Relevant bibliographies by topics / Indigenous early childhood educators

Academic literature on the topic 'Indigenous early childhood educators'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Indigenous early childhood educators.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Indigenous early childhood educators"

1

Stagg Peterson, Shelley, Lori Huston, and Roxanne Loon. "Professional Lives and Initial Teacher/Educator Education Experiences of Indigenous Early Childhood Educators, Child Care Workers and Teachers in Northern Ontario." Brock Education Journal 28, no. 2 (June 17, 2019): 17–32. http://dx.doi.org/10.26522/brocked.v28i2.683.

Full text
Abstract:
Analysis of focus group and narrative data, together with a review of initial educator/teacher education programs designed for northern Indigenous educators/teachers, provide implications for culturally appropriate programs that address the unique needs of northern Canadian Indigenous educators and teachers. The professional trajectories and initial teacher/educator education experiences of five Indigenous early childhood educators and teachers provide insight into the challenges of becoming credentialed and the outcomes of accredited programs designed in collaboration with northern Indigenous leaders to respond to the challenges.
APA, Harvard, Vancouver, ISO, and other styles
2

Ford, Margot, and Lyn Fasoli. "Indigenous Early Childhood Educators’ Narratives: Some Methodological Considerations." Australasian Journal of Early Childhood 26, no. 3 (September 2001): 12–17. http://dx.doi.org/10.1177/183693910102600304.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Fasoli, Lyn, and Margot Ford. "Indigenous Early Childhood Educators’ Narratives: Relationships, not Activities." Australasian Journal of Early Childhood 26, no. 3 (September 2001): 18–22. http://dx.doi.org/10.1177/183693910102600305.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Stagg-Peterson, Shelley, Lori Huston, Eugema Ings, Brenda Mason, and Kim Falcigno. "Awakening Indigenous Knowledge: Perspectives and Experiences of Indigenous Early Childhood Education Diploma Students." McGill Journal of Education 56, no. 1 (March 11, 2022): 194–213. http://dx.doi.org/10.7202/1087055ar.

Full text
Abstract:
We draw on a focus group discussion amongst four Indigenous northern Ontario early childhood educators (ECEs) from an Indigenous postsecondary institution’s ECE diploma program, to show the important contributions of programs offered by Indigenous postsecondary education institutes to Indigenous cultural revitalization. We are the Indigenous Elder, two instructors, and senior administrator of the program, as well as a non-Indigenous university professor. We argue for Indigenous community-generated curricula that embody local Indigenous cultural knowledge, values, and practices, drawing on themes arising from analysis of focus group data: participants felt that they brought limited knowledge of their Indigenous language and culture to their program, and participants experienced an awakening of Indigenous knowledge through their participation in Indigenous practices outside the core curriculum.
APA, Harvard, Vancouver, ISO, and other styles
5

Laiti, Marikaisa, Kaarina Määttä, and Mirja Köngäs. "Sámi Early Childhood Education and Sustainability in the Arctic." International Journal of Research in Education and Science 8, no. 4 (November 3, 2022): 783–99. http://dx.doi.org/10.46328/ijres.2974.

Full text
Abstract:
The Sámi are indigenous people living in Finland, Norway, Sweden, and Russia. There are about 10,500 Sámi in Finland. The traditional settlement area of the Sámi is located in the Arctic. Endangered Inari, Skolt, and Northern Sámi languages are spoken in Finland, and efforts are made to implement the traditions, principles, and values of indigenous culture. The traditional settlement area of the indigenous Sámi people is in the Arctic. The Sámi culture and languages are in a vulnerable position due to their present climate change. Early childhood education (ECE) is of particular value to contribute to the preservation and strengthening of indigenous culture and, consequently, to sustainable development in the Arctic. The purpose of this article is to describe Arctic sustainable Sámi early childhood education based on the perceptions and experiences of Sámi early childhood educators in Finland. The research shows that cultural sustainability was approached by using Sámi language in activities, supporting children’s Sámi identity, using materials and items important in culture, and having a tight connection with Sámi community.
APA, Harvard, Vancouver, ISO, and other styles
6

Lee, Libby, and Andrew Thompson. "Working Productively with Indigenous Communities: Mungullah Best Start Playgroup." Australian Journal of Indigenous Education 36, no. 1 (2007): 32–38. http://dx.doi.org/10.1017/s1326011100004397.

