Academic literature on the topic 'Early childhood centres'
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Journal articles on the topic "Early childhood centres"
Pearson, Landon. "Inuit Early Child Care Centres." Canadian Journal of Children's Rights / Revue canadienne des droits des enfants 3, no. 1 (November 24, 2016): 142–48. http://dx.doi.org/10.22215/cjcr.v3i1.80.
Full textPatil, Priyanka, Emma C. Alexander, Meghan Cupp, Monica Lakhanpaul, Meradin Peachey, Alexander Light, and Logan Manikam. "Reducing childhood obesity: evaluation of an Early Years Nutrition programme in a deprived London borough." F1000Research 9 (July 7, 2020): 682. http://dx.doi.org/10.12688/f1000research.24382.1.
Full textPodmore, Val, Le'autuli'ilagi Sauvao, and Lia Mapa. "Transition to School from Pacific Early Childhood Centres." Early Childhood Folio 5 (June 1, 2001): 19–22. http://dx.doi.org/10.18296/ecf.0252.
Full textPodmore, Val, Le’autuli’ilagi Sauvao, and Lia Mapa. "Transition to school from Pacific Early Childhood Centres." Set: Research Information for Teachers, no. 3 (November 1, 2001): 7–10. http://dx.doi.org/10.18296/set.0764.
Full textWaniganayake, Manjula, Romana Morda, and Anthoula Kapsalakis. "Leadership in Child Care Centres: Is it Just Another Job?" Australasian Journal of Early Childhood 25, no. 1 (March 2000): 13–19. http://dx.doi.org/10.1177/183693910002500105.
Full textCrowe, Kathryn, Tamara Cumming, Jane McCormack, Elise Baker, Sharynne McLeod, Yvonne Wren, Sue Roulstone, and Sarah Masso. "Educators’ perspectives on facilitating computer-assisted speech intervention in early childhood settings." Child Language Teaching and Therapy 33, no. 3 (July 10, 2017): 267–85. http://dx.doi.org/10.1177/0265659017717437.
Full textPetrie, Kirsten, and Jeanette Clarkin-Phillips. "‘Physical education’ in early childhood education." European Physical Education Review 24, no. 4 (April 12, 2017): 503–19. http://dx.doi.org/10.1177/1356336x16684642.
Full textMäntyjärvi, Marjo, and Anna-Maija Puroila. "Has something changed? Leaders’, practitioners’ and parents’ interpretations after renewed early childhood education and care legislation in Finnish private centres." Contemporary Issues in Early Childhood 20, no. 1 (February 22, 2019): 7–22. http://dx.doi.org/10.1177/1463949119828158.
Full textBoyd, Wendy. "‘Nothing Goes to Waste’: A professional learning programme for early childhood centres." Australasian Journal of Early Childhood 45, no. 1 (November 1, 2019): 69–81. http://dx.doi.org/10.1177/1836939119885313.
Full textKahuroa, Raella. "A sensory landscape of place as an invitation to belonging in early childhood settings." Early Childhood Folio 25, no. 1 (June 1, 2021): 3–8. http://dx.doi.org/10.18296/ecf.0089.
Full textDissertations / Theses on the topic "Early childhood centres"
Abdu, Hannatu Aishatu. "An exploratory study of early childhood development teacher attitudes towards parent involvement in early childhood development centres in Athlone." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13271.
Full textThis study aimed to explore early childhood development teacher attitudes towards parent involvement in early childhood development centres. The researcher aimed to gain an understanding of how ECD teachers describe their roles within the ECD centres, their perception of parent involvement in ECD centres, the ways in which ECD teachers involve parents within the ECD centre, to know the factors influencing parent involvement within the ECD centres and teachers needs for further support in parent involvement. The study was undertaken in Athlone with the aim to using the results to highlight areas that need improvement within ECD centres.
Gunn, Alexandra Claire. "Visual art education in early childhood centres : teachers' beliefs and practices." Thesis, University of Canterbury. School of Educational Studies and Human Development, 1998. http://hdl.handle.net/10092/2479.
Full textClampett, Bridget. "Quality Early Childhood Development centres: an exploratory study of stakeholder views." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20702.
Full textShertiel, Sabra Hussein. "The role of practitioners in early childhood development centres in shaping behaviour of children." University of the Western Cape, 2018. http://hdl.handle.net/11394/6375.
