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Thematische Bibliographien / 330110 Early childhood education / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „330110 Early childhood education“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 1. Februar 2022

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1

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

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2

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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3

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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4

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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5

&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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6

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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7

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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8

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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9

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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10

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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11

Gotts, Edward Earl. „Early Childhood Special Education“. Topics in Early Childhood Special Education 5, Nr. 1 (April 1985): 97–99. http://dx.doi.org/10.1177/027112148500500109.

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12

Nancy Rosenow und Patti Bailie. „Greening Early Childhood Education“. Children, Youth and Environments 24, Nr. 2 (2014): 1. http://dx.doi.org/10.7721/chilyoutenvi.24.2.0001.

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13

Selbie, Philip, und Peter Clough. „talking early childhood education“. Journal of Early Childhood Research 3, Nr. 2 (Juni 2005): 115–26. http://dx.doi.org/10.1177/1476718x05053923.

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14

Mcmahon, Olive. „Early Childhood Music Education“. International Journal of Music Education os-10, Nr. 1 (November 1987): 50–51. http://dx.doi.org/10.1177/025576148701000115.

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15

Lindeberg-Piiroinen, Anne. „Early Childhood Music Education“. International Journal of Music Education os-16, Nr. 1 (November 1990): 61–63. http://dx.doi.org/10.1177/025576149001600114.

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16

Sims, Wendy. „Early Childhood Music Education“. International Journal of Music Education os-17, Nr. 1 (Mai 1991): 71–73. http://dx.doi.org/10.1177/025576149101700116.

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17

Gabbard, Carl. „Early Childhood Physical Education“. Journal of Physical Education, Recreation & Dance 59, Nr. 7 (September 1988): 65–69. http://dx.doi.org/10.1080/07303084.1988.10606255.

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18

Rose, Barb. „Early childhood family education“. Day Care & Early Education 18, Nr. 2 (Dezember 1990): 27–29. http://dx.doi.org/10.1007/bf01620447.

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19

Sounoglou, Marina, und Aikaterini Michalopoulou. „Early Childhood Education Curricula: Human Rights and Citizenship in Early Childhood Education“. Journal of Education and Learning 6, Nr. 2 (22.12.2016): 53. http://dx.doi.org/10.5539/jel.v6n2p53.

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This study examines the human rights and the notion of citizenship under the prism of pedagogical science. The methodology that was followed was the experimental method. In a sample of 100 children-experimental group and control group held an intervention program with deepening axes of human rights and the concept of citizenship. The analysis of the findings presented in four axes. The first relates to the analysis of the responses of the two groups using quantitative data. The second axis concerns the discourse analysis of children’s responses. The third axis relates to involve children and the fourth in the pop up program of children’s activities. In conclusion, according to the survey results, children may affect their participation shaping the curriculum at micro level but also affect their behavior in the macro. Children seem to understand a pedagogical context the concept of human rights and the concept of citizenship in their ability to influence the school and not only the daily life, respect the wishes of others, to understand the limits and restrictions in school and local community, their participation as a social obligation but also a right, to the understanding of human rights and children’s rights as a premise for the quality of their lives.

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20

Yuhasriati, Y., und A. Yuriansa. „Patterns playing for early childhood education: Mathematics learning for early childhood education“. Journal of Physics: Conference Series 1088 (September 2018): 012099. http://dx.doi.org/10.1088/1742-6596/1088/1/012099.

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21

Kim, Boyeon, und Jiyoung Choi. „The Perception of Early Childhood English Education by Early Childhood Education Institutions“. Journal of Humanities and Social sciences 21 12, Nr. 2 (30.04.2021): 1887–902. http://dx.doi.org/10.22143/hss21.12.2.133.

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22

McMAHON, Olive. „Early Childhood“. International Journal of Music Education os-12, Nr. 1 (November 1988): 52–53. http://dx.doi.org/10.1177/025576148801200112.

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23

Petrie, Kirsten, und Jeanette Clarkin-Phillips. „‘Physical education’ in early childhood education“. European Physical Education Review 24, Nr. 4 (12.04.2017): 503–19. http://dx.doi.org/10.1177/1356336x16684642.

