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Thematische Bibliographien / Early childhood / Zeitschriftenartikel

Zeitschriftenartikel zum Thema „Early childhood“

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Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 23. Januar 2024

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Kim, Ji-Young. „Early Childhood Teachers' Perception about Early Childhood Music Activity“. Korean Journal of Human Ecology 17, Nr. 3 (30.06.2008): 389–97. http://dx.doi.org/10.5934/kjhe.2008.17.3.389.

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12

Fajriani, Fajriani, und Hendrastuty Handayani. „Penatalaksanaan early childhood caries Management of early childhood caries“. Journal of Dentomaxillofacial Science 10, Nr. 3 (30.10.2011): 179. http://dx.doi.org/10.15562/jdmfs.v10i3.281.

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Early childhood caries (ECC), also known as milk bottle caries is a syndrome of severe tooth decay, occurs ininfants and children, is an infectious disease that develops rapidly and lead to health problems in children. Thissyndrome can be caused by inappropriate use of bottles. Most cases of untreated ECC to children aged 20 months.At this stage many children need serious treatment, because this will result in trauma to both the children andparents. The most common treatment ECC and other dental diseases have been included in each treatment ofdisease. Efforts to educate families about dental hygiene and practice start a diet, the high rate of recurrence of anyevidence of disease ranging from tooth decay to the failure of the treatment plan resulted in the need for specialattention to this disease. This paper is expected to be a good input for a dentist in the treatment of ECC

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13

Vargas-Barón, Emily, und Kristel Diehl. „Early Childhood Diplomacy: Policy planning for early childhood development“. Childhood Education 94, Nr. 3 (04.05.2018): 73–79. http://dx.doi.org/10.1080/00094056.2018.1475719.

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14

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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15

Hwang, Hae Ika, und Hye Kyoungb Chae. „Exploring the Character Strength of Early Childhood Teachers“. Contemporary Social Sciences 27, Nr. 1 (01.01.2018): 25–32. http://dx.doi.org/10.29070/27/57212.

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16

Abdul-Jalil, Hiba S., und Amal H. Abuaffan. „Early Childhood Caries Prevalence in Sudanese Preschool Children“. Indian Journal of Dental Education 10, Nr. 2 (2017): 5–9. http://dx.doi.org/10.21088/ijde.0974.6099.10217.1.

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17

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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18

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

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19

Kawashita, Yumiko, Masayasu Kitamura und Toshiyuki Saito. „Early Childhood Caries“. International Journal of Dentistry 2011 (2011): 1–7. http://dx.doi.org/10.1155/2011/725320.

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Dental caries is one of the most common childhood diseases, and people continue to be susceptible to it throughout their lives. Although dental caries can be arrested and potentially even reversed in its early stages, it is often not self-limiting and progresses without proper care until the tooth is destroyed. Early childhood caries (ECC) is often complicated by inappropriate feeding practices and heavy infection with mutans streptococci. Such children should be targeted with a professional preventive program that includes oral hygiene instructions for mothers or caregivers, along with fluoride and diet counseling. However, these strategies alone are not sufficient to prevent dental caries in high-risk children; prevention of ECC also requires addressing the socioeconomic factors that face many families in which ECC is endemic. The aim of this paper is to systematically review information about ECC and to describe why many children are suffering from dental caries.

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20

Britto, Pia Rebello, Craig Mc Clure, Pablo Stansbery und Thomas Fenn. „Early childhood development“. AIDS 28 (Juli 2014): S245—S246. http://dx.doi.org/10.1097/qad.0000000000000380.

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21

Robertson, K. „Early Childhood Autism“. BMJ 343, oct26 1 (26.10.2011): d6840. http://dx.doi.org/10.1136/bmj.d6840.

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22

Dogra, Nisha, und Rory Nicol. „Early childhood intervention“. Current Opinion in Psychiatry 6, Nr. 4 (August 1993): 523–27. http://dx.doi.org/10.1097/00001504-199308000-00012.