Full text
Abstract:
AbstractIn this paper, we discuss and analyse the development of a resource documenting an Indigenous early childhood playgroup programme. The resource, known as the “Best Start DVD” was developed through a partnership between community and government support agencies to support engagement of parents as educators of their children. Through analysis of the development process and the product, we provide commentary on our learning regarding working successfully in partnerships with Indigenous communities. Additionally, we discuss what we learned about influences on Indigenous parents’ engagement as educators of their children.
APA, Harvard, Vancouver, ISO, and other styles
7

Ritchie, Jenny. "The Bicultural Imperative within the New Zealand Draft Curriculum Guidelines for Early Childhood Education, ‘Te Whariki’." Australasian Journal of Early Childhood 21, no. 3 (September 1996): 28–32. http://dx.doi.org/10.1177/183693919602100307.

Full text
Abstract:
The New Zealand Draft Curriculum Guidelines for Early Childhood Education, ‘Te Whariki’, introduced in 1993, are discussed in relation to the historical and cultural contexts which underlie their development, and aspects of the bicultural focus of the document are highlighted. The document addresses the aspirations of the indigenous people of New Zealand, the Maori, for their language and culture to be protected and sustained. Early childhood is the primary site for the transmission of language and culture, and this places the onus on all early childhood educators in New Zealand to address these issues in an integrated way within the early childhood curriculum.
APA, Harvard, Vancouver, ISO, and other styles
8

Mearns, Ceporah, Gwen Healey Akearok, Maria Cherba, and Lauren Nevin. "Early Childhood Education Training in Nunavut: Insights from the Inunnguiniq (“Making of a Human Being”) Pilot Project." First Peoples Child & Family Review 15, no. 2 (August 30, 2021): 106–22. http://dx.doi.org/10.7202/1080812ar.

Full text
Abstract:
In the past two decades, evidence has shown that quality early childhood education (ECE) has lasting positive impacts, enhances wellbeing in many domains, and contributes to reducing economic and health inequalities. In Canada, complex colonial history has affected Indigenous peoples’ child-rearing techniques, and there is a need to support community-owned programs and revitalize traditional values and practices. While several studies have described Indigenous approaches to childrearing, there is a lack of publications outlining the core content of preschool staff training and exploring Indigenous early childhood pedagogy. This article contributes to the literature by highlighting the features of a highly effective training model rooted in Inuit values that has been implemented in Nunavut. After describing how early childhood education is organized in Nunavut, we outline the challenges related to staff training and present the development and the pilot implementation of an evidence-based training program. We then discuss its successes and challenges and formulate suggestions for professionals and policymakers to enhance early childhood educators’ training in the territory.
APA, Harvard, Vancouver, ISO, and other styles
9

Anderson, Jim, Laura Horton, Maureen Kendrick, and Marianne McTavish. "Children’s Funds of Knowledge in a Rural Northern Canadian Community: A Telling Case." Language and Literacy 19, no. 2 (July 6, 2017): 20. http://dx.doi.org/10.20360/g2ct05.

Full text
Abstract:
In this article, we describe how the funds of knowledge in a community in rural Northern Canada were actualized or leveraged in an early childhood classroom. We draw on a video recording of a First Nations elder demonstrating to the children (and early childhood educators) how to skin a marten, a historical cultural practice of the community. We argue that elders are an untapped source of knowledge that preschools and schools can call on to legitimize and bring to the forefront, Indigenous knowledge that has been ignored or undervalued by assimilationist and colonialist policies. We also argue that the elder’s demonstration is culturally congruent with First Nations traditions of sharing or passing on knowledge and that it is imperative that educators are aware of and implement culturally appropriate pedagogical practices. We conclude by sharing some ideas of how early childhood educators might facilitate through play, children’s taking up and appropriating cultural knowledge such as the elder shared in this case.
APA, Harvard, Vancouver, ISO, and other styles
10

Becerra-Lubies, Rukmini. "Intercultural education and early childhood: strengthening knowledge based on Indigenous communities and territory." AlterNative: An International Journal of Indigenous Peoples 17, no. 2 (May 30, 2021): 326–34. http://dx.doi.org/10.1177/11771801211022328.

