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Journal articles on the topic 'Early childhood classrooms'

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Author: Grafiati

Published: 10 December 2022

Last updated: 19 February 2023

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1

Barnes, Erica. "Academic Language in Early Childhood Classrooms." Perspectives on Language Learning and Education 22, no. 3 (July 2015): 85–92. http://dx.doi.org/10.1044/lle22.3.85.

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In this article, the author defines academic language, and provides examples of how it is used in early childhood classrooms. The connections between academic language and later literacy development are discussed, emphasizing how the differences in children's experiences with academic language may be reflected in their classroom performances. Strategies for incorporating and assessing academic language use in a variety of settings in early childhood classrooms are presented.

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Moomaw, Sally, Guy W. Jones, and Hunkpapa Lakota. "Native Curriculum in Early Childhood Classrooms." Childhood Education 82, no. 2 (December 2005): 89–94. http://dx.doi.org/10.1080/00094056.2006.10521353.

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Chen, Jie-Qi, and Charles Chang. "Using computers in early childhood classrooms." Journal of Early Childhood Research 4, no. 2 (June 2006): 169–88. http://dx.doi.org/10.1177/1476718x06063535.

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4

Barnes, Erica M., Jill F. Grifenhagen, and David K. Dickinson. "Academic Language in Early Childhood Classrooms." Reading Teacher 70, no. 1 (April 30, 2016): 39–48. http://dx.doi.org/10.1002/trtr.1463.

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Winterbottom, Christian, and Sarah Schmidt. "Embedding character education into an early childhood classroom through service-learning." Journal of Childhood, Education & Society 3, no. 2 (July 19, 2022): 112–21. http://dx.doi.org/10.37291/2717638x.202232173.

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The implementation of service-learning in early childhood education classrooms has not been well documented, and the links to service-learning and the potential effects on character education are scarce at best. In this paper, a service-learning pedagogy is presented as a way to enhance character through education with the youngest learners: children in an early childhood classroom. This study examines the experiences of both teachers and children in an early childhood classroom participating in the form of a service-learning pedagogy for a year, and investigates the social emotional and character development of the young children participating in the classroom. Through the implementation of service-learning in early childhood classrooms, it is possible to grow and create a generation of learners who connect academic curricula through projects that deal with real community needs. With an emphasis on building relationships and making connections, service-learning the authors suggest, is an approach that can allows teachers to maximize children’s strengths, while at the same time building character and positive social and emotional traits.

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Bradley, Barbara A., and Jennifer Jones. "Sharing Alphabet Books in Early Childhood Classrooms." Reading Teacher 60, no. 5 (February 2007): 452–63. http://dx.doi.org/10.1598/rt.60.5.5.

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McNamee, Gillian Dowley. "Child Development Research in Early Childhood Classrooms." Human Development 43, no. 4-5 (2000): 246–51. http://dx.doi.org/10.1159/000022683.

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Judge, Sharon Lesar. "Integrating Computer Technology Within Early Childhood Classrooms." Young Exceptional Children 5, no. 1 (October 2001): 20–26. http://dx.doi.org/10.1177/109625060100500103.

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9

Kontos, Susan, and Lynette Keyes. "An ecobehavioral analysis of early childhood classrooms." Early Childhood Research Quarterly 14, no. 1 (January 1999): 35–50. http://dx.doi.org/10.1016/s0885-2006(99)80003-9.

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Duncan, Tashawna K., Kristen M. Kemple, and Tina M. Smith. "Reinforcement in Developmentally Appropriate Early Childhood Classrooms." Childhood Education 76, no. 4 (June 2000): 194–203. http://dx.doi.org/10.1080/00094056.2000.10521162.

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Jung, Myoungwhon, and Gregory Conderman. "Intentional Mathematics Teaching in Early Childhood Classrooms." Childhood Education 89, no. 3 (May 2013): 173–77. http://dx.doi.org/10.1080/00094056.2013.792689.

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Park, Mi-Hwa, and Cindy Clemson. "Using Nudge Theory in Early Childhood Classrooms." Childhood Education 96, no. 6 (November 1, 2020): 22–31. http://dx.doi.org/10.1080/00094056.2020.1846375.

