated to culture.

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Su-Min, Ryu, Lee Ha-Jeong und Han An-Na. „Early Childhood Education Teachers’ Metaphors on Early Childhood Special Education“. Korean Society for Child Education 24, Nr. 2 (25.05.2015): 169–88. http://dx.doi.org/10.17643/kjce.2015.24.2.10.

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Bredekamp, Sue. „The Relationship Between Early Childhood Education and Early Childhood Special Education“. Topics in Early Childhood Special Education 13, Nr. 3 (Juli 1993): 258–73. http://dx.doi.org/10.1177/027112149301300305.

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Currie, Janet. „Early Childhood Education Programs“. Journal of Economic Perspectives 15, Nr. 2 (01.05.2001): 213–38. http://dx.doi.org/10.1257/jep.15.2.213.

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This paper discusses early childhood education programs: their goals; effectiveness; optimal timing, targeting, and content; and costs and benefits. Early intervention has significant short- and medium-term benefits: most notably it reduces grade repetition and special education costs, and provides quality child care. The effects are greatest for more disadvantaged children. Some model programs have produced exciting improvements in educational attainment and earnings and have reduced welfare dependency and crime. The jury is still out on the long-term effects of Head Start, but Head Start would pay for itself if it produced a quarter of the long-term gains of model programs.

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Blaise, Mindy. „Contextualising early Childhood Education“. Australasian Journal of Early Childhood 31, Nr. 3 (September 2006): ii. http://dx.doi.org/10.1177/183693910603100301.

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Dissertationen zum Thema "330110 Early childhood education"

McKenzie, Patricia Jay. „Early childhood : special education“. Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26874.

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This study examines the growth and development of a program for the preparation of special education teachers in Early Childhood Education, Following an overview of historical perspectives in Early Childhood and Special Education, including international influences, models which would aid in the development of such a program are discussed. The Provincial Child Care Facilities Licensing Board and the Ministry of Education, of British Columbia expressed a wish for the development of post-basic special education programs in Early Childhood Education and their willingness to fund several programs in the province. Their critieria and support is included in a description of the development, implementation and evaluation of the Early Childhood: Special Education Program at Vancouver Community College? Langara Campus. The purpose of this study is, therefore, to provide information on the development of such a program and to examine the needs and possible future directions of teacher preparation in special education for Early Childhood Education.
Education, Faculty of
Graduate

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Gulmez-dag, Gulcin. „Effectiveness Of Early Childhood Teacher Education Programs: Perceptions Of Early Childhood Teachers“. Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614473/index.pdf.

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The purpose of this research study is to identify teachers&rsquo
perceptions on the effectiveness of their teacher education programs in supporting their professional practices. The data to the study were gathered through semi-structured interviews with 17 in-service teachers working in public early childhood institutions in Ankara. The data were analyzed through the emerging codes and themes shaped by the research questions. The results indicated that the 1998 program the study intended to investigate was found to be relatively satisfying in terms of developing professional teach ing competencies. The major weakness was reported to be theory-oriented structure which did not allow for ample practice opportunities both in the courses and in the field experiences. Moreover, due to the infancy ages of the field, the contents of courses offered were perceived to be in line with the essentials of primary and elementary level which contradicts the necessities of early childhood teaching. The findings were further discussed and interpreted.

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Akdag, Zeynep. „Beginning Early Childhood Education Teachers“. Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615312/index.pdf.

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The aim of this study was to scrutinize perceptions, expectations and concerns of pre-service early childhood education (ECE) teachers before they start their careers and their challenges in their first year as they became beginning teachers. This study also focused on documenting public school contexts where beginning teachers have been either supported and given the opportunity to develop as successful teachers or discouraged and left alone with the challenges in their first year of teaching. In order to investigate this phenomenon, 16 pre-service early childhood education teachers studying at the same teacher education program were interviewed about their perceptions, expectations and concerns on their future profession immediately before their graduation. Participating teachers started to teach in public schools at different cities after their graduation. They were interviewed at the end of the first and the second semester they taught about their experiences and difficulties, and positive aspects of working in public schools. Moustakas&rsquo
s phenomenological analysis was utilized to analyze data from interviews in which beginning teachers reflected on their experiences in teacher education program and of being new teachers in public school context in Turkey. Findings have revealed that pre-service teachers were aware of many difficulties in public schools and ready to contend with those difficulties, yet some of the challenges they faced were beyond their initial anticipation. All those challenges were originated from teacher education program, Ministry of National Education&rsquo
s system itself, and local condition where beginning teachers were appointed. Suggestions for teacher education programs, Ministry of National Education, and administrators were proposed.

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Fox, James J., John Wheeler, Pamela J. Mims, Cathy Galyon Keramidas, Kimberly D. Hale und M. Michaels. „Issues in Early Childhood/Early Childhood Special Education: Questions, Answers, & Discussion Forum“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/212.

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Keramidas, Cathy Galyon. „Assessment in Early Childhood“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4157.

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Morris, Joanne B. „Reflective thinking in early childhood education“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ55529.pdf.

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Ryan, Deborah M. „Parent involvement in early childhood education“. Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998ryand.pdf.

