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Dissertationen zum Thema „330110 Early childhood education“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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

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9

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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10

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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Evanshen, Pamela, Rebecca Isbell und C. Willis. „ETSU’s Doctorate in Early Childhood“. Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/4387.

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12

Gallard, Diahann. „Anthrozoology in early childhood education : a multiphase mixed methods study of animal-related education in early childhood“. Thesis, Liverpool John Moores University, 2015. http://researchonline.ljmu.ac.uk/4494/.

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This study is about the features of educational experience in early childhood linked to animals, with a particular emphasis on the role and perspectives of early education practitioners (EEPs) in England. It includes a consideration of the influences of the earlier scholars and philosophers and a shift in pedagogy and methods for young children’s education; about animals, with animals and ‘as nature’. The study ‘maps’ the status of animal-related education in early childhood and it notes a decline in animal-assisted learning which has occurred as an outcome of particular political activities, legislation, and other factors. The research is both exploratory and confirmatory and utilised a mixed methods bricolage as a methodology, method and philosophy. There are three phases of research; an evaluation of the status of animal-assisted and animal-related learning in early childhood education, an inquiry into the attitudes and perspectives of early education practitioners and the development and piloting of a framework to support early education practitioners for animal-related education. The action-oriented final phase includes the piloting of an ‘Animal Aware School’ scheme and a number of dissemination activities and these are evaluated. An outcome of the research is the identification of the association between animal-related education and the global agenda for a Sustainable Future (SF) and the emergence of the notion of ‘noticing animals’. The findings of this thesis make an original contribution to knowledge in the field in three ways; 1) There has been a collection of new data – predominantly the perspectives of early education practitioners about animal-related education in early childhood – and a first systematic review of relevant texts and discourse, 2) This is a first inquiry at the intersection of the anthrozoology, early childhood education and psychology fields of study about animal-related education in early childhood, and 3) There has been the creation of a new term ‘Early Childhood Educational Anthrozoology’ which has not been in usage before and will help with future discourse.

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13

Jung, Myoungwhon. „Professional development in early childhood mathematics examining professional growth in two early childhood teachers through collaboration /“. [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215198.

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Thesis (Ph.D.)--Indiana University, School of Education, 2006.
Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1216. Adviser: Mary B. McMullen. "Title from dissertation home page (viewed May 14, 2007)."

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Lirette, Patricia R. „Barriers to education in early childhood development“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0001/MQ59757.pdf.

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15

Harris, Martha Jane 1949. „Leadership preparation in early childhood special education“. Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282490.

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First, a description of the Early Childhood Special Education (ECSE) field is developed through: an historical overview, a discussion of the unique features of the ECSE field, and a review of ECSE leadership preparation. Secondly, this study expands the currently limited knowledge base about ECSE leadership preparation. Based on data collected across the United States for the 1995-1996 and 1996-1997 school years, this dissertation identified IHEs that offered doctoral preparation in ECSE, described the characteristics and components of ECSE doctoral preparation, described ECSE faculty and doctoral students, and identified trends. Qualitative data revealed that IHEs characterized their doctoral programs as committed to promoting quality services to infants and young children with disabilities and their families and to producing interdisciplinary leaders. Data was presented to describe program characteristics, required components, curriculum opportunities, and implementation of interdisciplinary focus. Evidence was presented that confirmed strong structural supports for an interdisciplinary focus. Varied interdisciplinary curriculum opportunities included ECSE course work, internships, and research options. IHEs were found to have relatively stable faculties and student enrollments. ECSE leadership preparation appeared to be both established and dynamic in its responsiveness to the rapid changes in the field. A major finding of this study was that there were few descriptions of the standards or competencies used for ECSE leadership preparation. The major recommendations included: establishing a national comprehensive database system, a joint effort to conceptualize ECSE leadership and develop strategies to promote ECSE leadership preparation, and, specific research topics to address the information needs of ECSE leadership preparation. Finally, initial guidelines for developing ECSE leadership preparation programs were presented.

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16

Jeffries, Kendall. „Increasing Parental Involvement in Early Childhood Education“. Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4340.