Full text
Abstract:
Intercultural education in Chile has focused on early childhood for more than a decade. Different measures have been implemented to strength an intercultural approach in preschools. The most outstanding has been the connection of intercultural preschools with Indigenous communities. However, these educational policies have not been accompanied by adequate resources and teacher preparation, resulting in significant shortcomings in the collaboration between Indigenous communities and preschools. To address the relevance of Mapuche (People of the Land; Indigenous inhabitants of south-central Chile and southwestern Argentina; speakers of Mapudungun) communities in intercultural preschools, this study created and implemented a pilot initiative. Using a decolonial and critical pedagogy-of-place approach, the main findings show that educators began considering Mapuche communities beyond families, discussed the role of urban Mapuche communities, and improved ethical practices to work with Indigenous communities. These findings lead me to propose recommendations in reference to policies and teacher education.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Indigenous early childhood educators"

1

Miller, Melinda G. "Action for change? Embedding Aboriginal and Torres Strait Islander perspectives in early childhood education curricula." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/60905/5/60905.pdf.

Full text
Abstract:
This thesis focuses on non-Indigenous educators’ work around embedding Indigenous perspectives in early childhood education curricula. In place of reporting examples of ‘good’ educational practice, the study questions how whiteness and racism continue to operate in diversity work that is seen to be productive and inclusive. The thesis argues for a more comprehensive framework for embedding Indigenous perspectives in before-school contexts to support educators’ efforts. New strategies for professional development are also suggested to support changes in disciplinary knowledge and pedagogy.
APA, Harvard, Vancouver, ISO, and other styles
2

Beane, Laurien. "Advocacy leadership in early childhood: Educators' perspectives." Thesis, Australian Catholic University, 2016. https://acuresearchbank.acu.edu.au/download/5e34673e143a1cf112414c3895b88d868d56da6d338f333b2ae90d6cca7e9ba0/1241002/Advocacy_leadership_in_early_childhood__Educators_perspectives.pdf.

Full text
Abstract:
"This research examines possibilities for advocacy leadership in Australian Early Childhood Education and Care (ECEC) settings regulated by current ECEC policy (Council of Australian Governments [COAG], 2009a). Advocacy leadership has been defined by Blank (1997) as leading with long- term planning and vision which can be utilised to reform public regulations and policy. Building upon Blank’s (1997) construction of advocacy leadership, this research considers ways to open possibilities for advocacy leadership in the Australian ECEC context through exploring the position of educational leader through changing research approaches. Of central concern in this research are apparent silences regarding advocacy leadership in the implementation and development of current policies including the National Quality Framework for Early Childhood Education and School Aged Care (NQF). A focus group and an individual interview were used as data collection methods to gather educators’ perspectives about advocacy leadership for themselves. Topical life history narratives were used as methodology to provide narratives for data analysis about one topic related to the participants’ work life. Participants were asked to share stories of their work life in response to questions about leadership in early childhood education. Participants were invited to join the focus group using purposeful selection. Four ECEC educators who did not hold a leadership position, were certificate, diploma or bachelor qualified with a minimum of five years’ experience and from the wider Brisbane area were invited to participate. Subsequently, one participant was invited to elaborate on her life history narrative responses through an individual interview. Although the research was focussed on the role of educational leaders in advocacy leadership, the participants were not educational leaders themselves. Data collected includes: a start list of constructs; transcripts of educators’ responses (from both the focus group and the interview) to questions about leadership prior to, and during, the introduction of the NQF; and field notes. A Foucauldian genealogical analysis was used to analyse the data which were located in educators’ topical life history narratives about their work. These were read through three discursive lenses, administrative, educational and governmental lenses. A reading of the data through these lenses shows ways in which administrative and educational leadership discourses can be seen to be predominant ways educators narrate their perspectives of leadership. At times, these narrations appear to express their experience of leadership as competing expectations and priorities. The analysis of the data reading for techniques of governmentality highlights ways in which there are multiple opportunities to construct leadership in ECEC. The consideration of ways discourses and techniques of governmentality enable and constrain advocacy leadership opens possibilities for thinking about and doing leadership differently in ECEC. This research could inform both ECEC leaders and educators in their practices and responses to current policy."
APA, Harvard, Vancouver, ISO, and other styles
3

Blatter, Patricia Joy. "Early childhood educators' perceptions regarding training needs /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu148758824982369.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Mashon, Danielle Nichole. "Realizing 'quality' in Indigenous early childhood development." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/20591.