Full textEarly childhood centres play a profound role in shaping the behaviour of children. Research indicates that early childhood centres contribute to the holistic development of children, encompassing their motor, congnitive and behavioural skills. Research has further shown that the South African authorities have an early childhood policy which spans various aspects of childhood development. To establish the nexus between early childhood centres and the behaviour of children, this study explored the role of practitioners in early childhood development centres in shaping the behaviour of children. The study uses the Ecological Systems Theory to interrogate its tenets of the theory and the research findings. The study engaged a qualitative approach to explore this phenomenon. Semi-structured interviews, field notes and observations were used to obtain data from parents, principals and practitioners at early childhood centres. Data was analysed thematically and as such, three main themes emerged from the research: the behaviour of children in early childhood development centres; practitioners' perceptions of their own roles in early childhood development centres; and the attitudes of practitioners towards their roles in early development centres.
Lyne, Mark. "Exposure assessment of traffic-related pm10 pollution in outdoor play areas of early childhood centres." Click here to access this resource online, 2008. http://hdl.handle.net/10292/413.
Full textThorogood, Camilla Renée. "Food provision challenges facing early childhood development centres in two Cape Town townships." University of Western Cape, 2020. http://hdl.handle.net/11394/8238.
Full textEarly childhood has been identified as a critical period for providing nutritional intervention, with nutritional adequacy during the first 1000 days having long term implications for human development. South Africa’s policy environment accordingly aims to support the development of all children through providing services supporting care and nutrition of children so that ‘no one is left behind’. However, the reality is that for the economically marginalised who live in poverty, these services are inaccessible and the whereabouts of many children, especially those under 5, remain unknown to the state. This study looks at township childcare facility as a key intervention point for nutrition provision, documents the obstacles and challenges they face in securing food for the children in their care and describes the strategies they use to combat these challenges. Using a mixed method approach, data were gathered on all ECDs operating in two Cape Town townships – Vrygrond, a semi-formal township, and Sweet Home Farm, a deeply informal settlement – and a typology was developed which represented the differentiation between these informal businesses in terms of a continuum of connectedness and disconnectedness with the regulatory environment.
McNab, Nicola Jane. "Sleep practices and nap quality in infants transitioning to early childhood education centres: Comparing naps in the home and centre." Thesis, University of Canterbury. Health Sciences Centre, 2012. http://hdl.handle.net/10092/7369.
Full textDe, Gioia Katey, University of Western Sydney, College of Social and Health Sciences, and School of Applied Social and Human Sciences. "Beyond cultural diversity : exploring micro and macro culture in the early childhood setting." THESIS_CSHS_ASH_De Gioai_K.xml, 2003. http://handle.uws.edu.au:8081/1959.7/795.
Full textDoctor of Philosophy (PhD)
Sharpley, Jennifer. "An investigation into the implementation of early childhood development policy in early childhood centres (A study of the Fisantekraal, northern district, Cape Town, South Africa)." University of the Western Cape, 2014. http://hdl.handle.net/11394/4205.
Full textThe White Paper on Education and training defines ECD as the process by which children 0 – 9 grow and thrive in all respects. The main focus of ECD’s is to ensure that children are thriving, by providing a solid foundation for physical, emotional, cognitive and overall healthy development of children (UNICEF, 2005). Therefore a critical factor for educational achievement is access to ECD. In redressing the exclusion of the past in ECD the equity enshrined in the white paper on Education and training (1995) and the Reconstruction and development program (RDP) suggest that government act as the key agent for ‘levelling the playing field’ . This would greatly benefit the historically disadvantaged children which are the majority within South Africa (Department Basic Education, 2001). The challenge is to establish in which way the playing field are bring levelled to increase ascertain ECD programs for all children in general, and poor children in particular. Thus the implementation of quality programs becomes a matter of urgency (UNICEF, 2005). Many ECD centres have been established around the world and in South Africa, very few studies have been conducted concerning the implementation of government policy in terms of ECD centres. As stated in the Convention on the Right of the Child and the African charter on the Rights and the welfare of the child. The South African constitutions in regard to Act 108 of 1996 include the Bill of Rights, with policies and plans that are in one place to ensure that the rights of children in the Early Childhood Developmental stage are met (Child institute, 2007/2008). This research investigates the implementation of government ECD policy in the three sectors of government policy which need to be adhered to. Namely the criteria stipulated by the Educational Department, Social Development as well as the Department of Health. The study shall ascertain whether these policies are indeed being implemented. New ECD programs include the ECD integrated Plan with a focus on parent education, in addition to Expanded Public Works Program which also includes the training of parents (Biersterker & Kvalsig, 2007 :pp 1200). The research objectives are namely to examine the implementation of ECD policy which covers all three departments that of; Education, Social Development and Health. To develop a legislative and conceptual framework to underpin the study Identify challenges and opportunities from primary data and draw conclusions Make recommendations Specific research questions addresses in this study: •To determine what processes are in place to ensure effective and efficient implementation of the ECD policy. •To ascertain what specific challenges are faced by ECD centres staff during the implementation of policy. •The relevance of the policies to the intended Institutions. A qualitative study method shall be adopted. The instrument (questionnaire) will be issued to participants namely head/principal or teacher in charge of ECD centres. The questionnaire shall be followed up with a focus group, which shall include head of ECD’s as well as active parents from communities/governing bodies. The researcher undertakes the responsibility of providing and examining the level of competences. The researcher shall be responsible in conducting the research, with integrity and maintain honesty and fairness at all times. The participants are assured that the information shared during the discussions would be used solely for the study and no other publications. The researcher shall uphold the right for any participant to withdraw from the process if they no longer wish to participate. Only respondents who provide consent to being a part of this process shall participate.