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Parental involvement during preschool has been linked with stronger pre-literacy skills, acquisition of mathematical skills, well-developed social skills, and positive attitudes toward school (Arnold, Zeljo, Doctoroff, & Ortiff, 2008; Powell, Son, File, & San Juan, 2010). Parents' active involvement in their children's learning is a recommended strategy in engaging families in children's education experiences (Henderson & Mapp, 2002). The purpose of the current study was to measure the impact of parents' active participation in a parent-directed early literacy intervention on parental home-based involvement, school-based involvement, and home-school conferencing among Head Start parents and their preschool-aged children. The study used a quantitative research design, in which preschool children and their parents were randomly assigned to an intervention or control group to assess later levels of parental involvement as a result of the intervention across three time points. This relationship was also examined in the context of parents' prior experience with their children's preschool education. Following implementation of the intervention, average levels of Home-Based Involvement increased among parents in the intervention group. Assigning Head Start parents an active role in developing their preschoolers' pre-literacy skills may be an effective strategy to increase home-based parental involvement activities.

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17

Little, Jennifer Leslie. „Early childhood education : perceptions, problems and possibilities“. Thesis, University of Nottingham, 1997. http://eprints.nottingham.ac.uk/13949/.

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This thesis attempts to provide evidence, based in historical and contemporary research, of the importance of early years education, not only in terms of academic achievement, but of social outcomes as well; to examine the perceptions of teachers in relationship to societal influences and the effects of such on the changing educational needs of the child; and to suggest possible elements for high quality programme development in the early years. Section I attempts to set in context certain apparent key influences on the growth and development of early childhood education. Whilst the main focus of the thesis is a comparison of Britain and Canada, Section I also provides an international context by examining early years programmes in several other countries. Section II addresses the critical nature of familial and community environments with respect to parents' initial involvement as their children's first teachers and their continued involvement in a partnership with schools. This section also discusses the importance of early intervention for children 'at risk' in the context of its broad benefits to society. Section III deals with the methodology and data analysis of a survey of teachers in Britain and Canada. The survey, complemented by interviews with several of the respondents, was designed to gather perceptions and reflections from teachers. Section IV identifies features of successful early childhood programs in terms of what appears to work according to current research and the perceptions of teachers. In addition, it provides illustrations of selected programmes in Canada and Britain that have incorporated many of these features. Since societal changes identified in the thesis are urging educators and policy makers to re-examine their approach to early years provision, the last section suggests elements necessary for high quality early education programmes that will provide opportunities to maximise the individual potential of all children.

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18

Bassok, Daphna. „Three essays on early childhood education policy /“. May be available electronically:, 2009. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.

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19

Johnson, Michelle E. „Gardening in the Early Childhood Education Setting“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/8545.

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20

Tupper, Gail Ann Hathaway. „Assessment: Authentic Strategies for Early Childhood Education“. PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4565.

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This thesis explores the relationship between assessment techniques and reporting procedures in early childhood settings. Discrepancies between curriculum being presented and skills and progress being reported are examined. The curriculum used in this study is Portland Public Schools' Piaget Curriculum, which stresses active, scientific problem solving for children 4 to 6 years old. A variety of assessment, observation, recording and reporting tools are suggested, implemented and critiqued. Creation of a portfolio to store and showcase these items is suggested and explained. The important role of parents and families in the assessment process is studied. Strategies for involving parents at all stages of implementation are included and field tested. The result is a unique, lively, complete look at the teacher's efforts to use authentic assessment strategies which honestly match the curriculum unfolding in the classroom.

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Green, Shannon Susan. „PRESCHOOL TEACHERS' EARLY PERCEPTIONS OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN EARLY CHILDHOOD EDUCATION“. OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1210.

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This study explored five preschool teachers' perceptions about Education for Sustainable Development (ESD) in Early Childhood Education (ECE). Participating teachers provided a wide range of responses about ESD and its related subthemes. The findings of this study show that the participating teachers indicated a willingness to reflect on the principles of sustainable development, a commitment to developmentally appropriate practice, a value for participatory and problem-based curriculum, and appreciation for the benefits of community engagement. Teachers also expressed values of fairness and equality, and being open, honest, and matter-of-fact with children. Teachers were new to the ideas of interdependence, social justice, human rights, and economics education in ECE. The teachers expressed concerns about the inclusion of issues that they considered too complex for children, too personal, or potentially offensive. These findings can inform ideas for beginning professional development and further study for ESD in ECE.

