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Thematische Bibliographien / Early childhood education / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Early childhood education“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 30. Juli 2024

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1

Kalinina, Tetiana S. „Early Childhood Inclusive Education: The Role and Practice of Educational Institutions“. Revista Gestão Inovação e Tecnologias 11, Nr. 3 (30.06.2021): 911–29. http://dx.doi.org/10.47059/revistageintec.v11i3.1986.

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2

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

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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

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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8

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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9

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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10

UNAL, Merve, und Gokce KURT. „Socioeconomic Profile of Early Childhood Education Preservice Teachers“. Eurasian Journal of Educational Research 18 (04.04.2018): 1–20. http://dx.doi.org/10.14689/ejer.2018.74.4.

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11

Bhattacharjee, Chinmoy. „Early Childhood Education in the Realm of NEP2020“. International Journal of Science and Research (IJSR) 13, Nr. 7 (05.07.2024): 990–93. http://dx.doi.org/10.21275/sr24720101514.

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12

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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13

Dunekacke, Simone, und Julia Mareike Barenthien. „What About Early Childhood Mathematics Education in Early Childhood Teacher Education?“ Zeitschrift für Pädagogik, Nr. 1 (25.01.2023): 1–23. http://dx.doi.org/10.3262/zp0000010.

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From existing research, it is known that early childhood teacher education pro-vides few opportunities to learn mathematical content or mathematics pedagogical con-tent knowledge. Furthermore, little is known about the extent to which teacher educators are qualified to teach early childhood mathematics within teacher education programs. This study investigates the frequency of opportunities to learn mathematical content knowledge and mathematics pedagogical content knowledge. Additionally, we investigate some characteristics of teacher educators, namely the sources they use for professional development with respect to early mathematics education. We report descriptive results as well as correlations. The results indicate that opportunities to learn mathematical con-tent knowledge and mathematics pedagogical content knowledge have increased over time. Moreover, the results indicate that teacher educator professional development for-mats that encourage professional exchange among teacher educators, experts in early mathematics education and in-service teachers may increase teacher educators’ compe-tence in early childhood mathematics and thereby the frequency with which this topic is addressed in teacher education.

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Dunekacke, Simone, und Julia Mareike Barenthien. „What About Early Childhood Mathematics Education in Early Childhood Teacher Education?“ Zeitschrift für Pädagogik, Nr. 1 (25.01.2023): 88–110. http://dx.doi.org/10.3262/zp2301088.

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From existing research, it is known that early childhood teacher education provides few opportunities to learn mathematical content or mathematics pedagogical content knowledge. Furthermore, little is known about the extent to which teacher educators are qualified to teach early childhood mathematics within teacher education programs. This study investigates the frequency of opportunities to learn mathematical content knowledge and mathematics pedagogical content knowledge. Additionally, we investigate some characteristics of teacher educators, namely the sources they use for professional development with respect to early mathematics education. We report descriptive results as well as correlations. The results indicate that opportunities to learn mathematical content knowledge and mathematics pedagogical content knowledge have increased over time. Moreover, the results indicate that teacher educator professional development formats that encourage professional exchange among teacher educators, experts in early mathematics education and in-service teachers may increase teacher educators’ competence in early childhood mathematics and thereby the frequency with which this topic is addressed in teacher education.

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Ancheta-Arraba, Ana. „Equidad y educación de la primera infancia en la agenda educativa mundial“. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud 17, Nr. 1 (15.12.2018): 47–59. http://dx.doi.org/10.11600/1692715x.17102.

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(descriptive): The present paper is inspired by the need to carry out an analysis of equality in early childhood education using a holistic approach and contribute to the current debate regarding the importance of equality in the new education agenda and its goals for early childhood. This analysis is based on the foundations of the theoretical study of educational equality from a holistic perspective, which facilitates its application to early childhood education in Ibero-American societies. This will provide a broader perspective on the discussion of the achievements and challenges in the area of equality. Finally, the understandings reached as a result of this analysis facilitate the interpretation of the limits and possibilities of global education targets for early childhood, the measurement of progresses and implications for educational equality.

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16

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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17

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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18

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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19

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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20

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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21

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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22

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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23

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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24

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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25

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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26

Rosenow, Nancy, und Patti Bailie. „Greening Early Childhood Education“. Children, Youth and Environments 24, Nr. 2 (2014): 1–9. http://dx.doi.org/10.1353/cye.2014.0028.

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27

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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28

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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29

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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30

Mardhatillah, Mardhatillah. „MEDIA LEARNING FOR EARLY CHILDHOOD IN EARLY CHILDHOOD EDUCATION“. Sensei International Journal of Education and Linguistic 1, Nr. 4 (08.11.2021): 861–71. http://dx.doi.org/10.53768/sijel.v1i4.109.

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Early Childhood Education is an effort to stimulate and stimulate children from birth to the age of six which is carried out by providing educational stimuli to help the growth and development of children, both physically and spiritually so that children are ready to enter further education. Early childhood is a group that is in a process of growth and development that is unique, namely patterns of growth and development, intelligence, social-emotional, language, and communication that are specific to the child's level of growth and development. Media in an activity can be interpreted as anything that can be used to channel messages or lesson content, stimulate thoughts, feelings, attention, and the ability of children so that they can encourage the achievement of the process of activities stimulated by the teacher. The use of technological media can have a positive impact, in other words, the use of multimedia or animation as a learning tool and a teacher's tool in carrying out the activity process.