Hebe, Headman Ngilosi. "Exploring the implementation of environmental education in Grade R : a case study of selected Early Childhood Development (ECD) Centres." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/98015.
Full textENGLISH ABSTRACT: Planet Earth is plagued by a myriad of problems which have been on the increase in recent years. These include, among other things, e–waste; reduction in biodiversity, air pollution, global warming and many more. Undoubtedly, the greed of human beings more than the quest to satisfy needs has been at the core of these problems which threaten the sustainability of earth’s ecosystems. For some years now, Environmental Education (EE) has been acknowledged and, consequently, employed as the vehicle to offset the impact of the challenges which continue to degrade Planet Earth. Hence, many levels of education, especially formal education; have been making some inroads towards empowering people to change their behaviour and help others through the integration of EE in learning and teaching activities. Unfortunately, the early childhood stage of human development has been neglected when it comes to education issues, in general (Calman and Tarr–Whelan 2005; Davis 1998), and in the context of this study, in issues concerning Environmental Education (Davis 2009). For example, Davis (2009) conducted a literature survey for the period 1996 – 2007 with a focus on environmental education/education for sustainability and childhood education and discovered that little research had been conducted in this area. Hence, she laments, “in general, early childhood education researchers have not engaged with environmental/sustainability issues, and environmental education researchers have not focused on very young children and educational settings” (Davis 2009: 229). Accordingly, this study was undertaken in response to Davis’s (2009) outcry and the realisation that, indeed, even in the context of South Africa, there is paucity of research in the areas identified by Davis (2009). The purpose of this qualitative–interpretive paradigm guided inquiry was to investigate the extent to which Environmental Education is integrated in Grade R teaching and learning activities at selected Early Childhood Development (ECD) Centres in the North West Province of South Africa. In order to gain in–depth information and multiple perspectives (Creswell 2007) on the subject of inquiry, the maximum variation strategy, a subtype of purposeful sampling (McMillan and Schumacher 1997) was used for case selection.Consequently, four Grade R offering ECD centres with diverse characteristics participated in this inquiry. From each of the selected centres, one Grade R classroom was selected for investigation. Likewise, the Grade R teachers whose classes were selected together with their principals participated in the investigation. Three data generation strategies were used in this inquiry, namely; participant observations, semi–structured interviews, and document and artefact analysis. And, in order to assign meaning to generated data, two data analysis strategies were utilized, namely; constant comparison (Leech and Onwuegbuzie 2007) and domain analysis (Neuman 2011). Evidence from this study suggests that, to a very limited extent, some Grade R teachers do integrate environmental issues in their activities. However, this infusion of EE is done, mainly, in the form of teaching about the environment with little or no teaching in/through and for the environment. Hence, viewed from Kopelke’s (2012) perspective, this integration of environmental issues can be considered to be environmental studies. Likewise, hindrances to the integration of EE in selected Grade R classes were identified. These included the following: classroom overcrowding, underfunding, inadequate teacher training and lack of resources. On the other hand, the following were some of the factors identified as enablers of EE infusion: collaboration among the Grade R teachers, well–designed Learning and Teaching Support Material (LTSM) and, enabling curriculum frameworks. The study makes the following recommendations, among other things: the prioritisation of Grade R teacher training and remuneration, on–going and meaningful professional support for Grade R teachers, adherence to the norms and standards for Grade R funding and empowerment of School Management Teams and Senior Education Specialists to adequately support the Grade R teachers. Additionally, studies of similar nature are recommended and the study is rounded off with some guidelines on the integration of EE in Grade R.