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Boutte, Gloria Swindler, Julia Lopez-Robertson, and Elizabeth Powers-Costello. "Moving Beyond Colorblindness in Early Childhood Classrooms." Early Childhood Education Journal 39, no. 5 (August 24, 2011): 335–42. http://dx.doi.org/10.1007/s10643-011-0457-x.

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Hertzog, Nancy, and Marjorie Klein. "A Technology Explosion in Early Childhood Classrooms." Gifted Child Today 28, no. 3 (June 2005): 24–65. http://dx.doi.org/10.4219/gct-2005-176.

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15

Ramsey, Patricia G. "Changing Social Dynamics in Early Childhood Classrooms." Child Development 66, no. 3 (June 1995): 764. http://dx.doi.org/10.2307/1131949.

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16

Crane-Deklerk, Kelsey. "Multimodality in Early Childhood Education." International Journal of Literacy, Culture, and Language Education 1 (December 9, 2020): 73–87. http://dx.doi.org/10.14434/ijlcle.v1i0.29481.

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

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Rishel, Carrie W., Jiyoung K. Tabone, Helen P. Hartnett, and Kathy F. Szafran. "Trauma-Informed Elementary Schools: Evaluation of School-Based Early Intervention for Young Children." Children & Schools 41, no. 4 (October 2019): 239–48. http://dx.doi.org/10.1093/cs/cdz017.

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Abstract Trauma-Informed Elementary Schools (TIES) is a program designed to bring trauma-informed services to early elementary classrooms. Built on a foundation of adverse childhood experiences research and the Attachment, Self-Regulation, and Competency framework, TIES provides early intervention to children who exhibit symptoms of chronic stress or trauma in the classroom. Designed as an innovative school-based approach, TIES provides classrooms with a resource liaison to support teachers in recognizing and responding to trauma indicators. This article describes a study that examined the effectiveness of the TIES intervention across multiple domains, measuring the quality of classroom interaction by comparing TIES classrooms with comparison classrooms in 11 schools in a rural Appalachian state. CLASS (Classroom Assessment Scoring System) was used to measure classroom outcomes at the beginning (baseline) and end (follow-up) of the school year. Results indicate that TIES classrooms demonstrated significant improvement from baseline to follow-up in multiple domains, whereas comparison classrooms showed decline. The article concludes with a discussion of the study’s implications.

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Ekinci-Vural, Deniz. "Parental involvement in early childhood classrooms: Turkish teachers’ views and practices." African Educational Research Journal 9, no. 1 (January 19, 2021): 60–68. http://dx.doi.org/10.30918/aerj.91.20.208.

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The purpose of this study was to understand Turkish early childhood teachers’ views and practices of parent involvement (PI). Qualitative research design was utilized for this research by asking five open-ended research questions to one hundred female teachers who work in the public preschools. The results of the study indicated that teachers apply various forms of parental involvement considering Epstein (1995) six type of parent involvement model. The findings suggest that while volunteering in the classroom was the most common PI, on the other hand decision making was one of the least PI form that teachers used. The results highlighted that teachers’ aims to involve parents are relevant to their thinking of beneficial outcomes for children, families, and teachers. Majority of teachers think that parental involvement is very high in their classrooms and they have significant role in that because they are very intent in informing parents, or organizing the activities. According to the teachers, some of the obstacles of parental involvement are; families education level, having multiple children in the family, fathers’ absence in classroom activities, parents unwillingness to do the homework, parents not participating in seminars, lack of space and crowded classrooms.

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Culatta, Barbara, Kendra M. Hall-Kenyon, and Sharon Black. "Teaching Expository Comprehension Skills in Early Childhood Classrooms." Topics in Language Disorders 30, no. 4 (2010): 323–38. http://dx.doi.org/10.1097/tld.0b013e3181ff5a65.

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Kontos, Susan, and Amanda Wilcox-Herzog. "Influences on children's competence in early childhood classrooms." Early Childhood Research Quarterly 12, no. 3 (January 1997): 247–62. http://dx.doi.org/10.1016/s0885-2006(97)90002-8.

