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Relevant bibliographies by topics / Early childhood education – Philosophy

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Dissertations / Theses

Academic literature on the topic 'Early childhood education – Philosophy'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 January 2023

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Dissertations / Theses on the topic "Early childhood education – Philosophy"

1

Evanshen, Pamela, and Mary Myron. "Learning Environments of Five Teachers Who Embrace the Constructivist Philosophy." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/4390.

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2

Podraza, Dan John. "Elementary School Social Workers' Perspectives on the Development of Resilience in Early Childhood." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10281911.

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<p> Researchers have stressed the importance of addressing the social/emotional needs of early childhood (EC) children, including the development of resilience; however, some U.S. school personnel focus more on academics than on these needs. When young children possess these skills, they can handle social/emotional challenges later in life. The purpose of this qualitative bounded case study was to explore school social workers’ (SWs) perspectives about resilience in EC settings. Research questions focused on knowledge of existing programs, participants’ perceptions of the successes

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Strout, Lisa J. "Philosophy within practice| Relationship between philosophical orientations and teaching styles of faculty in early childhood teacher preparation programs." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3746854.

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<p> This causal-comparative research study identified the individual adult education philosophical orientations and teaching style preferences of early childhood education faculty members. It also examined the relationship between the educational philosophies, teaching style preferences, and the following demographics: gender, age, academic rank, years of teaching experience, and terminal degree. In addition, this study examined the relationship between theory and practice based on the Principle of Congruity. The concept of adult education philosophical orientations was identified and measured

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4

Agil, Alaa Agil. "The Characteristic of Science PCK among Early Childhood Public School Educators in Northwest Ohio." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1594232216561792.

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Baxter, Christine Ann. ""Making connections" early childhood teachers re-creating meaning contextualizing Reggio Emilian pedagogy /." Electronic version, 2007. http://hdl.handle.net/1959.14/659.

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Submitted in fulfilment of the requirements for the degree of master of Philosophy Macquarie University, Australian Centre for Educational Studies, Institute of Early Childhood. 2007.<br>Thesis (MPhil)--Macquarie University (Australian Centre for Educational Studies, Institute of Early Childhood), 2007.<br>Bibliography: p. 199-227.<br>Introduction -- The context of the study -- Literature review -- Methodology -- Teachers' interpretations: the impact of Reggio Emilian pedagogy -- Themes of influence: Reggio Emilian pedagogy and teachers' philosophies and practice -- Relevance to the local cont

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Boylan, Fiona. "Mindsets matter: Early childhood teacher perceptions of mindset." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2476.

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The research study investigated early childhood teacher perceptions of mindset theory and how teachers can be supported to incorporate the teaching of mindset theory in early childhood contexts. Teachers are pivotal in extending children’s passion for learning to help them aim high and pursue their goals. Substantial research has shown that students with a growth mindset are better positioned for success in learning and in life. The development of a growth mindset to support student learning is recommended as it leads to greater motivation, self-regulation and academic achievement to develop a

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7

Moulin, Elizabeth A. "Pre-primary children's progress and the school development plan." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/878.

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In recent years several policy changes have occurred in Western Australia regarding the provision of pre-compulsory education, particularly for children turning five. These changes have led to education of such children centred largely in full-time, on-site classes rather than in sessional, independent community centres, resulting in pre-primary education becoming mainstream school business. As such it is incorporated in the administrative, managerial and educational policies of the school including school development planning. The school development plan (SDP), a major tool of accountability

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Taylor, Darla Sue. "Pre-Service Teacher Perspectives of Self-Efficacy, Philosophy, and Epistemology after an Introductory Early Childhood Education Course." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538759/.

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Today's early childhood programs are required to have high-quality inclusive classrooms that serve preschool children with disabilities and diverse needs employed by highly-qualified early childhood teachers. The problem of this study was to describe the current status of pre-service teachers' perspectives of their own teacher self-efficacy, philosophical beliefs, and epistemological beliefs for inclusive practices in an early childhood classroom at the conclusion of an introductory early childhood education course. The study also looked at differences by certification track- EC-6 bilingual (

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9

Stocek, Charlotte Hough 1939. "Marie Morrison Hughes and her model of education for a democratic society." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282360.

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This qualitative historical research study documents the life of early childhood educator Marie Morrison Hughes (1900-1981) and the evolution and fruition of her model of early childhood education. In-depth interviews with six women educators who worked directly with Dr. Hughes in the implementation of the Tucson Early Education Model (TEEM) provide data for the study. TEEM became a Follow Through Program Sponsor at twenty-two sites all across the United States and served communities from 1968 to 1995. Profiles of each woman educator written in the first-person constitute a large part of the w

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10

Darnell, Nikosi. "Best practices in teaching K--3 online| A content analysis of distance education journals, blogs, and electronically-documented surveys." Thesis, Texas Woman's University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3608164.

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<p>The purpose of this study was to examine best teaching practices utilized by virtual K–3 instructors through a qualitative content analysis of distance education journals, dedicated virtual school blogs, and electronically-documented surveys completed by virtual K–3 instructors. Two theoretical perspectives informed this study, socio-constructivism and activity theory. Socio-constructivism provided a lens addressing factors contributing to the implementation of best practices, while activity theory functioned as a descriptive means for considering the implementation of best prac

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