AFRIKAANSE OPSOMMING: Planeet Aarde word deur ontelbare probleme wat in die afgelope jare verhoog geteister. Hierdie probleme sluit in, onder andere, e–afval, vermindering van biodiversiteit, lugbesoedeling, aardverwarming en nog meer. Sonder twyfel word die gulsigheid van die mens liewer as die voorsiening van behoeftes as die kern van hierdie probleme, wat die volhoubaarheid van die aarde se ekosisteme bedreig, beskou. Vir ’n paar jaar word Omgewingsopvoeding (OO) erken en gevolglik gebruik om die effek van die voortdurende uitdagings om Planeet Aarde te degradeer en te neutraliseer. Gevolglik het baie vlakke van onderwys, veral formele onderwys; deur die integrasie van Omgewingsopvoeding in leer= en onderrigaktieiteite vordering t.o.v die bemagtiging van mense gemaak om sodoende hul gedrag te verander en ander mense in die proses te help. Ongelukkig word die vroeë kinderfasee van menslike ontwikkeling in die algemeen, verwaarlos waneer dit by onderwyskwessies kom (Calman en Tarr–Whelan 2005; Davis 1998), en veral in die konteks van hierdie studie, spesifiek die kwessies van Omgewingsopvoeding(Davis, 2009). Davis (2009) het ’n literatuuroorsig vir die tydperk 1996 – 2007 met die fokus op omgewings /opvoeding vir volhoubaarheid in kinderonderwys gedoen, en ontdek dat baie min navorsing in hierdie gebied gedoen is. Dus betreur sy die feit dat “in die algemeen navorsers in vroeë kinderonderwys nie die kwessies van volhoubaarheid aangeraak het nie en die navorsers in omgewingsopvoeding nie op baie jong kinders en hulle opvoedkundige kontekste gefokus het nie” (Davis 2009: 229). Gevolglik is hierdie studie onderneem in respons op Davis (2009) se verweer en ook die besef dat, inderdaad; selfs in die konteks van Suid–Afrika, daar ‘n gebrek aan navorsing in die areas wat deur Davis (2009) geidentifiseer is bestaan. Die doel van hierdie kwalitatiewe–interpretatiewe ondersoek is om die mate waarin omgewingsopvoeding, in Graad R–onderrig en leeraktiwiteite by Vroeëkindontwikkeling (VKO) sentrums in die Noordwes Provinsie van Suid–Afrika geintegeer is, te ondersoek. Ten einde, in–diepte inligting en veelvuldige perspektiewe (Creswell 2007) oor die onderwerp van ondersoek te verwerf, is die maksimum variasie–strategie (McMillan and Schumacher 1997), wat ‘n sub–kategorie van doelgerigte steekproewe is as keuse vir hierdie gevallestudie gebruik. Gevolglik is vier VKO–sentrums, met uiteenlopende kenmerke, wat Graad R aanbied by hierdie ondersoek betrek. Uit elke gekose sentrum is een Graad R–klaskamer vir ondersoek gekies. Terselfdetyd het die Graad R–onderwysers van die gekose klasse en hul skoolhoofde aan die ondersoek deelgeneem. Drie strategiee is gebruik om data in hierdie ondersoek te genereer naamlik; deelnemer–waarneming, semi–gestruktureerde onderhoude en die analise van dokumente en artefakte. Twee strategiee is gebruik om data te analiseer en betekenis daaraan te gee, naamlik; konstant–vergelykings (Leech and Onwuegbuzie 2007) en domein– analise (Neuman 2011). Bewyse uit hierdie studie dui daarop dat, sekere Graad R–onderwysers tot ’n baie beperkte mate, omgewingskwessies in hul aktiwiteite integreer. Hierdie integrasie van omgewingsopvoeding sluit hoofsaaklik onderrig oor die omgewing in met min of geen onderrig of/deur en vir die omgewing. Dus, vanuit Kopelke (2012) se perspektief, kan hierdie integrasie van omgewings–kwessies in aanmerking geneem word by omgewingsstudies. Daarbenewens is ook, hindernisse tot die integrasie van OO in gekoste Graad R–klase identifiseer. Dit sluit die volgende in: oorbevolkte klaskamers, swakbefondsing, onvoldoende opleiding van onderwysers en ’n gebrek aan hulpbronne. Andersyds is die volgende faktore identifiseer as geleenthede wat die integrasie van OO kan bevorder: samewerking tussen die Graad R–onderwysers, goed ontwerpte Leer en Onderrig Ondersteuning Materiaal (LOOM) en bemagtigende kurrikulumraamwerke. Die studie maak onder andere die volgende aanbevelings: die prioritisering van Graad R–onderwyser- opleiding, deurlopende en betekenisvolle professionele ondersteuning aan Graad R–onderwysers, voldoening aan die norme en standaarde vir Graad R–befondsing, en die bemagtiging van Skoolbestuurspanne en Senior Onderwys–spesialiste tot die effektiewe ondersteuning van Graad R–onderwysers. Daarbenewens word, studies van soortgelyke aard aanbeveel en word die studie met ’n paar riglyne oor die integrasie van OO in Graad R afgerond.