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Anick, Jill A. „'Education as democracy' in early childhood /“. Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/3728.

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Evans, Katherine Louise. „Deconstructing 'readiness' in early childhood education“. Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/27258.

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In the context of early childhood education, in England and internationally, ideas and practices of ‘readiness’ have been of interest within research, policy and practice for some time. Much critical research, scholarship and activism has focused on exploring developmental aspects of this phenomenon arguing for: more ‘appropriate’ standards of ‘readiness’ against which to judge children’s learning and development; closer relationships between schools, preschools and communities that produce culturally responsive concepts of ‘readiness’; and the critical examination of the relationship between early childhood and compulsory school education. Within this body of work there is significant emphasis on developing and articulating alternative ideas and approaches that can unsettle dominant, normalizing practices of teaching and learning. Within these critical explorations of ‘readiness’ however, there is an avenue of scholarship that, seemingly, is as yet unexplored – one that addresses the concept of ‘readiness’ itself and asks how it may be possible to conceptualize ‘readiness’ in a way that is consistent with, and responsive to, complex processes of teaching and learning. This is not just a shift in practice, or in policy narratives, but is an ontological and epistemological change – a reconceptualization of ‘readiness’ that takes as its starting point a fundamental assumption of the positive and productive force of difference, in learning and in life. This thesis explores the ontological and epistemological shifts required to move away from ideas of ‘readiness’ that attach progression to a mechanistically linear movement. It develops and articulates an approach that embraces the emergent and unpredictable nature of learning, from which a concept of ‘readiness’ emerges which works with open, non-linear and emergent dimensions of education as necessary aspects of the complex systems within which we work. The thesis works with the concept of a ‘diffractive methodology’, exploring the concept of ‘readiness’ through ideas and theories drawn from complexity theory, from the immanent philosophy of Deleuze, and Deleuze and Guattari, and through onto-epistemological ideas of materiality and the entanglement of matter and meaning explored in particular by Barad. Methodologically, this study works within the space opened up by recent developments within ‘post-qualitative’ approaches to research. Working with concepts of ‘sensation’ and ‘affect’ it engages critically with often taken for granted concepts and practices such as: assumptions concerning empirical/theoretical research; ideas of ‘data collection’ and ‘data analysis’; and the production of knowledge in and through experience. Deleuzian philosophy (among other influences) is approached in this methodological context as an open system, as opposed to a totalizing structure. Concepts including ‘sensation’ and ‘affect’ are approached as potentialities, the methodological value of which is affirmed through the ways in which they have been productively put to work in the context of this study in order to produce spaces in which it is possible to think and act in ways that challenge conventional structures. What is developed in this thesis is a concept of ‘readiness’ as an ‘active-affective-ethical-relation’, as opposed to a fixed and normalizing identity. It is argued that, through this reconceptualization of ‘readiness’ as a central concept within early childhood education, other taken for granted concepts are unsettled, in particular ideas and practices of assessment. In exploring these concepts, the original ideas produced within this thesis, in relation to both early childhood education and research methodology, aim to contribute to the creation of more ethical and inclusive spaces of early childhood education and educational research.

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Kull, William Anthony. „Insulating effects of early childhood education“. CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3064.

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The purpose of this study was to ascertain if formal early childhood education was related to the likelihood of later criminal activity. The secondary data analysis within this study did support inferences for four specific crime factors. This study found that preschool attendance lessened the incurrence of future criminal activity in crime categories of total numbers of damage offenses, total numbers of theft offenses, total numbers of damage alone offenses, and total numbers of injury and theft offenses.

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Bücher zum Thema "330110 Early childhood education"

Early childhood education. 4. Aufl. London: Hodder Education, 2011.

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Early childhood education. Los Angeles: SAGE, 2012.

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Ebbeck, Marjory Anne. Early childhood education. Melbourne, Australia: Longman Cheshire, 1991.

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Early childhood education. Westminster, CA: Teacher Created Materials, 1996.

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Siraj-Blatchford, Iram, und Aziza Mayo. Early Childhood Education. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications Ltd, 2012. http://dx.doi.org/10.4135/9781446261439.

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Kelley, Michael F. Restructuring early childhood education. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 1991.

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Early childhood education today. 7. Aufl. Upper Saddle River, N.J: Merrill, 1998.

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Early childhood education today. 9. Aufl. Upper Saddle River, N.J: Merrill/Prentice Hall, 2004.

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Arce, Eve-Marie. Perspectives: Early childhood education. Boulder, Colo: Coursewise, 1999.

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Early childhood education today. 4. Aufl. Columbus: Merrill Pub. Co., 1988.

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Buchteile zum Thema "330110 Early childhood education"

Willan, Jennifer. „Early education“. In Early Childhood Studies, 199–221. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-27402-1_11.

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Nahmad-Williams, Lindy, und Helen Simmons. „Early Education“. In Early Childhood Studies, 308–47. 2nd edition. | Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315561318-10.

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Burke, Robert W. „Early Childhood Education“. In Encyclopedia of Cross-Cultural School Psychology, 397–99. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_145.