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21

Lee, Joohi, and Jo Junoh. "Implementing Unplugged Coding Activities in Early Childhood Classrooms." Early Childhood Education Journal 47, no. 6 (August 19, 2019): 709–16. http://dx.doi.org/10.1007/s10643-019-00967-z.

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22

Fisher, Darrell L., Barry J. Fraser, and Jan Bassett. "Using a Classroom Environment Instrument in an Early Childhood Classroom." Australasian Journal of Early Childhood 20, no. 3 (September 1995): 10–15. http://dx.doi.org/10.1177/183693919502000304.

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Remarkable progress has been made internationally over the past two decades in the conceptualisation, assessment and investigation of perceptions of the classroom environment. However, there are no published studies that have been conducted in early childhood classrooms. This paper reports the first use of a classroom environment instrument, the My Class Inventory (MCI), in a Year 1 class. Students responded to both the actual and preferred forms of the MCI. The teacher then implemented selected strategies in a practical attempt to improve the classroom environment by changing it towards that preferred by the students. After six months of applying these strategies, readministration of the actual form of the instrument indicated that the classroom environment indeed had been changed in the desired direction.

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Prioletta, Jessica. "Patriarchy in the preschool classroom: Examining the effects of developmental ideologies on teachers’ perspectives and practices around play and gender." Contemporary Issues in Early Childhood 21, no. 3 (February 21, 2019): 242–52. http://dx.doi.org/10.1177/1463949119831461.

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Child development ideologies have long informed early childhood education, shaping teachers’ perceptions of children and their classroom practices through teacher education programs and education policies. Following the rise of post-developmental perspectives in the early childhood literature, the author uses a critical feminist lens to examine the gendered implications child development ideologies have had on teachers’ perspectives and practices in a Canadian metropolis. Drawing on data collected in four preschool classrooms, the author argues that the preschool teachers’ reliance on child developmental logics inadvertently perpetuated a patriarchal culture in their classrooms, as gendered power dynamics went unnoticed and unaddressed in children’s play. The author concludes by exploring the possibilities that MacNaughton’s concept of the feminist pedagogic gaze may afford early learning practices and future directions for research.

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Millei, Zsuzsanna J. "The Discourse of Control: Disruption and Foucault in an Early Childhood Classroom." Contemporary Issues in Early Childhood 6, no. 2 (June 2005): 128–39. http://dx.doi.org/10.2304/ciec.2005.6.2.3.

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Disruption can be a result of a wide array of circumstances, but is commonly identified as a ‘control problem’ in early childhood classrooms. In this article, the author argues that the recognition of disruption as a ‘control problem’ is embedded in and governed by the social power and values entrenched in teaching discourses. Classroom practices draw strongly on the discourse of educational psychology and utilise its power and immanent knowledge to ‘discipline’ early childhood agents through classroom practices. These early childhood practitioners then become both an object and a subject of this knowledge. This article problematises particular discourses used in a metropolitan West Australian pre-primary classroom and aims to find alternative avenues to view disruption. To aid this search, the multiple meanings of ‘discipline’ in connection to behaviour management, learning and pedagogy are explored.

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25

Dynia, Jaclyn M., Rachel E. Schachter, Shayne B. Piasta, Laura M. Justice, Ann A. O’Connell, and Christina Yeager Pelatti. "An empirical investigation of the dimensionality of the physical literacy environment in early childhood classrooms." Journal of Early Childhood Literacy 18, no. 2 (June 9, 2016): 239–63. http://dx.doi.org/10.1177/1468798416652448.

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This study investigated the dimensionality of the physical literacy environment of early childhood education classrooms. Data on the classroom physical literacy environment were collected from 245 classrooms using the Classroom Literacy Observation Profile. A combination of confirmatory and exploratory factor analysis was used to identify five separate dimensions of the physical literacy environment; including (a) variety and use of books, (b) variety and use of writing centre materials, (c) variety and use of technology, (d) variety of environmental print and (e) variety and use of other literacy-related materials. Overall, these five dimensions demonstrated reasonable reliability and validity. Implications for investigating the physical literacy environment and future directions for research are discussed.