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Children’s physical education in early childhood settings has always been underpinned by an emphasis on play. This is viewed as foundational for child development (movement education, cognitive growth, socialising functions, emotional development). However, where priorities about childhood obesity prevail, increased ‘prevention’ efforts have become targeted at primary and pre-school-aged children. It could be argued that early childhood education has become another site for the ‘civilising’ of children’s bodies. Drawing on data from a questionnaire completed by 65 early childhood education centres in Aotearoa New Zealand, we examine the play and physical education ‘curriculum’ and what this may mean for pre-school children’s views of physical activity and health. In light of the evidence that suggests pre-school physical education programmes reinforce achievement of a certain restrictive and narrow model of physical health and activity, we explore the implications for primary school physical education. In doing so we consider how teachers of physical education in primary schools may need to reconsider the curriculum to support young children to regain enthusiasm for pleasurable movement forms that are not centred on narrowly perceived notions of the healthy or sporting body.

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24

Dombro, Amy Laura. „Early childhood administration“. Day Care & Early Education 12, Nr. 4 (Juni 1985): 43. http://dx.doi.org/10.1007/bf01619857.

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25

LeeSoonja. „Becoming an Early Childhood Special Education Teacher in an Early Childhood Education Institution“. Journal of Anthropology of Education 20, Nr. 4 (Dezember 2017): 91–159. http://dx.doi.org/10.17318/jae.2017.20.4.003.

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26

박은혜 und 전홍주. „South Korea’s Early Childhood Education System Reform: Implications for Early Childhood Teacher Education“. Korean Journal of Early Childhood Education 27, Nr. 1 (Februar 2007): 305–22. http://dx.doi.org/10.18023/kjece.2007.27.1.012.

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27

Spodek, Bernard, und Olivia Saracho. „Preview of the Forthcoming Yearbook in Early Childhood Education: Early Childhood Teacher Education“. Journal of Early Childhood Teacher Education 11, Nr. 1 (Januar 1990): 2–5. http://dx.doi.org/10.1080/10901027.1990.11089908.

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28

Cleghorn, Ailie, und Larry Prochner. „Early Childhood Education and Care“. Research in Comparative and International Education 3, Nr. 3 (Januar 2008): 222–23. http://dx.doi.org/10.2304/rcie.2008.3.3.222.

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29

Mishra, Usha. „Early Childhood Care and Education“. Asian Man (The) - An International Journal 6, Nr. 2 (2012): 181. http://dx.doi.org/10.5958/j.0975-6884.6.2.014.

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30

Podmore, Valerie, Geva M. Blenkin und A. V. Kelly. „Assessment in Early Childhood Education“. British Journal of Educational Studies 40, Nr. 3 (August 1992): 306. http://dx.doi.org/10.2307/3120906.

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31

Mori, Kimie. „Expressive Education in Early Childhood“. Arts Education Policy Review 97, Nr. 4 (April 1996): 31–34. http://dx.doi.org/10.1080/10632913.1996.9935069.

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32

Vaughan, Joan. „Early Childhood Education in China“. Childhood Education 69, Nr. 4 (Juni 1993): 196–200. http://dx.doi.org/10.1080/00094056.1993.10520931.

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33

Starnes, Lisa. „Early Childhood Education in Azerbaijan“. Childhood Education 77, Nr. 1 (Oktober 2000): 6–12. http://dx.doi.org/10.1080/00094056.2000.10522131.

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34

Miller, Susan A. „Early Childhood Education in Cuba“. Childhood Education 78, Nr. 6 (September 2002): 359–62. http://dx.doi.org/10.1080/00094056.2002.10522206.

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35

Stinson, Susan W. „Dance Education in Early Childhood“. Design For Arts in Education 91, Nr. 6 (August 1990): 34–41. http://dx.doi.org/10.1080/07320973.1990.9934836.

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36

Soodak, Leslie C., Elizabeth J. Erwin, Pam Winton, Mary Jane Brotherson, Ann P. Turnbull, Marci J. Hanson und Linda M. J. Brault. „Implementing Inclusive Early Childhood Education“. Topics in Early Childhood Special Education 22, Nr. 2 (April 2002): 91–102. http://dx.doi.org/10.1177/02711214020220020401.