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Alasimi, Amal A. „Saudi Early Childhood Teachers' Attitudes About The Use Of Technology In Early Childhood Classrooms“. Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1542321673302025.

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23

Blatter, Patricia Joy. „Early childhood educators' perceptions regarding training needs /“. The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu148758824982369.

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24

Evanshen, Pamela, und Tyler Cook. „Readiness: What Early Childhood Educators Need to Know“. Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/4398.

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25

Evanshen, Pamela A., E. Edokhamhan, P. Mensah-Bonsu, O. Olubowale, F. Rubayii und S. Alkaabi. „Early Childhood Leadership: Good Leaders, Bad Leaders, How Best to Lead!“ Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6013.

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Billheimer, Bradley Carroll. „Perceived Teacher Self-Efficacy in Early Childhood Settings: Differences between Early Childhood and Elementary Education Candidates“. Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2200.

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This study examined the degree of perceived teacher self-efficacy between early childhood preservice teachers and elementary education pre-service teachers. There were 88 participants: 44 elementary education pre-service teachers and 40 early childhood pre-service teachers. Participants were mostly white, female pre-service teachers enrolled at East Tennessee State University. Using Bandura's 30-item "Teacher Self-Efficacy Scale" pre-service teachers rated their perceived self-efficacy on 7 subscales: decision-making, influence on school resources, instructional efficacy, disciplinary efficacy, enlisting parent involvement, enlisting community involvement, and creating a positive school climate. Significant differences were found between groups for 3 of the 7 subscales. Early childhood education pre-service teachers reflected higher levels of efficacy in influencing decision making, t(86)=3.36, p<.001; enlisting parental involvement, t(86)= 2.14, p < .05; and creating a positive school climate, t(86) = 3.01, p < .01. No significant differences between groups were found in overall perceived teacher self-efficacy, t(86)=1.44, n.s.

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Storey, Syretha Orr. „Teacher questioning to improve early childhood reasoning“. Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280569.

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Despite the more than 300 questions teachers ask on a daily basis, research indicates that teachers in elementary, secondary and post-secondary classrooms do not understand the power and potential of questions to advance student reasoning. It has been found that when teachers are taught to ask higher-level, open-ended, instructional questions, opportunities for student reasoning increases. However, there has been little research on the use of questions to advance reasoning in early childhood education. This research sought to determine the generalizability of available research on teacher questioning and reasoning to early childhood settings. Further, this research examined the effectiveness of a workshop developed by the researcher to teach teachers about the power and potential of questions. A quantitative examination of early childhood teachers' questioning techniques revealed that early childhood teachers' questioning techniques are similar to that of teachers in other settings. They were found to ask primarily lower-level, closed-ended and diagnostic questions. After participation in a workshop developed to improve the teachers' questioning techniques, the participants were found to ask more of the types of questions that advance reasoning.

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Bland, C., und Cathy Galyon Keramidas. „Effective Teaching for Inclusive Early Childhood Classrooms“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/523.

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Zippie, Kimberly Justham Zippie. „The Early Learning Harvest: The Relationship between Teacher Educational Levels and Child Outcomes“. Youngstown State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1464378368.

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Zhulamanova, Ilfa. „EARLY CHILDHOOD EDUCATION PRESERVICE TEACHERS’ PERCEPTIONS ON PLAY“. Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1563193941118516.

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Guariglia, Dana Gemma. „Inclusion in the early childhood years /“. Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_guari_inclu.pdf.

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Evanshen, Pamela, und L. Phillips. „Environments That Work!“ Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/4395.

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Evanshen, Pamela, und B. Clark. „Maximizing Early Childhood Practices by Incorporating Constructivist Principles in an Elementary School“. Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/4465.