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26

Yang, Jung-Eun, and Jin-Hee Lee. "Applying Bridging Assessment for Early Mathematical Learning in Early Childhood Classrooms." Journal of the Korea Entertainment Industry Association 12, no. 4 (June 30, 2018): 229–45. http://dx.doi.org/10.21184/jkeia.2018.6.12.4.229.

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27

Tang, Xin, Eija Pakarinen, Marja-Kristiina Lerkkanen, Eve Kikas, Joona Muotka, and Jari-Erik Nurmi. "Validating the early childhood classroom observation measure in first and third grade classrooms." Scandinavian Journal of Educational Research 61, no. 3 (March 16, 2016): 275–94. http://dx.doi.org/10.1080/00313831.2015.1120237.

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Curenton, Stephanie M., Iheoma U. Iruka, Marisha Humphries, Bryant Jensen, Tonia Durden, Shana E. Rochester, Jacqueline Sims, Jessica V. Whittaker, and Mable B. Kinzie. "Validity for the Assessing Classroom Sociocultural Equity Scale (ACSES) in Early Childhood Classrooms." Early Education and Development 31, no. 2 (May 16, 2019): 269–88. http://dx.doi.org/10.1080/10409289.2019.1611331.

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Delaney, Katherine K. "Looking away: An analysis of early childhood teaching and learning experiences framed through a quality metric." Contemporary Issues in Early Childhood 19, no. 2 (June 2018): 167–86. http://dx.doi.org/10.1177/1463949118778023.

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In this article, the author examines the ways in which a classroom quality metric framed the teaching and learning experiences of teachers and children in three Head Start classrooms. Using comic subjectivity theory, the author critically analyzes the ways in which the high-stakes classroom quality measure used in Head Start settings directed her gaze as a researcher, and had implications for teachers’ practice and children’s learning within the site of this gaze. This analysis raises questions about expectations for teachers’ performativity, the role of researchers’ complicity, and how children’s learning is conceptualized in early childhood classrooms that are heavily accountable to outside forces. This article also considers what the costs may be for teachers and children in early childhood settings where quality is conceptualized in ways that stand in stark contrast to teachers’ professional and personal knowledge. In these sites, their knowledge of and engagement with children is made subject to measure-directed regimes in the current accountability-driven era.

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Loor, Juana Maricela Quintana, Jessica Lourdes Arteaga Mera, Luz Adriana Corrales Moreno, Josefa Katiuska Toala Palma, and Lubis Carmita Zambrano Montes. "Neuroscience: alloy for early childhood education." International journal of health sciences 4, no. 1 (April 30, 2020): 25–32. http://dx.doi.org/10.29332/ijhs.v4n1.421.

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It is intended to carry out a tour about the influence of neuroscience in early childhood education. It is important that all teachers, especially those working with infants, can know the fundamental principles of neuroscience and how the brain learns; thus have sufficient resources for decision making in school classrooms. This research paper attempts to make an introduction about the topic to be addressed and its focus on early childhood education.

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Powell, Jack V., and Seungyoun Lee. "Teaching Techniques and Computerized Simulation in Early Childhood Classrooms." Journal of Educational Technology Systems 32, no. 1 (September 2003): 71–100. http://dx.doi.org/10.2190/u625-6g6d-cfbt-8d5h.

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Jung, Eunjoo, and Bora Jin. "Future Professionals’ Perceptions of Play in Early Childhood Classrooms." Journal of Research in Childhood Education 28, no. 3 (June 16, 2014): 358–76. http://dx.doi.org/10.1080/02568543.2014.913277.

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Young, Natalie, Gregory James Conderman, and Myoungwhon Jung. "Preparing Pre-service Early Childhood Candidates for Diverse Classrooms." International Journal of Teacher Education and Professional Development 2, no. 2 (July 2019): 37–52. http://dx.doi.org/10.4018/ijtepd.2019070103.

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The demographics of schools in United States (U.S.) are rapidly changing. Therefore, teachers in the U. S. need to be prepared to teach children with a wide variety of diverse backgrounds. This article describes an introductory early clinical experience purposefully designed to provide early childhood pre-service teachers from a large Midwestern university in the U. S. with opportunities to teach children in a high-need and diverse setting. Data from exit slips and surveys associated with the Open Doors program were analyzed over four years. Results indicated that almost 90% of candidates felt the experience was beneficial to their professional growth and would consider working in a diverse school. Slightly over 90% felt the experience increased their knowledge and skills regarding working with diverse students. Implications for similar projects are provided.