Books on the topic "Early childhood centres"
Milne, Rosemary. Bilingual early childhood education in child care and preschool centres. Richmond, Vic: FKA Multicultural Resource Centre, 1993.
Find full textHamer, Judy. The New Zealand early childhood literacy handbook: Practical literacy ideas for early childhood centres (with examples for infants, toddlers, and young children). Palmerston North, N.Z: Dunmore Press, 2003.
Find full textButin, Dan W. Early childhood centers. [Washington, DC]: National Clearinghouse for Educational Facilities, 2000.
Find full textReggio Emilia (Italy). Nidi e Scuole dell'Infanzia, ed. Indications: Preschools and infant-toddler centres of the municipality of Reggio Emilia. Reggio Emilia, Italy: Reggio Children, 2010.
Find full textHerr, Judy. Early childhood writing centers. Fort Worth: Harcourt Brace College Publishers, 1994.
Find full textCarol, Keyes, ed. Early childhood administration. Boston: Allyn & Bacon, 1985.
Find full textPrice, Leigh. Our children, our future: Zimbabwean good practices responding to the needs of orphans and vulnerable children : the Zvandiri Programme, Africaid, and the Kapnek Trust early childhood development centres. Harare, Zimbabwe: SAfAIDS, 2010.
Find full textMontana, State University (Bozeman Mont ). Early Childhood Project. Early childhood resource directory. Bozeman, Mont. (Herrick Hall/Home Economics, Montana State University, Bozeman 59717): The Project, 1986.
Find full textTaylor, Barbara J. Early childhood program management: People and procedures. 3rd ed. Upper Saddle River, N.J: Merrill, 1997.
Find full textTaylor, Barbara J. Early childhood program management: People and procedures. Columbus: Merrill Pub. Co., 1989.
Find full textBook chapters on the topic "Early childhood centres"
Smith, Helen Victoria. "Educating ‘poor’ mothers in the Sure Start children's centres." In Local Literacies in Early Childhood, 90–114. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003032052-6.
Full textGiudici, Claudia, and Paola Cagliari. "Pedagogy Has Children’s Voice: The Educational Experience of the Reggio Emilia Municipal Infant-Toddler Centres and Preschools." In International Handbook of Early Childhood Education, 1457–67. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-024-0927-7_75.
Full textFito’o, Billy. "Leading in Early Childhood Education Centres in the Solomon Islands: Issues and Challenges." In Leadership, Community Partnerships and Schools in the Pacific Islands, 137–51. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6483-3_12.
Full textSinger, Elly. "Emotional Security and Play Engagement of Young Children in Dutch Child Centres: A Story of Explorative Research, Experiments and Educators Testing Hypotheses." In International Perspectives on Early Childhood Education and Development, 207–23. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3197-7_14.
Full textOrnstein, Anna. "Early childhood traumata." In Toward a Theory of Child-Centered Psychodynamic Family Treatment, 152–64. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003006572-10.
Full textKrogh, Suzanne L., and Pamela Morehouse. "The Child-Centered Learning Environment." In The Early Childhood Curriculum, 27–59. Third edition. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429280764-3.