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In most public schools, children begin school in kindergarten. Recently, many school systems have begun to implement programs for preschoolers, ages three and four. Georgia introduced the first statewide universal pre-K program in 1995 which offers all 4 year old children free preschool. New York, Oklahoma and Florida have followed (Barnett & Hustedt, 2003). Tennessee recently passed a bill to use $25 million of lottery money to fund preschool for children considered "at risk" ("Latest Pre-Kindergarten News," n.d.). The substantial amount of research involving brain development has stressed the importance of quality experiences in the early years of life (birth-8 years). Why not house these programs along with childcare in a public school? And, better yet, why not design a program and building for children six weeks through II years of age (traditional grade five age) which is based upon early childhood practices and incorporates constructivist principles? That is exactly what educators in a small, diversified school district in Northeast Tennessee did when the system committed to creating a "21st Century" elementary school.

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Andersson, Karin. „A holistic approach to early childhood education : An exploratory study of a holistic approach to early childhood education in India“. Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29827.

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The purpose of this study is to explore the idea and method of holistic education and if traces of these can be found in four preschool teachers’ statements about their practices in two private preschools located in the state of Tamil Nadu in India. Working holistically is something which UNESCO (Marope & Kaga, 2015) recommends when it comes to early childhood care and education. In a developing country like India primary education is important to growth and development. It is one of the main sustainable development goals and early childhood education is considered a means to reach this goal. This study aims to provide some insight into what a holistic approach to early childhood education can entail. In this study I have explored literature to gain a theoretical knowledge of the idea and working methods of holistic education through a literature review. I then conducted a qualitative interview study where I traced the ideas and methods found in the literature in four preschool teachers’ statements about their practices to gain an understanding of what ideas and methods found in a preschool setting can be considered to lead to holistic outcomes. The results show that the idea and methods of holistic education, as I understand it through the literature review, were evident in the teachers’ statements to various extent, and that that inclusion, balance and connections lead to holistic education. Even though the teachers do not explicitly work with holistic education as Miller (2007, 2010) describes it, this study found that the practices of the teachers, as described by them, promote similar ideas and the same methods could be found. This study can provide a concrete understanding of what a holistic approach to early childhood education can and should involve.

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Sharp, L. Kathryn. „Examining the Precepts of Early Childhood Education: The Basics or the Essence?“ Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4484.

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The purpose of this article is to encourage early childhood educators and the related professional development and research communities to become the leading voices in determining the direction of early childhood education. To support this vital, and complicated transition, this discussion revisits fundamental aspects of what is meant by early childhood education and intends to spark discussion and the direction needed to guide thought and action as nations begin a shift towards more affordable, universal and, most importantly, high-quality early childhood education.

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Evanshen, Pamela. „Ph.D. In Early Childhood Education: Proposed Program Update“. Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/4383.

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Faubion, Donna Elizabeth. „Early childhood special needs 0-5 programming“. CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1298.

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Broderick, Jane Tingle, und Seong Bock Hong. „Planning Inquiry Based Early Childhood Curriculum“. Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/4211.

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Penning, Allise M. „Self-care and Burnout in Early Childhood Educators“. Thesis, Mills College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10807955.

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Previous research indicates that burnout leads to issues such as attrition and poor practitioner health in early childhood education and other helping professions. This study examined self-care as a potential buffering factor against burnout in preschool teachers. Maslach’s three-dimension construct of burnout, trauma stewardship, and the coping reservoir model formed the theoretical foundations for this research. This study used semi-structured, open-ended interviews to collect qualitative data from four preschool teachers at different points in their careers to understand how early childhood educators conceptualize and practice self-care, experience burnout, and perceive the relationship between self-care and well-being. The findings show that preschool teachers experience multiple levels of work-related stress, that several types of factors can increase resilience to stress and burnout, and that self-care is highly complex and dynamic. These results point to the necessity of promoting self-care at the individual and organizational levels, treating self-care as a professional imperative, providing burnout interventions at the individual, organizational, and societal levels, and encouraging teachers to practice self-care in dynamic, adaptive ways to best support their unique needs and situations. The field would benefit from further studies exploring the relationship between self-care and burnout specifically in early childhood education, ways in which organizations can promote self-care practices in employees, and what characteristics or practices exist among teachers who have demonstrated resilience in the face of chronic work-related stressors.