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Kennedy, David. "Forming Philosophical Communities of Inquiry in Early Childhood Classrooms." Early Child Development and Care 120, no. 1 (January 1996): 1–15. http://dx.doi.org/10.1080/0300443961200101.

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Jambunathan, Saigeetha, and Mathew Caulfield. "Developmentally appropriate practices in Asian Indian early childhood classrooms." Early Child Development and Care 178, no. 3 (April 2008): 251–58. http://dx.doi.org/10.1080/03004430600767916.

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Hollingsworth, Heidi L., Harriet Able Boone, and Elizabeth R. Crais. "Individualized Inclusion Plans at Work in Early Childhood Classrooms." Young Exceptional Children 13, no. 1 (September 21, 2009): 19–35. http://dx.doi.org/10.1177/1096250609347259.

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37

de Kruif, Renée E. L., R. A. McWilliam, Stephanie Maher Ridley, and Melissa B. Wakely. "Classification of teachers’ interaction behaviors in early childhood classrooms." Early Childhood Research Quarterly 15, no. 2 (January 2000): 247–68. http://dx.doi.org/10.1016/s0885-2006(00)00051-x.

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Dynia, Jaclyn M., and Laura M. Justice. "Shared-Reading Volume in Early Childhood Special Education Classrooms." Reading Psychology 36, no. 3 (September 4, 2014): 232–69. http://dx.doi.org/10.1080/02702711.2013.843065.

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Muller, Meir, Chaya Gorsetman, and Shelley T. Alexander. "Struggles and Successes in Constructivist Jewish Early Childhood Classrooms." Journal of Jewish Education 84, no. 3 (July 3, 2018): 284–311. http://dx.doi.org/10.1080/15244113.2018.1478533.

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Rhoad-Drogalis, Anna, Brook E. Sawyer, Laura M. Justice, and Ann A. O’Connell. "Assessing Learning Behaviors in Early Childhood Special Education Classrooms." Early Education and Development 29, no. 4 (April 12, 2018): 450–66. http://dx.doi.org/10.1080/10409289.2018.1460982.

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Kato, Tsuguhiko, and Beth Dykstra Van Meeteren. "Teaching Strategies: Physical Science in Constructivist Early Childhood Classrooms." Childhood Education 84, no. 4 (June 2008): 234–36. http://dx.doi.org/10.1080/00094056.2008.10523015.

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Gerde, Hope K., Gary E. Bingham, and Barbara A. Wasik. "Writing in Early Childhood Classrooms: Guidance for Best Practices." Early Childhood Education Journal 40, no. 6 (May 20, 2012): 351–59. http://dx.doi.org/10.1007/s10643-012-0531-z.

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43

Walshaw, Margaret. "Regulating Early Childhood Mathematical Provision: An Exploration Across the Sectors." LEARNing Landscapes 7, no. 1 (July 1, 2013): 319–35. http://dx.doi.org/10.36510/learnland.v7i1.645.

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Effective mathematics provision is a central goal within Early Childhood Education. However, the choices that teachers make within Centers and new entrant classrooms are influenced by deeper understandings about the kinds of arrangements that allow young students to enhance their learning. This paper explores similarities and differences with respect to the practices and processes in Early Childhood Centers and in new entrant classrooms. Drawing on Foucauldian concepts, the analysis reports that practices and processes were at odds across the two sectors. The challenge is to offer young learners a more seamless mathematical experience.

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Kelley, Elizabeth Spencer, R. Michael Barker, Lindsey Peters-Sanders, Keri Madsen, Yagmur Seven, Xigrid Soto, Wendy Olsen, Katharine Hull, and Howard Goldstein. "Feasible Implementation Strategies for Improving Vocabulary Knowledge of High-Risk Preschoolers: Results From a Cluster-Randomized Trial." Journal of Speech, Language, and Hearing Research 63, no. 12 (December 14, 2020): 4000–4017. http://dx.doi.org/10.1044/2020_jslhr-20-00316.