Full textWoodrow, Christine. "Relationships, Reflexivity and Renewal: Professional Practice in Action in an Australian Children’s Centre." In Early Childhood Grows Up, 21–35. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2718-2_2.
Full textAylward, Glen P. "Development of the Central Nervous System." In Infant and Early Childhood Neuropsychology, 21–34. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4615-5927-6_3.
Full textDunst, Carl J., and Marilyn Espe-Sherwindt. "Family-Centered Practices in Early Childhood Intervention." In Handbook of Early Childhood Special Education, 37–55. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28492-7_3.
Full textGilutz, Shuli. "Child-Centered Design." In Exploring Key Issues in Early Childhood and Technology, 49–54. New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429457425-9.
Full textConference papers on the topic "Early childhood centres"
Tyilo, Nonzukiso. "IMPLEMENTING INCLUSIVE EDUCATION IN EARLY CHILDHOOD DEVELOPMENT CENTRES." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0904.
Full textTyilo, Nonzukiso. "PEDAGOGICAL FUNDAMENTALS OF PLAY-BASED LEARNING IN EARLY CHILDHOOD CARE AND EDUCATION (ECCE) CENTRES: LESSONS FROM THE LITERATURE." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2573.
Full textFourie, Elsa. "Implementing and managing processes that can encourage resilience in HIV and AIDS affected female teachers in township Early Childhood Development (ECD) centres." In 8th International Conference on Advances in Social Science, Management and Human Behaviour - SMHB. Institute of Research Engineers and Doctors, 2019. http://dx.doi.org/10.15224/978-1-63248-168-9-07.
Full textDirks, Judith, Namhla Sotuku, Joyce Mathwasa, Syden Mishi, and Tshepo Morake. "PARENTS’ PERSPECTIVES ON THE ROLE AND RELEVANCE OF EARLY CHILDHOOD CARE AND EDUCATION (ECCE) AND THEIR INVOLVEMENT IN ECCE CENTRES IN THE EASTERN CAPE." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2458.
Full textGajawelli, Niharika, Sean Deoni, Holly Dirks, Douglas Dean, Jonathan O'Muircheartaigh, Yalin Wang, Marvin D. Nelson, Olivier Coulon, and Natasha Lepore. "Central sulcus development in early childhood." In 2017 39th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC). IEEE, 2017. http://dx.doi.org/10.1109/embc.2017.8036787.
Full textPirjo, Suvilehto. "“Puppetry and Opera Are Striking.” Students’ Experiences of Collaboration and Curiosity in Puppetry Opera as a Case Study." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.794.
Full textSaquib, Nazmus, and Deb Roy. "Children-Centered Sensing in Early Childhood Classrooms." In CHI '18: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3170427.3188559.
Full textMisrayeti and Nenny Mahyuddin. "The Implementation of Mathematics Learning in the Preparation Center Islamic Kindergarten Raudhatul Jannah City of Payakumbuh." In International Conference of Early Childhood Education (ICECE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200715.017.
Full textFeofanov, Vasiliy. "Cognitive Functions Dynamics In Preschoolers With Autism Disorders Under Rehabilitation Centre Conditions." In ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.45.
Full textArifin, Imron, and Agustinus Hermino. "The Role of Church and Parent in Early Childhood Education in the Central Highlands of Papua." In 1st International Conference on Early Childhood and Primary Education (ECPE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ecpe-18.2018.21.
Full textReports on the topic "Early childhood centres"
Hauth, Nancy. Special Focus Programs, Magnet Programs and Schools, and Early Childhood Education Centers: Equal Access in Portland Public School's Elementary Options. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7461.
Full textCarneiro, Pedro, Sofía Castro Vargas, Yyannú Cruz-Aguayo, Gregory Elacqua, Nicolás Fuertes, and Norbert Schady. Medium-Term Impacts of Access to Daycare on School Outcomes: Experimental Evidence from Rio de Janeiro. Inter-American Development Bank, April 2021. http://dx.doi.org/10.18235/0003236.
Full textBerlinski, Samuel, María Marta Ferreyra, Luca Flabbi, and Juan David Martin. Child Care Markets, Parental Labor Supply, and Child Development. Inter-American Development Bank, November 2020. http://dx.doi.org/10.18235/0002872.
Full textHighlighting High Performance: Michael E. Capuano Early Childhood Center; Somerville, Massachusetts. Office of Scientific and Technical Information (OSTI), March 2006. http://dx.doi.org/10.2172/878568.
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