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37

Grey, Anne. „Cybersafety in Early Childhood Education“. Australasian Journal of Early Childhood 36, Nr. 2 (Juni 2011): 77–81. http://dx.doi.org/10.1177/183693911103600210.

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38

David, Tricia. „Issues in early childhood education“. Journal of Education Policy 10, Nr. 3 (Mai 1995): 325–33. http://dx.doi.org/10.1080/0268093950100307.

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39

Kelley, Michael F. „Collaboration in Early Childhood Education“. Journal of Educational and Psychological Consultation 7, Nr. 3 (September 1996): 275–82. http://dx.doi.org/10.1207/s1532768xjepc0703_6.

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40

Gratz, Rene R. „Epidemiology in early childhood education“. Early Child Development and Care 102, Nr. 1 (Januar 1994): 71–80. http://dx.doi.org/10.1080/0300443941020105.

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41

Burton, Christine B., Ann Higgins Hains, Mary Francis Hanline, Mary McLean und Katherine McCormick. „Early Childhood Intervention and Education“. Topics in Early Childhood Special Education 11, Nr. 4 (Januar 1992): 53–69. http://dx.doi.org/10.1177/027112149201100407.

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42

Bush, Tony. „Leadership in Early Childhood Education“. Educational Management Administration & Leadership 41, Nr. 1 (Januar 2013): 3–4. http://dx.doi.org/10.1177/1741143212462968.

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43

Kagan, Sharon Lynn, und Jeanne L. Reid. „Invest in Early Childhood Education“. Phi Delta Kappan 90, Nr. 8 (April 2009): 572–76. http://dx.doi.org/10.1177/003172170909000810.

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44

Wolery, Mark, und Donald B. Bailey. „Early Childhood Special Education Research“. Journal of Early Intervention 25, Nr. 2 (April 2002): 88–99. http://dx.doi.org/10.1177/105381510202500204.

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45

Tobin, Joseph. „Early Childhood Education in Japan“. Journal of Developmental & Behavioral Pediatrics 31, Nr. 3 (April 2010): 264–65. http://dx.doi.org/10.1097/dbp.0b013e3181d58f22.

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46

Turgeon, Wendy C. „Philosophy of Early Childhood Education“. Teaching Philosophy 32, Nr. 1 (2009): 106–8. http://dx.doi.org/10.5840/teachphil200932112.

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47

García, Jorge Luis, James J. Heckman und Anna L. Ziff. „Early childhood education and crime“. Infant Mental Health Journal 40, Nr. 1 (Januar 2019): 141–51. http://dx.doi.org/10.1002/imhj.21759.

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48

Stipek, Deborah. „Characterizing early childhood education programs“. New Directions for Child and Adolescent Development 1991, Nr. 53 (1991): 47–55. http://dx.doi.org/10.1002/cd.23219915308.

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49

Bowman, Barbara. „Chapter 3: Early Childhood Education“. Review of Research in Education 19, Nr. 1 (Januar 1993): 101–34. http://dx.doi.org/10.3102/0091732x019001101.

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50

Crane-Deklerk, Kelsey. „Multimodality in Early Childhood Education“. International Journal of Literacy, Culture, and Language Education 1 (09.12.2020): 73–87. http://dx.doi.org/10.14434/ijlcle.v1i0.29481.

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The purpose of this paper is to explore the uses of multimodality within early childhood education classrooms for the purposes of literacy education. Wohlwend (2008) urges educators to keep age-appropriate practices in place, even amid a shift in educational requirements and expectations. In this paper, the use of age-appropriate, multimodal practices for young learners is explored. Though there is not necessarily research specific to multimodality in early childhood, the literature shows that multimodality is present in forms of play; the use of toys, devices, and technology; drama; and social interactions. Through these modality-rich avenues, literacy development can still be achieved through engaging structures for children. Multimodality creates opportunities to position the student as the expert in their own learning and create collaborative learning environments. Potential issues with these uses of multimodality include conflicts around devices in the classroom and negative social interactions. Additional research is needed to connect the fields of multimodality and early childhood education.

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