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Bell, Beverly W. „Preschoolers' attitudes toward their respective early childhood programs /“. The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487261553058381.

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Diaz, Raquel Munarriz. „The role of language in early childhood mathematics“. FIU Digital Commons, 2008. http://digitalcommons.fiu.edu/etd/2805.

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Math literacy is imperative to succeed in society. Experience is key for acquiring math literacy. A preschooler’s world is full of mathematical experiences. Children are continually counting, sorting and comparing as they play. As children are engaged in these activities they are using language as a tool to express their mathematical thinking. If teachers are aware of these teachable moments and help children bridge their daily experiences to mathematical concepts, math literacy may be enhanced. This study described the interactions between teachers and preschoolers, determining the extent to which teachers scaffold children’s everyday language into expressions of mathematical concepts. Of primary concern were the teachers’ responsive interactions to children’s expressions of an implicit mathematical utterance made while engaged in block play. The parallel mixed methods research design consisted of two strands. Strand 1 of the study focused on preschoolers’ use of everyday language and the teachers’ responses after a child made a mathematical utterance. Twelve teachers and 60 students were observed and videotaped while engaged in block play. Each teacher worked with five children for 20 minutes, yielding 240 minutes of observation. Interaction analysis was used to deductively analyze the recorded observations and field notes. Using a priori codes for the five mathematical concepts, it was found children produced 2,831 mathematical utterances. Teachers ignored 60% of these utterances and responded to, but did not mediate 30% of them. Only 10% of the mathematical utterances were mediated to a mathematical concept. Strand 2 focused on the teacher’s view of the role of language in early childhood mathematics. The 12 teachers who had been observed as part of the first strand of the study were interviewed. Based on a thematic analysis of these interviews three themes emerged: (a) the importance of a child’s environment, (b) the importance of an education in society, and (c) the role of math in early childhood. Finally, based on a meta-inference of both strands, three themes emerged: (a) teacher conception of math, (b) teacher practice, and (c) teacher sensitivity. Implications based on the findings involve policy, curriculum, and professional development.

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Sharp, L. Kathryn. „Early Literacy Workstations“. Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/4301.

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Coneus, Katja. „Empirical Studies on Early Childhood Education in Germany“. Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2010. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-27220.

