Thematische Bibliographien / Early childhood

Auswahl der wissenschaftlichen Literatur zum Thema „Early childhood“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 23. Januar 2024

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Zeitschriftenartikel zum Thema "Early childhood"

Reina, Ana Lucia Vinueza. „Early Stimulation in Learning Activation on Early Childhood“. International Journal of Psychosocial Rehabilitation 24, Nr. 02 (10.02.2020): 579–90. http://dx.doi.org/10.37200/ijpr/v24i2/pr200372.

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Yuni Astuti, Eko Sri. „BEBERAPA PENANDA (MARKER) PADA EARLY CHILDHOOD CARIES (ECC) DAN SAVERE EARLY CHILDHOOD CARIES (S-ECC)“. Interdental Jurnal Kedokteran Gigi (IJKG) 16, Nr. 1 (18.06.2020): 24–27. http://dx.doi.org/10.46862/interdental.v16i1.783.

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Hidayat, Yusuf, Nia Tania, Nurhayati Nurhayati, Neng Kurniasih, Heni Nuraeni und Sri Ningsih. „Analysis of Parenting Styles on Early Childhood’s Independent Character Development“. International Journal Corner of Educational Research 2, Nr. 2 (11.09.2023): 70–76. http://dx.doi.org/10.54012/ijcer.v2i2.207.

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Parenting is the interaction process between parents and early childhood to instill and develop early childhood’s characters through natural since early age. The present study aims to analyze parenting styles applied by the parents to develop the early childhood’s independent character. In addition, this study employed a case study at which the reseachers gathered the data through observation and interview towards 13 early childhoods and 13 mother (parents) as the respondents. The results of the study revealed that 61,54% of the respondents apply positive parenting style to develop their early childhood’s independent character, 23,08% of the respondents apply permissive parenting style to develop their early childhood’s independent character, and 15,38% of the respondents apply mixed parenting style (positive and permissive parenting styles) to develop their early childhood’s independent character. Thus, the majority of the respondents apply positive parenting style to develop the early childhood’s independent character at home. In conclusion, the 3 parenting styles can be collaborated each other by the parents based on the characteristics of the early childhood, the tasks given, and also the situation.

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Specker, Bonny. „Early Childhood“. Medicine & Science in Sports & Exercise 38, Supplement (Mai 2006): 55. http://dx.doi.org/10.1249/00005768-200605001-00448.

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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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Immaculata Nwakaego, Akaneme, Ibenegbu Chistopher Ifeanyi und Adimora Dorothy Ebere. „Parents Involvement in Early Childhood Education as a Correlate of Early Childhood School Adjustment and Achievement in Drawing“. Global Journal For Research Analysis 3, Nr. 3 (15.06.2012): 31–34. http://dx.doi.org/10.15373/22778160/mar2014/12.

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Clements, Douglas H., und Julie Sarama. „Early Childhood Corner: Mathematics Curricula in Early Childhood“. Teaching Children Mathematics 9, Nr. 3 (November 2002): 163–66. http://dx.doi.org/10.5951/tcm.9.3.0163.

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Smith, Anne B. „Children's Rights and Early Childhood Education“. Australasian Journal of Early Childhood 32, Nr. 3 (September 2007): 1–8. http://dx.doi.org/10.1177/183693910703200302.

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THERE IS STILL RESISTANCE and hostility within some circles to the United Nations Convention on the Rights of the Child (the Convention), but professionals working with children should be familiar with rights principles and their use in advocating for change. A rights perspective fits well with the new paradigm of Childhood Studies, which is critical of developmental psychology and recognises multiple childhoods, children's agency and competency, and the primacy of children's lived experience. The Convention has been used in advocating for reforms in early childhood services in New Zealand. One example is the development and implementation of our early childhood education curriculum, Te Whariki. The second example is New Zealand's Strategic Plan for Early Childhood Education (Ngā Huarahi Arataki), which is focused on improving early childhood education quality and participation. It is argued that child advocacy for better early childhood education policies can be strengthened by the use of the Convention.

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Kwon, Hye Jin. „Early childhood Pre-service Teachers’ Reviews on Early Childhood bullying Experiences and Early Childhood bullying“. Forum of Public Safety and Culture 13 (30.09.2021): 193–205. http://dx.doi.org/10.52902/kjsc.2021.13.193.

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Sarama, Julie, und Douglas H. Clements. „Early Childhood Corner: Building Blocks of Early Childhood Mathematics“. Teaching Children Mathematics 9, Nr. 8 (April 2003): 480–84. http://dx.doi.org/10.5951/tcm.9.8.0480.

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Dissertationen zum Thema "Early childhood"

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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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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Swerlander, Agneta. „Imitation in early childhood /“. Göteborg, Sweden : Dept. of Psychology, Göteborg University, 2001. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=009582023&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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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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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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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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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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Parlak, Rakap Asiye. „In-service Early Childhood Teachers“. Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613250/index.pdf.

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The aim of this research study was to investigate the early childhood teachers&rsquo
perceptions about their roles in the development of self-discipline in children. In order to specify this aim, the research question which asked &ldquo
How do early childhood teachers perceive their role in the development of self-discipline?&rdquo
was investigated. Current study was conducted based on qualitative research methodology. In order to investigate the aim, a case including seven early childhood teachers working at the same institution was reached. The main data collection instrument was an interview protocol consisting of two parts: vignettes and interview questions. The instrument included questions related to the meaning and importance of self-discipline, and how to support it in classroom environment, and was developed according to observations and related literature. Additionally this instrument was pilot tested with six early childhood teachers. The interviews for the main study were conducted between December 2009 and January 2010. According to the findings, early childhood teachers were aware of self-discipline, its importance, and its development. However, some strategies which were being used by the teachers should be discussed with them in terms of relatedness of those strategies with self-discipline.