Full text
Abstract:
This study used the BC Aboriginal Child Care Society’s (BCACCS) Draft Quality Statement on Aboriginal Child Care (quality statement) as a starting point to identify Indigenous values for early childhood programming and describe how Aboriginal early childhood practitioners implement these values in Indigenous early childhood practice. Building on the view that in early childhood education, we must move ‘beyond quality to meaning-making,’ (Dahlberg, Moss & Pence, 1999), this study explored a working definition of ‘Indigenous quality care,’ comprised of five values reflected in the quality statement and supported by Indigenous early childhood education literature: Indigenous knowledge, self-determination, a holistic view of child development, family and community involvement, and Indigenous language. Using an Indigenous research methodology, I conducted audio-recorded telephone interviews with ten Aboriginal early childhood practitioners in British Columbia to identify how they operationalize the five values in practice. Findings from this study describe the successes and challenges Aboriginal early childhood practitioners face implementing programs that reflect Indigenous values for early childhood development. This study contributes to the ‘reconceptualist movement for quality care’ (Pence & Pacini-Ketchabaw, 2008) by further identifying how Indigenous notions of ‘quality’ differ from their mainstream counterparts, and sharing how mainstream notions of quality care continue to pervade the field and create challenges for Indigenous early childhood practice. Findings from this study also contribute to Indigenous early childhood education literature by sharing concrete strategies the Aboriginal early childhood practitioners in this study used to implement Indigenous values for early childhood education and care.
APA, Harvard, Vancouver, ISO, and other styles
5

Evanshen, Pamela, and Tyler Cook. "Readiness: What Early Childhood Educators Need to Know." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/4398.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Penning, Allise M. "Self-care and Burnout in Early Childhood Educators." Thesis, Mills College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10807955.

Full text
Abstract:

Previous research indicates that burnout leads to issues such as attrition and poor practitioner health in early childhood education and other helping professions. This study examined self-care as a potential buffering factor against burnout in preschool teachers. Maslach’s three-dimension construct of burnout, trauma stewardship, and the coping reservoir model formed the theoretical foundations for this research. This study used semi-structured, open-ended interviews to collect qualitative data from four preschool teachers at different points in their careers to understand how early childhood educators conceptualize and practice self-care, experience burnout, and perceive the relationship between self-care and well-being. The findings show that preschool teachers experience multiple levels of work-related stress, that several types of factors can increase resilience to stress and burnout, and that self-care is highly complex and dynamic. These results point to the necessity of promoting self-care at the individual and organizational levels, treating self-care as a professional imperative, providing burnout interventions at the individual, organizational, and societal levels, and encouraging teachers to practice self-care in dynamic, adaptive ways to best support their unique needs and situations. The field would benefit from further studies exploring the relationship between self-care and burnout specifically in early childhood education, ways in which organizations can promote self-care practices in employees, and what characteristics or practices exist among teachers who have demonstrated resilience in the face of chronic work-related stressors.

APA, Harvard, Vancouver, ISO, and other styles
7

Diffily, Deborah. "Early Childhood Educators' Beliefs and Practices about Assessment." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277624/.

Full text
Abstract:
Standardized tests are being administered to young children in greater numbers in recent years than ever before. Many more important educational decisions about children are being based on the results of these tests. This practice continues to escalate despite early childhood professional organizations' calls for a ban of standardized testing for children eight years of age and younger. Many early childhood educators have become dissatisfied with multiple-choice testing as a measure of student learning and are increasingly using various forms of alternative assessment to replace the more traditional testing formats. Teachers seem to be caught in the middle of the controversy between standardized testing and alternative assessment. This research examined what early childhood educators in one north Texas school district believe about assessment of young children and what assessment methods they report using in their classrooms, as well as factors which influence those beliefs and practices. The sample for this study was 84 teachers who taught prekindergarten through third grade. An eight-page questionnaire provided quantitative data and interviews and the researcher's journal provided qualitative data.
APA, Harvard, Vancouver, ISO, and other styles
8

Hooper, Belinda. "Preparing Early Childhood Special Educators for Inclusive Practice." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2380.