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Hauser-Cram, Penny, und Darcy B. Mitchell. „Early childhood education.“ In APA educational psychology handbook, Vol 3: Application to learning and teaching., 3–22. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13275-001.

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Buehler, Kathleen, Kelsie Corriston, Emily Franz, Meredith Holland, Allison Marchesani, Maggie O’Brien und Maria K. McKenna. „Early Childhood Education“. In College Student Voices on Educational Reform, 53–78. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137351845_4.

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Ben-Avie, Michael, Ilene Vogelstein, Roberta Louis Goodman, Eli Schaap und Pat Bidol-Padva. „Early Childhood Education“. In International Handbooks of Religion and Education, 749–65. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0354-4_42.

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Chalmel, Loïc. „Early Childhood Education“. In Governing Children, Families, and Education, 133–47. New York: Palgrave Macmillan US, 2003. http://dx.doi.org/10.1007/978-1-137-08023-3_6.

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Stover, Sue. „Early Childhood Education“. In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_88-1.

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Kaplan, Sandra N. „Early Childhood Education“. In Differentiated Curriculum and Instruction for Advanced and Gifted Learners, 50–62. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003111443-3.

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Ross, Alan. „Schools and education“. In Early Modern Childhood, 94–118. New York : Routledge, 2019. | Series: Early modern themes: Routledge, 2019. http://dx.doi.org/10.4324/9781315177380-6.

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Konferenzberichte zum Thema "330110 Early childhood education"

Ayuningrum, Desy, und Nopiana Nopiana. „Early Childhood Education Management“. In The First International Conference On Islamic Development Studies 2019, ICIDS 2019, 10 September 2019, Bandar Lampung, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.10-9-2019.2289375.

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Jatmiko, Cahyo Dwi, Yasir Arafat und Dessy Wardiah. „Managing Early Childhood Education“. In International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.016.

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Waluyo, Edi, und Dr Diana. „Early Childhood Education Standard: Towards Euality Early Childhood Education Services in Indonesia“. In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.78.

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Kim, Kyung-chul, Seong-joo Lee und Jin-young Go. „Recognition for Early Childhood Software Education in Early Childhood Teachers“. In Advanced Science and Technology 2018. Science & Engineering Research Support soCiety, 2018. http://dx.doi.org/10.14257/astl.2018.150.67.

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Clipa, Otilia. „Early Childhood Education – Parents’ Perceptions“. In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.210.

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Nikawanti, Gia. „Multicultural Education for Early Childhood“. In 3rd International Conference on Early Childhood Education (ICECE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icece-16.2017.40.

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Ulfah, Fitria, Hani Yulindrasari und Vina Adriany. „Democracy and Early Childhood Education“. In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007036500930096.

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Ismet, Syahrul. „Sex Education for Early Childhood“. In International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.15.

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Rini, Ratu Yustika, und Sri Margorini. „Jarimatika Implementation in Early Childhood“. In 4th Asian Education Symposium (AES 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200513.076.

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Ramesh, Vyshnavi Malathi. „Spatial abilities in early childhood“. In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658655.

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Berichte der Organisationen zum Thema "330110 Early childhood education"

Elango, Sneha, Jorge Luis García, James Heckman und Andrés Hojman. Early Childhood Education. Cambridge, MA: National Bureau of Economic Research, November 2015. http://dx.doi.org/10.3386/w21766.

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García, Jorge Luis, und James Heckman. Early Childhood Education and Life-cycle Health. Cambridge, MA: National Bureau of Economic Research, März 2020. http://dx.doi.org/10.3386/w26880.

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Carson, Jessica. Working Families’ Access to Early Childhood Education. University of New Hampshire Libraries, 2018. http://dx.doi.org/10.34051/p/2020.335.

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Tupper, Gail. Assessment: Authentic Strategies for Early Childhood Education. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.6449.

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Tofaris, Elizabeth, und Asadul Islam. Improving Early Childhood Education in Rural Bangladesh. REAL Centre, University of Cambridge and The Impact Initiative, August 2020. http://dx.doi.org/10.35648/20.500.12413/11781/ii351.

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García, Jorge Luis, Frederik Bennhoff, Duncan Ermini Leaf und James Heckman. The Dynastic Benefits of Early Childhood Education. Cambridge, MA: National Bureau of Economic Research, Juli 2021. http://dx.doi.org/10.3386/w29004.

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Bassok, Daphna, Thomas Dee und Scott Latham. The Effects of Accountability Incentives in Early Childhood Education. Cambridge, MA: National Bureau of Economic Research, September 2017. http://dx.doi.org/10.3386/w23859.

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Kearney, Melissa, und Phillip Levine. Early Childhood Education by MOOC: Lessons from Sesame Street. Cambridge, MA: National Bureau of Economic Research, Juni 2015. http://dx.doi.org/10.3386/w21229.

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Thompson, Deborah. Portfolios as developmentally appropriate assessment in early childhood education. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.6176.

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Pappas, Dolores. Early childhood education and compensatory education in the Portland, Oregon, Public Schools, 1965-1984. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.5298.

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