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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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Bremner, Andrew J. „Object representation and early childhood“. Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398104.

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Bücher zum Thema "Early childhood"

Early childhood mathematics. Boston: Pearson/Allyn and Bacon, 2006.

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Willan, Jennifer. Early Childhood Studies. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-27402-1.

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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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Pahl, Kate, und Jennifer Rowsell. Early Childhood Literacy. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications Ltd, 2012. http://dx.doi.org/10.4135/9781446261446.

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Jasmine, Grace. Early childhood assessment. Huntington Beach, CA: Teacher Created Materials, 1995.

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Brambring, Michael, Hellgard Rauh und Andreas Beelmann, Hrsg. Early Childhood Intervention. Berlin, Boston: DE GRUYTER, 1996. http://dx.doi.org/10.1515/9783110814262.

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French, Anna, Hrsg. Early Modern Childhood. New York : Routledge, 2019. | Series: Early modern themes: Routledge, 2019. http://dx.doi.org/10.4324/9781315177380.

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Johnston, Jane, Lindy Nahmad-Williams, Ruby Oates und Val Wood. Early Childhood Studies. 2nd edition. | Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315561318.

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Herberholz, Barbara. Early childhood art. 5. Aufl. Madison,Wis: WCB, Brown and Benchmark, 1995.

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

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Buchteile zum Thema "Early childhood"

Rieber, Robert W. „Early Childhood“. In The Collected Works of L. S. Vygotsky, 261–81. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4615-5401-1_9.

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Axe, Judah B. „Early Childhood“. In Encyclopedia of Child Behavior and Development, 548–49. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_925.

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Colarusso, Calvin A. „Early Childhood“. In Fulfillment in Adulthood, 35–71. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4899-6509-7_3.

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Kotarba, Joseph A. „Early Childhood“. In Music in the Course of Life, 17–24. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003180357-2.

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Wellman, Henry M. „Early childhood.“ In Encyclopedia of Psychology, Vol. 3., 111–16. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10518-041.

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Vygotsky, L. S. „Early Childhood“. In L.S. Vygotsky’s Pedological Works. Volume 2., 153–87. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1907-6_8.

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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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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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Farquhar, Sandy. „Early Childhood Sector“. In Encyclopedia of Educational Philosophy and Theory, 1–5. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-532-7_56-1.

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Konferenzberichte zum Thema "Early childhood"

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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Suyanta, I. Wayan, und I. Gede Sedana Suci. „Yoga Stimulation is A Physical Development of Early Childhood“. In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.035.

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Halimah, Leli, SY Margaretha und Mirawati. „Teacher-Parent Partnership on Early Childhood Education Curriculum Development“. In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.038.

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Gupita, Norma, Musayyadah und Nina Veronica. „Desirable Self-Approach on Interpersonal Intelligence in Early Childhood Education“. In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.047.

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Wardhani, Rr Dina Kusuma, Reza Mauldy Raharja und Ratih Kusumawardani. „Are the Early Children’s School Meals Diverse, Nutritious, Balanced, and Safe?“ In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.014.

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Nurani, Yuliani, und Niken Pratiwi. „Digital Media for the Stimulation of Early Childhood Self Help Skills“. In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.042.

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Nuraini, Ni Luh Sakinah, Puri Selfi Cholifah, Putri Mahanani und Andini Mukharoma Meidina. „Critical Thinking and Reflective Thinking Skills in Elementary School Learning“. In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.001.

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Laili, Nor, Novira Silmi Sabila, Vivi Mariesca Vibraena, Ahsan Romadhon Junaidi und Dimas Arif Dewantoro. „Gifted Education in ASEAN“. In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.002.

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Nurabadi, Ahmad, Ibrahim Bafadal, Endah Tri Priyatni und Juharyanto. „Analysis of the Ratio of Teachers, Staff, and Students as an Effort to Accelerate Quality Improvement of Primary Schools“. In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.003.

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Bafadal, Ibrahim, Ahmad Nurabadi, Yerry Soepriyanto und Imam Gunawan. „Primary School Principal Performance Measurement“. In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.004.

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Berichte der Organisationen zum Thema "Early childhood"

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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Fitzsimons, Emla, Alissa Goodman, Sarah Cattan, George Ploubidis, Angus Phimister und Jasmin Wertz. Early childhood inequalities. The IFS, Juni 2022. http://dx.doi.org/10.1920/re.ifs.2022.0214.

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Research Institute (IFPRI), International Food Policy. Early Childhood Nutrition and Health. Washington, DC: International Food Policy Research Institute, 2014. http://dx.doi.org/10.2499/9780896298460_33.

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Davis Schoch, Annie, und Diana Gal-Szabo. Advancing Racial Equity in Early Childhood Through Infant and Early Childhood Mental Health Consultation. Child Trends, Inc., Juni 2023. http://dx.doi.org/10.56417/9248r9864l.

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Chaparro, Juan, Aaron Sojourner und Matthew Wiswall. Early Childhood Care and Cognitive Development. Cambridge, MA: National Bureau of Economic Research, Februar 2020. http://dx.doi.org/10.3386/w26813.

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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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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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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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Cawley, John, und C. Katharina Spiess. Obesity and Skill Attainment in Early Childhood. Cambridge, MA: National Bureau of Economic Research, Mai 2008. http://dx.doi.org/10.3386/w13997.

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Millimet, Daniel, und Rusty Tchernis. The Origins of Early Childhood Anthropometric Persistence. Cambridge, MA: National Bureau of Economic Research, Oktober 2013. http://dx.doi.org/10.3386/w19554.

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