Full text
Abstract:
The purpose of this study was to describe experienced practitioners’ beliefs about inclusion and their perceptions of what early childhood special education (ECSE) preservice teachers need to know and be able to do to effectively support early childhood inclusion. This study used a sequential explanatory mixed methods approach to describe the perceptions of ECSE practitioners currently participating in the Virginia Department of Education (VDOE) statewide initiative, Inclusive Placement Options for Preschoolers (IPOP). The study occurred in two stages: 1) a survey of ECSE IPOP planning team members, and 2) focus group interviews with ECSE IPOP planning team members. Data were analyzed using statistical and qualitative methods and interpreted through the Learning to Teach in Community framework. This study provides an understanding of how early childhood inclusion is actualized in practice in one state seeking to systematically increase the inclusive placement options available for preschool age children with disabilities.
APA, Harvard, Vancouver, ISO, and other styles
9

Synodi, Evanthia. "Early childhood education and professionalism : a comparative study of early childhood educators' perspectives in England and Greece." Thesis, University of Newcastle Upon Tyne, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366539.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Evanshen, Pamela A., Angel Esum, Will Parnell, Reginald William, Tracey Crowe, Linda Taylor, and Vickie Lake. "Leadership and Global Perspectives for Early Childhood Teacher Educators." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6015.

Full text
Abstract:
Designed for those who work in the field of early childhood teacher education, this session serves as the spring conference for NAECTE. Explore the theme of leadership and global perspectives for early childhood teacher educators through a keynote presentation, paper and poster presentations, and dialogue among participants.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Indigenous early childhood educators"

1

McLeod, Naomi, and Patricia Giardiello, eds. Empowering Early Childhood Educators. Abingdon, Oxon; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315143729.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Child advocacy for early childhood educators. New York: Teachers College Press, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Briggs, Pamela. Early childhood activities for creative educators. South Africa: Delmar/Thomson Learning, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Nicholson, Julie, Linda Perez, and Julie Kurtz. Trauma-Informed Practices for Early Childhood Educators. New York, NY: Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315141756.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Deborah, Leong, and Bodrova Elena, eds. Basics of assessment: Primer for early childhood educators. Washington, DC: National Association for the Education of Young Children, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Cathy, Diggins, ed. On reflection: Reflective practice for early childhood educators. Lower Hutt, N.Z: Open Mind Publishing, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

McFadyen Christensen, Lois, and Jerry Aldridge. Critical Pedagogy for Early Childhood and Elementary Educators. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-5395-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Introduction to early childhood education. 4th ed. Clifton Park, NY: Delmar Learning, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

L, Roopnarine Jaipaul, and Johnson James E. 1947-, eds. Approaches to early childhood education. 2nd ed. New York: Merrill, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Winning ways for early childhood professionals: Becoming a team player. St. Paul, MN: Redleaf Press, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Indigenous early childhood educators"

1

Nutti, Ylva Jannok. "Sámi Teacher Education or Teacher Education for Sámi Students? Central Cornerstones in Sámi Teacher Education." In Springer Polar Sciences, 43–60. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-97460-2_4.

Full text
Abstract:
AbstractSámi teacher education programs are core programs at the Sámi University of Applied Sciences, and have been since the establishment of the institution. Sámi teacher education programmes involve flexible teaching methods including online teaching, teaching at gatherings and through practicum periods at early childhood centres and primary schools. The aim of this chapter is to discuss Sámi teacher education as Indigenous higher education, in order to explore the cornerstones of Sámi teacher education. The method used in the present study combines content analyses and a narrative approach. Content analysis is a research tool used to analyse the official documents for teacher education programmes and programme syllabi at Sámi University of Applied Sciences. The narrative approach was selected in order to use personal experiences from Sámi teacher education. As an analytical tool the model of Madden’s (2015) pedagogical pathways in Indigenous teacher education were used. The pathways are learning from traditional Indigenous modes of teaching, pedagogy for decolonizing, Indigenous and antiracist education, and Indigenous and placed-based education. Traditions, traditional knowledge and traditional models of teaching, together with language, are central in Sámi teacher education. Sámi teacher education could also be viewed in connection to placed-based education. Decolonizing is part of the educators’ work to transform and implement traditional knowledge and culture-based teaching perspectives, and in educators’ work to deconstruct culture, history and Indigenous identity. The term “colonial” is not used explicitly. However even if the term is not present, colonialism is indirectly visible. The antiracist education is less visible. All the pathways are visible in Sámi teacher education, but to visualise in Sámi teacher education the cornerstones, the metaphor of the lávvu and three caggi, or poles, is used and the caggit are, in the Sámi language, árbediehtu, and girjás searvelatnja.
APA, Harvard, Vancouver, ISO, and other styles
2