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23

Hernandez, Raquel G., Darcy A. Thompson, Tina L. Cheng und Janet R. Serwint. „Early-Childhood Obesity“. Clinical Pediatrics 51, Nr. 7 (11.04.2012): 663–70. http://dx.doi.org/10.1177/0009922812440841.

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24

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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25

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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26

Seminario, Ana Lucía, und Romana Ivančaková. „Early Childhood Caries“. Acta Medica (Hradec Kralove, Czech Republic) 46, Nr. 3 (2003): 91–94. http://dx.doi.org/10.14712/18059694.2019.13.

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Early childhood caries (ECC) represents a serious problem in pediatric dentistry. Not only because of its rapidity but also because of age of affected children. This has been given different names such as “rampant caries” and “baby bottle syndrome” but now all clinical manifestations have been joined and classified as early childhood caries. The topic of this article is the prevalence, etiology, clinical manifestations and preventive measures of ECC.

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27

Luby, Joan L. „Early Childhood Depression“. American Journal of Psychiatry 166, Nr. 9 (September 2009): 974–79. http://dx.doi.org/10.1176/appi.ajp.2009.08111709.

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28

&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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29

Wagner, Ray. „EARLY CHILDHOOD CARIES“. Journal of the American Dental Association 137, Nr. 2 (Februar 2006): 150–52. http://dx.doi.org/10.14219/jada.archive.2006.0123.

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30

Smith, Leonard B. „EARLY CHILDHOOD CARIES“. Journal of the American Dental Association 140, Nr. 10 (Oktober 2009): 1218. http://dx.doi.org/10.14219/jada.archive.2009.0035.

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31

Hajishengallis, E., C. B. Forrest und H. Koo. „Early Childhood Caries“. JDR Clinical & Translational Research 1, Nr. 2 (07.03.2016): 110–11. http://dx.doi.org/10.1177/2380084416637577.

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32

Yairi, Ehud, und Denise M. Carrico. „Early Childhood Stuttering“. American Journal of Speech-Language Pathology 1, Nr. 3 (Mai 1992): 54–62. http://dx.doi.org/10.1044/1058-0360.0103.54.

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A nationwide survey of pediatricians was conducted to assess their practices with and attitudes and beliefs about young children who stutter and their stuttering. Data obtained from 439 respondents were analyzed. The findings indicated mixed trends. Although the opinions of the majority of the pediatricians agreed with current information about stuttering, on several important matters a significant percentage held outdated or erroneous beliefs about the etiology of the disorder or characteristics of young children who stutter. Beliefs about etiology appeared to influence opinion of treatment choice with a strong tendency for delaying intervention and a preference for parent-oriented intervention. Respondents were inconsistent in their interpretation of early diagnostic signs of stuttering. Interest among pediatricians in obtaining updated information about stuttering was strong. Practical implications for speech-language pathologists are discussed.

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33

Newcombe, Nora S., Anna Bullock Drummey, Nathan A. Fox, Eunhui Lie und Wendy Ottinger-Alberts. „Remembering Early Childhood“. Current Directions in Psychological Science 9, Nr. 2 (April 2000): 55–58. http://dx.doi.org/10.1111/1467-8721.00060.

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In this article, we consider recent research on three questions about people's memories for their early childhood: whether childhood amnesia is a real phenomenon, whether implicit memories survive when explicit memories do not, and why early episodic memories are sketchy. The research leads us to form three conclusions. First, we argue that childhood amnesia is a real phenomenon, as long as the term is defined clearly. Specifically, people are able to recall parts of their lives from the period between ages 2 and 5 years, but they recall less from that period than from other periods. Second, we conclude that implicit memories from early childhood may be evident even when explicit memories are not, a finding that suggests early experience may affect behavior in ways that people do not consciously recognize. Third, we argue that although young children are well known to be wonderfully efficient learners of semantic information, they have difficulty in either encoding or retrieving the interlinked aspects of events that lend them their autobiographical character. Although more evidence is needed, the relative lack of episodic memories of early childhood may be linked to maturation of prefrontal cortex.