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Purpose Many children begin school with limited vocabularies, placing them at a high risk of academic difficulties. The goal of this study was to examine the effects of a vocabulary intervention program, Story Friends , designed to improve vocabulary knowledge of at-risk preschool children. Method Twenty-four early-childhood classrooms were enrolled in a cluster-randomized design to evaluate the effects of a revised Story Friends curriculum. In each classroom, three to four preschoolers were identified as having poor language abilities, for a total of 84 participants. In treatment classrooms, explicit vocabulary instruction was embedded in prerecorded storybooks and opportunities for review and practice of target vocabulary were integrated into classroom and home practice activities. In comparison classrooms, prerecorded storybooks included target vocabulary, but without explicit instruction, and classroom and home strategies focused on general language enrichment strategies without specifying vocabulary targets to teach. Intervention activities took place over 13 weeks, and 36 challenging, academically relevant vocabulary words were targeted. Results Children in the treatment classrooms learned significantly more words than children in the comparison classrooms, who learned few target words based on exposure. Large effect sizes (mean d = 1.83) were evident as the treatment group averaged 42% vocabulary knowledge versus 11% in the comparison group, despite a gradual decline in vocabulary learning by the treatment group over the school year. Conclusions Findings indicate that a carefully designed vocabulary intervention can produce substantial gains in children's vocabulary knowledge. The Story Friends program is feasible for delivery in early childhood classrooms and effective in teaching challenging vocabulary to high-risk preschoolers. Supplemental Material https://doi.org/10.23641/asha.13158185

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Taylor-Cox, Jennifer. "Early Childhood Corner: Teaching with Blocks." Teaching Children Mathematics 15, no. 8 (April 2009): 460–63. http://dx.doi.org/10.5951/tcm.15.8.0460.

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Blocks are powerful mathematical tools when used to teach young children early concepts in measurement, number sense, computation, geometry, data analysis, and algebra. For nearly one hundred years, blocks have played a role in early childhood classrooms (Smith 2001). Yet not everyone understands the mathematics conceptbuilding power associated with blocks. From sorting to patterning, young children can build a strong mathematical foundation one block at a time. This article examines how blocks can be especially useful in engaging children in activities that address algebraic, geometric, and spatial thinking.

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Payne, Katherina A., Anna Falkner, and Jennifer Keys Adair. "Critical Geography in Preschool: Evidence of Early Childhood Civic Action and Ideas about Justice." Teachers College Record: The Voice of Scholarship in Education 122, no. 7 (July 2020): 1–34. http://dx.doi.org/10.1177/016146812012200705.

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Background U.S. preschool children from Latinx immigrant and Black communities often experience schooling rooted in compliance and overdiscipline. In these contexts, schools do not recognize the rich lived experiences of Children of Color as suitable for civic learning. This article explores how, when schools value young Children of Color as capable and their work as important, classrooms become sites of children's daily embodied civic action. Purpose Our study sought to better understand how children conceptualize and enact their ideas about community and to document the kinds of civic action present in early childhood classrooms. Applying theoretical tools of critical geography, we specifically analyzed how children used space and materials to enact their vision of a just community. Participants Three classrooms—an inclusion classroom, a bilingual classroom, and an English-only general education classroom—located within a Head Start center in South Texas participated in this study. The campus is roughly 65% Latinx, 33% Black, and 2% White, serving 3-, 4-, and 5-year-old children. Research Design This study used a multisited, comparative ethnographic methodology. Multisited ethnography allows researchers to locate patterns and contextual differences that impact people's lived experiences. Initially, researchers conducted ethnographic observations through field notes, photographs, and short videos documenting children's action on behalf of or with the classroom community. Next, we used video-cued ethnographic methods, filming for three days in each classroom and editing the footage into a 20-minute film. We showed that film to teachers, families, and children in focus groups. Analysis occurred in multiple phases, during which we refined codes through individual, partner, participant, and team-level work. Findings Children used physical space and materials to assert community membership and to strengthen community ties. They adapted space and classroom materials to include other community members in shared activities. Finally, children advocated for space for their own purposes. Conclusions When teachers and administrators approach the classroom as a civic space where children representing racial, linguistic, and ability diversity can access embodied experiences with civic action, children can use their space to act on behalf of the community. Rather than offering lesson-based social-emotional learning, schools can reflect on how children might build a just, caring community through authentic embodied experiences that include having some control over space and materials. Doing so may allow a shift toward class environments that support shared endeavors and opportunities for children to care for community members.