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This dissertation considers different aspects of early childhood education in Germany. It aims at providing an empirical contribution to four issues in early childhood education: the development of cognitive and noncognitive skills (chapter 1-3), institutional child care (chapter 4), the intergenerational transmission of a child's health (chapter 5), and the long-term consequences of early noncognitive skills (chapter 6). This is done by using two data sets: First, we use the mother and child data from the German Socio-economic Panel (SOEP) for the years 2003-2008. The mother and child questionnaire, firstly implemented in 2003, contains detailed information on a child's cognitive and noncognitive skills and health, starting from the time of birth. This information on a child's human capital was assessed by the mothers. Second, we exploit a prospective psychological longitudinal panel study on child development from birth until adulthood, the Mannheim Study of Children at Risk (MARS). These data allow us to use more reliable information on a child's cognitive and noncognitive skills from the age of three months on. However, this study is not representative because children at risk are oversampled. Altogether, the different studies suggest that parental investment (economic resources or non-economic resources) in children explain, at least to some extent, the development of cognitive and noncognitive skills as well as the child's health status. Scope for further research is pointed out, particularly related to long-term consequences of cognitive and noncognitive skills acquired during early childhood. A deeper understanding of how skills develop over the life cycle promises to enrich the economic theory and helps to understand the sources as well as the solutions for inequality
Die vorliegende Dissertation untersucht verschiedene Aspekte der frühkindlichen Bildung in Deutschland. Während sich die empirische Bildungsforschung in den letzten Jahren intensiv mit Fragen der institutionellen Bildung beschäftigt hat, weisen aktuell geführte familien- und bildungspolitische Diskussionen und neuere Forschungsstudien zunehmend auf die Bedeutung der frühkindlichen Entwicklungsphase als erste Phase für die Entwicklung und Förderung von Humankapital hin. Die Arbeit nimmt die aktuelle Diskussion zum Anlass, unterschiedliche Aspekte der frühkindlichen Bildung in Deutschland zu untersuchen. Die ersten drei Kapitel dieser Arbeit untersuchen, wie sich Fähigkeiten in der (frühen) Kindheit entwickeln. Dafür wird eine Fähigkeitsproduktionsfunktion zugrunde gelegt und deren zentrale Eigenschaften zu unterschiedlichen Phasen innerhalb der (frühen) Kindheit auf ihre empirische Relevanz hin untersucht. Darüber hinaus ist es möglich, Wirkungen unterschiedlicher Investitionen für die Entwicklung kognitiver und nicht-kognitiver Fähigkeiten innerhalb der ersten Lebensjahre zu beleuchten und geeignete politische Instrumente daraus abzuleiten. Kapitel vier beleuchtet den Aspekt der institutionellen Kinderbetreuung für die frühkindliche Bildung in Westdeutschland. Die zugrundeliegende Überlegung dieses Abschnitts ist die Frage, ob der institutionellen Kinderbetreuung in Deutschland neben seiner Betreuungsfunktion neuerdings auch eine Bildungsfunktion zugesprochen wird. Zahlreiche Studien zeigen, dass die Gesundheit in der frühen Kindheit eine zentrale Rolle für die Gesundheit im Erwachsenenalter spielt, und gleichzeitig den Erwerb von Fähigkeiten in der frühen Kindheit und damit auch für spätere Lebensphasen unmittelbar beeinflusst. Die Rolle der Gesundheit innerhalb in der ersten Lebensjahre wird in Kapitel 5 untersucht. Neben der unumstrittenen Bedeutung kognitiver Fähigkeiten für eine Vielzahl ökonomischer und nicht-ökonomischer Outcomes, zeigen neuere Studien die Bedeutung nicht-kognitiver Fähigkeiten. Im letzten Kapitel (sechs) werden daher mittel- bis langfristige Konsequenzen geringer nicht-kognitiver Fähigkeiten in der frühen Kindheit für eine Reihe von sozialen Outcomes (Schulleistungen, Gesundheitsverhalten, Persönlichkeit) im Jugendalter analysiert

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Mohamad, Hanapi. „Promoting creativity in early childhood education in Brunei“. University of Western Australia. Graduate School of Education, 2006. http://theses.library.uwa.edu.au/adt-WU2006.0130.

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[Truncated abstract] The overall aim of this study was to examine Bruneian preschool teachers’ conceptions about creativity (including factors related to creativity), their beliefs on how to promote children’s creativity in the classroom, how their beliefs may influence their actual practice and whether their practices are consistent with the requirements of the Brunei National Curriculum. It will also try to identify any factors that constrain or influence teachers’ practice. The research employed a grounded theory approach involving semi-structured interviews and classroom observations of preschool teachers. The findings of this study indicate that the teachers primarily conceptualise creativity as something mainly but not exclusively to do with art work . . . Teachers’ actual practice mainly consists of teacher control, enforcement of obedience, rote learning, teacher directed and teacher chosen activities and heavy emphasis on whole-class teaching. Other mediating constraints on their promotion of creativity included: pressure from Primary 1 teachers, parents and the officials in Ministry of Educations to complete and adhere to the National Curriculum; teachers’ own pedagogical limitations; large class size; lack of adult help and the presence of special children in the classroom; lack of resources and pressure from other non-teaching commitments. The implication of the findings are that further research needs to be conducted into Brunei’s preschool teacher training programmes, to identify contradictory messages about the value of creativity and to find a more culturally appropriate way of promoting children’s creativity through the curriculum.

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Long, R. „Parental involvement in early childhood education - an evaluation“. Thesis, Lancaster University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233020.

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Al-Hassan, Omayya Mohammad Methqal. „Good practice in early childhood education : practioners' perspectives“. Thesis, University of Newcastle Upon Tyne, 2006. http://hdl.handle.net/10443/918.