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34

KRANZLER, ELLIOT M., DAVID SHAFFER, GAIL WASSERMAN und MARK DAVIES. „Early Childhood Bereavement“. Journal of the American Academy of Child & Adolescent Psychiatry 29, Nr. 4 (Juli 1990): 513–20. http://dx.doi.org/10.1097/00004583-199007000-00002.

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35

Sukkar, Hanan. „Early Childhood Intervention“. Infants & Young Children 26, Nr. 2 (2013): 94–110. http://dx.doi.org/10.1097/iyc.0b013e31828452a8.

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36

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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37

Sporik, Richard. „Early childhood wheezing“. Current Opinion in Pediatrics 6, Nr. 6 (Dezember 1994): 650–55. http://dx.doi.org/10.1097/00008480-199412000-00007.

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38

Schmalenbach, Bernhard. „Reclaim early childhood“. Frühe Bildung 8, Nr. 4 (Oktober 2019): 237–38. http://dx.doi.org/10.1026/2191-9186/a000455.

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39

Guralnick, Michael J. „Early Childhood Intervention“. Focus on Autism and Other Developmental Disabilities 15, Nr. 2 (Mai 2000): 68–79. http://dx.doi.org/10.1177/108835760001500202.

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40

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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41

Seow, Wan Kim. „Early Childhood Caries“. Pediatric Clinics of North America 65, Nr. 5 (Oktober 2018): 941–54. http://dx.doi.org/10.1016/j.pcl.2018.05.004.

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42

Schinke-Llano, Linda. „Early Childhood Bilingualism“. Studies in Second Language Acquisition 11, Nr. 3 (September 1989): 223–40. http://dx.doi.org/10.1017/s0272263100008111.

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Although a number of researchers over the years have focused on the language development of bilingual children, we currently possess only a fragmentary picture of the total phenomenon. Further, what appears to be known about the processes involved may need reexamination in light of recent theoretical and empirical work. It is the purpose of this article to review recent research (i.e., that done within the last five to six years), as well as to discuss difficulties inherent in research on bilingual children. In addition, the article argues for a multidisciplinary approach to research in the area and outlines suggested avenues of inquiry within such a framework. Throughout, the focus is on children's bilingual acquisition in naturalistic settings (i.e., prior to school attendance).

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43

Ng, Man Wai, und Isabelle Chase. „Early Childhood Caries“. Dental Clinics of North America 57, Nr. 1 (Januar 2013): 1–16. http://dx.doi.org/10.1016/j.cden.2012.09.002.

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44

Muralidharan, Rajalakshmi. „Early childhood stimulation“. Indian Journal of Pediatrics 59, Nr. 6 (November 1992): 669–74. http://dx.doi.org/10.1007/bf02859396.

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45

Sutton, Betty King. „EARLY CHILDHOOD CARIES“. Journal of the American Dental Association 133, Nr. 1 (Januar 2002): 16. http://dx.doi.org/10.14219/jada.archive.2002.0009.

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46

O'Keefe, Emma. „Early childhood caries“. Evidence-Based Dentistry 14, Nr. 2 (Juni 2013): 40–41. http://dx.doi.org/10.1038/sj.ebd.6400928.

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47

Simeonsson, Rune J. „Early Childhood Intervention“. Infants & Young Children 12, Nr. 3 (Januar 2000): 4–9. http://dx.doi.org/10.1097/00001163-200012030-00003.

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48

Gündüz, Suzan, Esma Uşak und Çiğdem N. Yüksel. „Early Childhood Masturbation“. Medical Journal of Islamic World Academy of Sciences 23, Nr. 2 (April 2015): 59–62. http://dx.doi.org/10.12816/0014500.

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49

JENKINS, JOANN R., CHANDICE COVINGTON und JULIA PLOTNICK. „Early Childhood Intervention“. MCN, The American Journal of Maternal/Child Nursing 19, Nr. 3 (Mai 1994): 135???143. http://dx.doi.org/10.1097/00005721-199405000-00002.

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50

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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