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Lin, Qiuyan. "Multicultural visions in early reading classrooms: Implications for early childhood teacher educators." Journal of Early Childhood Teacher Education 25, no. 3 (January 2005): 237–45. http://dx.doi.org/10.1080/1090102050250307.

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Barrios, Ángela, Margarita Cañadas, Mari Luz Fernández, and Cecilia Simón. "It Is Never Too Early: Social Participation of Early Childhood Education Students from the Perspective of Families, Teachers and Students." Education Sciences 12, no. 9 (August 28, 2022): 588. http://dx.doi.org/10.3390/educsci12090588.

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The aim of this study was to delve into social participation in early childhood education classrooms of centres that include students with ASD, considering social participation as a fundamental element to understand inclusion. To this end, we propose a Convergent Parallel Mixed Methods approach. A quantitative study was carried out with the participation of 85 Early Childhood Education students from centres that include students with ASD. Information was gathered through attitude and social support questionnaires. Six families and eight professionals of these centres participated in the qualitative study. In this case, interviews were conducted. The results show the need to attend to the social participation of all students already in the stage of Early Childhood Education as a fundamental part of what is understood as an inclusive classroom. Similarly, this study identifies both the factors that hinder and facilitate the response of teachers to this aspect in relation to the students, teachers, and families.

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Bond, Vanessa L. "Sounds to Share." Journal of Research in Music Education 62, no. 4 (December 17, 2014): 462–84. http://dx.doi.org/10.1177/0022429414555017.

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Abstract:

Renowned around the world, schools within the municipality of Reggio Emilia, Italy, have inspired North American early childhood educators for over 25 years. Despite the popularity and usage of the Reggio Emilia approach in the United States, music educators may find it unfamiliar. There is a lack of research that has discussed the use of music or application of music education in Reggio-inspired schools. The purpose of this multiple case study was to examine the state of music education in three North American preschools inspired by the Reggio Emilia approach to early childhood education. The research was guided by three questions: (1) How is music socially constructed and integrated into a Reggio Emilia–inspired preschool classroom’s daily life curriculum? (2) How does music education in Reggio-inspired classrooms compare to the national preK music standards? and (3) What aspects of Reggio Emilia–inspired preschools may be transferable to early childhood music classroom contexts? The researcher asserted that music was prevalent in these schools and that several models of the music teacher role existed; however, more work needs to be done to realize the full potential of this organic, synergistic relationship.

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Alam, Jan, Muhammad Azeem Ashraf, Samson Maekele Tsegay, and Nadia Shabnam. "Early Childhood between a Rock and a Hard Place: Early Childhood Education and Students’ Disruption in Khyber Pakhtunkhwa Province, Pakistan." International Journal of Environmental Research and Public Health 19, no. 8 (April 8, 2022): 4486. http://dx.doi.org/10.3390/ijerph19084486.

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Abstract:

Looking through the lens of ecological system theory, this paper used a mixed-method approach, based on 20 interviews and 208 Early Childhood Education (ECE) teacher questionnaires, to elaborate the position of ECE in Pakistan. The study indicates that ECE is between a rock and a hard place in Khyber Pakhtunkhwa, Pakistan. The findings further show that ECE is provided by less qualified and inexperienced teachers, who give less attention to the physical and psychological needs of the students. The classrooms are overcrowded and lack relevant teaching–learning materials. Moreover, the single-teacher policy and overcrowded classrooms hinder students’ motivation, the delivery of quality education and the development of good behaviors. These challenges are also the main causes of students’ dropouts. This paper increases people’s understanding of ECE and its challenges in Pakistan. For ECE development, the paper recommends separating ECE from primary schools and giving it a budget to purchase adequate and relevant resources.

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