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Early childhood education has recently been recognised in the political and educational agenda in England. This has been demonstrated by the introduction of the Foundation Stage as a distinct stage of education. The Foundation Stage was implemented in schools in 2000 and became a statutory stage of the National Curriculum for England in 2002. This research study has explored practitioners' perspectives on good practice in the Foundation Stage and what impacts on it. It has sought the views of those who work directly with children in order to get a deeper understanding of their practice. Methodologically, an inductive approach was adopted by the use of grounded theory and in-depth interviewing. Using theoretical sampling, in-depth interviews with twenty-one practitioners (twelve teachers and nine nursery nurses) were undertaken, transcribed and analysed. The analysis of the data was facilitated by the use of NUD*IST (Non-numerical Unstructured Data: Indexing, Searching and Theorising) software. Six major features of good practice in the Foundation Stage emerged from the data: integrated, play-based and child-centred curriculum that places emphasis on personal, social and emotional development, effective early childhood environment, good interpersonal relationships between all parties, qualified specialised staff, ongoing observation and assessment of children, and evaluation of staff. Six main factors were revealed to be important in enhancing/supporting good practice in the Foundation Stage: training, resources, positive government intervention, parents' cooperation, practitioners' feelings towards the job, and practitioners' personal qualities. Moreover, it was found that practitioners face the following difficulties in their work: workload and time constraints, lack of resources, negative government intervention, children with English as an additional language, social deprivation and poverty, the low status of early childhood education and the situation of nursery nurses. In the light of the research findings, it is recommended that further steps should be taken to promote the status of early childhood education and its practitioners and that further research should be undertaken into the Foundation Stage. It is also suggested that the difficulties faced by practitioners should be addressed in order to improve educational practice in the early childhood provision and help practitioners effectively support and promote children's learning and development. In this respect it would be particularly important to involve practitioners in order to give them ownership of the process.

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Fulcher, Dawson Rachel. „Early childhood education origins, theories and policy realities /“. Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph. D.)--Michigan State University. Dept. of Education Policy, 2008.
Dissertation committee: Gary Sykes, Barbara Schneider, Peter Youngs, Sandra Schneider, and Larry Schweinhart--From acknowledgments. Title from PDF t.p. (viewed on Aug. 19, 2009) Includes bibliographical references (p. 151-158). Also issued in print.

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Marks, Lori J. „IntelliTools for Comprehensive and Early Childhood Special Education“. Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/3719.

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Kidd, Margaret B. „Microcomputer Software for Kindergarten and Early Childhood Education“. UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/12.

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Effective microcomputer software resources tor early childhood education are available, but the intormationneeded to locate them and put them to work is not readily accessible to the majority of early childhood teachers. This study identifies and evaluates sources of information on microcomputer software and provides a partial listing of appropriate software which is ava1lable, along with partial listings ot courseware publishers and publications carrying information onm1crocomputer software. Criteria tor self-evaluation of courseware are suggested and recommendations are made tor insuring accessibility of resources to teachers within a school system.

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Davis, Jodi. „Impact of Early Childhood Education on Academic Achievement“. Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609085/.

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Two groups of students were compared to determine the impact of early intervention at the Early Childhood School on academic outcomes in later elementary school years for both math and reading. Students who were determined to be disadvantaged in some way, either by income, limited English proficiency, or having been identified as needing specialized instruction and who attended an early intervention program, prior to kindergarten, were compared to a similar group who did not attend the intervention program. Scores on district level assessments in math and reading were tracked for both groups of students through the third grade. Scores on high stakes standardized testing of the students in third grade were also analyzed. Results indicated that students in the control group outperformed students in the treatment group on the majority of district level assessments. However, the opposite was true for high stakes testing where the treatment group outperformed the control group on a consistent basis. These results were consistent, regardless of the nature of the disadvantage. Students who attended the prekindergarten program at the Early Childhood School had higher scores on the State of Texas Assessment of Academic Readiness (STAAR) exam than disadvantaged students who did not attend. Since this was not the case for district level assessments, it is recommended that the district revisit their local assessments and testing administration practices. It is also recommended that this cohort of students continue to be studied to see of the outcomes last beyond the third grade.

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