McLeod, Naomi, and Patricia Giardiello. "Introduction." In Empowering Early Childhood Educators, 1–8. Abingdon, Oxon; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315143729-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Giardiello, Patricia, Geraldine Leydon, and Annette Hargreaves. "Te Whāriki." In Empowering Early Childhood Educators, 155–74. Abingdon, Oxon; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315143729-10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

McLeod, Naomi. "Danish outdoor nature pedagogy." In Empowering Early Childhood Educators, 175–200. Abingdon, Oxon; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315143729-11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Giardiello, Patricia, and Tarja Karlsson Häikiö. "Wider issues in early childhood education." In Empowering Early Childhood Educators, 203–21. Abingdon, Oxon; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315143729-13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

McLeod, Naomi, Tarja Karlsson Häikiö, and Pernilla Mårtensson. "Hope for the future." In Empowering Early Childhood Educators, 222–43. Abingdon, Oxon; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315143729-14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

McLeod, Naomi, and Patricia Giardiello. "Afterword." In Empowering Early Childhood Educators, 244–45. Abingdon, Oxon; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315143729-15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

McLeod, Naomi, and Patricia Giardiello. "The purpose of education today." In Empowering Early Childhood Educators, 11–35. Abingdon, Oxon; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315143729-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

McLeod, Naomi. "The reflexive educator." In Empowering Early Childhood Educators, 36–62. Abingdon, Oxon; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315143729-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

McLeod, Naomi, and Tarja Karlsson Häikiö. "Democracy and participation in early childhood education." In Empowering Early Childhood Educators, 63–92. Abingdon, Oxon; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315143729-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Indigenous early childhood educators"

1

Adam Assim, Mohamad Ibrani Shahrimin Bin, and Mohamad Maulana Bin Magiman. "Sociocultural Imperatives of Collaborative Interactions among Malaysian Indigenous and Non-Indigenous Children in an Educational Environment." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.16-1.

Full text
Abstract:
This paper seeks to describe the vital traits of sociocultural artifacts within collaborative social interactive patterns exhibited by indigenous and non-indigenous children in a computer environment. The case investigative method was used in one pre-primary centre in metropolitan Perth, Western Australia, to examine the patterns of collaboration among young children whilst working with computers. To assess the children’s current social skills and computer competence, and their general social interaction with peers, the researcher interviewed the children and their teacher through a semi-structured interview, to guide the discussion. Both observational comments, descriptions and data analyses were presented with anecdotes. 243 interactions were identified and classified into 16 interaction patterns. The frequency of occurrence of identified interactions was analysed in the form of descriptive statistics. Factors facilitating the collaborative interaction of children whilst engaged in computer activities were found to be related to the sociological imperatives of the immediate contexts of the social interactions involved. Associated with the main findings were three major variables: (1) The classroom teacher variable (philosophy and educational beliefs, task-structure and computer management); (2) the software variable (sociocultural appropriateness, developmentally appropriateness, content, design, and programmed task-structure); and (3) the child variable (computer competency and attitude towards computer, social goals, social skills, and personal relationship with collaborators). By identifying the imperatives of sociocultural traits of collaborative social interactions of children, and factors that may facilitate or inhibit these interactions, sociologists, social anthropologists, educationists, linguists, and early childhood educators will be in a better position to integrate the computer into their classroom and to promote positive sociocultural-appropriate prosocial interaction among indigenous and non-indigenous children whilst engaged at the computer.
APA, Harvard, Vancouver, ISO, and other styles
2