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31

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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32

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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33

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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34

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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35

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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36

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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37

Mulyadi, Budi. „The Uniqueness of The Early Childhood Education System in Japan“. IZUMI 9, Nr. 1 (01.06.2020): 75–82. http://dx.doi.org/10.14710/izumi.9.1.75-82.

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(Title: The Uniqueness of The Early Childhood Education System in Japan) This study is entitled the uniqueness of the early childhood education system in Japan. The main objective of this research is to find out about some of the uniqueness of the early childhood education system in Japan that is different from other countries. This research is a type of literature study that only relies on data from written sources such as books, journals, articles, and others. Data collection methods used in this study include classification, analysis, interpretation of synthesis and description. From the results of the study, in general, it can be described that the early childhood education system in Japan has much uniqueness. From the results of the study, in general, it can be described that the early childhood education system in Japan has much uniqueness. This uniqueness can be seen in the activities of the beginning of the new school year and how to enter kindergarten, at the entrance ceremony for new students, when doing daily activities in class, when additional activities outside the classroom and when organizing traditional Japanese cultural activities.

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38

Park, Sang-Wook, Haeng-Mi Son, Joo-Hyeon Kim, Hye-Jin Park, Hye-Seon Byun, Mi-Soob Jang, Hye-Ji Heo und Do-Kyeong Ko. „Early Childhood Teachers' Experiences of Sex Education for Early Childhood“. Journal of Korean Association for Qualitative Research 7, Nr. 2 (30.11.2022): 152–62. http://dx.doi.org/10.48000/kaqrkr.2022.7.152.

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39

Astuti, Budi, Sugiyatno Sugiyatno und Siti Aminah. „The development of early childhood sex education materials for early childhood education (ECE) teachers“. JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) 4, Nr. 2 (29.11.2017): 113–20. http://dx.doi.org/10.21831/jppm.v4i2.14869.

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The objective of this research was to create early childhood sex education materials for Early Childhood Education Teachers. The research was initiated by conducting need assessment in the form of identification of the needs of sex education materials that appropriate for early childhood and the role of teachers and parents in the sex education. The subjects were chosen by using the purposive technique. The subjects of this study were 28 Early Childhood Education teachers in Sleman Regency. The data collection in this research was using a questionnaire. The data analysis technique was using quantitative descriptive techniques. The results of the research provided a description that the materials about the skills to protect themselves from sexual violence is the most needed matter of Early Childhood Education teachers. Further, respectively according to the level of need, the material that needs to be included in a Early Childhood Sex Education is the introduction of the gender, the introduction of self-identity, the relationship of men and women and ways to maintain the health, and the introduction of reproductive organs and functions. Materials product is expected to be a guideline and reference in providing early sex education.

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40

Er, Suhendan. „Opinions of early childhood education teacher candidates towards the profession“. New Trends and Issues Proceedings on Humanities and Social Sciences 4, Nr. 4 (06.11.2017): 43–49. http://dx.doi.org/10.18844/prosoc.v4i4.2593.

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41

Zafrin, Mohamad Zafranudin Bin Mohamed, Subashini A/P Ganapathy und Sajitha Smiley. „Early Childhood Education Smart Web Portal Using Intelligence Information Systems“. International Journal of Trend in Scientific Research and Development Special Issue, Special Issue-ICAEIT2017 (30.11.2018): 239–42. http://dx.doi.org/10.31142/ijtsrd19150.

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42

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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43

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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44

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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45

Bencéné Fekete, Andrea. „Intercultural Education in Early Childhood“. Képzés és gyakorlat 19, Nr. 3-4 (2021): 5–14. http://dx.doi.org/10.17165/tp.2021.3-4.1.

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The acceptance of a diverse world begins with recognition at an early stage in life. However, not everyone steps out of their home with an empathic approach and this is why intercultural education should start as early as possible. The main objective of the study is to introduce the opportunities inherent in fairy tales from the perspective of intercultural education via the introduction of fairy tales dealing with multiple aspects of being different; and to introduce the practices applied in the Hungarian educational environment. The tales are analyzed with the method of content analysis, with special respect to diversity and cultural differences; then their educational applicability is analyzed based on the conclusions that can be drawn. The paper introduces the threats and opportunities of applying tales in intercultural education at a very young age, suggesting fairy tales to be used actively, but with suitable professionalism.

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46

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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47

Maness, Betty James. „Assessment in Early Childhood Education“. Kappa Delta Pi Record 28, Nr. 3 (April 1992): 77–79. http://dx.doi.org/10.1080/00228958.1992.10517884.

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48

Donohue, W. Anthony, Karin Borgh und W. Patrick Dickson. „Computers in Early Childhood Education“. Journal of Research in Childhood Education 2, Nr. 1 (30.06.1987): 6–16. http://dx.doi.org/10.1080/02568548709594918.

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49

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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50

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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