Forgie, Julia. "Assessing Early Childhood Educators' Linguistic Knowledge." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1581454.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Waluyo, Edi, and Dr Diana. "Early Childhood Education Standard: Towards Euality Early Childhood Education Services in Indonesia." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.78.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Sutama, I. Wayan, and Ika Al Mumtahanah. "Science Learning in Early Childhood Education." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.66.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Gonadi, Leni. "The Development of Early Childhood E-Port In The Implementation Of Authentic Assessment In Early Childhood Institutions." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.90.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Izzati, Dr. "Study Learning Style for Early Childhood Age." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.23.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Han, Sophia. "Novice Early Childhood Educators' Perspectives of Agentic Teacher Voice." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691389.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Damjanovic, Victoria. "Partnering With Purpose: Collaboration Among Early Childhood (Mathematics) Educators." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1891378.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Utoyo, Setiyo. "Kinesthetic Game Model to Improve Early Mathematical Ability in Early Childhood." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.29.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Mohamed, Suziyani, Noratiqah Satari, Mohd Hanafi Mohd Yasin, and Hasnah Toran. "Malaysian Early Childhood Educators’ Perceptions Regarding Children’s Social–Emotional Development." In Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200129.014.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Indigenous early childhood educators"

1

Anderson, Ingrid. Early Childhood Educators' Perception of Oregon's Professional Development System: A Hermeneutic Phenomenological Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2078.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Guyon, Sarah. Experiences of Early Childhood Educators Working with Teaching Strategies GOLD(R): A Narrative Inquiry. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7209.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Hudson, Kesha N., and Michael T. Willoughby. The Multiple Benefits of Motor Competence Skills in Early Childhood. RTI Press, August 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0027.2108.

Full text
Abstract:
Recent findings from the Kids Activity and Learning Study complement North Carolina’s multidimensional approach to promoting school readiness by emphasizing the integrated nature of motor and cognitive development in early childhood. Children whose motor skills improved the most over the course of an academic year also tended to demonstrate the biggest gains in executive function and numeracy skills. Children who participated in adaptive, group-based motor skill activities demonstrated gains in motor competence, executive function, and numeracy skills. Incorporating motor activities into established classroom practices has the potential to facilitate multiple aspects of children’s development and promote school readiness. The brief includes specific recommendations for early childhood educators.
APA, Harvard, Vancouver, ISO, and other styles
4

Domingues, Michelle. Identifying with Remida: Early Childhood Educators’ Experiences with Reuse Materials in Reggio Emilia Inspired Identity Studies. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7366.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Yun, Cathy. Preparing Transitional Kindergarten to 3rd Grade Educators Through Teacher Residencies. Learning Policy Institute, June 2022. http://dx.doi.org/10.54300/139.797.

Full text
Abstract:
In California, 2021 legislation expanded transitional kindergarten (TK) to be universal for all 4-year-olds by 2025–26. This expansion will require an additional 11,900 to 15,600 credentialed teachers. Given projected workforce needs and historic investments in teacher preparation, early childhood–focused residencies can help districts strategically build TK teacher workforces. This brief describes two early childhood residency programs—Fresno’s Teacher Residency Program and UCLA’s IMPACT program—to help inform the development of strong early learning–focused residencies.
APA, Harvard, Vancouver, ISO, and other styles
6

Näslund-Hadley, Emma, and Humberto Santos. Open configuration options Skills Development of Indigenous Children, Youth, and Adults in Latin America and the Caribbean. Inter-American Development Bank, February 2022. http://dx.doi.org/10.18235/0003954.

Full text
Abstract:
To promote access to skills development among indigenous populations, education planners require knowledge both about the regions challenges and about policies that hold promise. In this study, we map the state of skill development of indigenous children, youth and adults throughout Latin America and the Caribbean (LAC). Based on LAC census data and tests administered at the regional and national levels, as well as prior studies, we identify the main challenges to skills development among LACs indigenous peoples at the five life stagesinfancy/early childhood, childhood and preadolescence, adolescence, young adulthood, and adulthood. We also summarize evidence-based policies and programs that address access and achievement gaps between indigenous and nonindigenous children, youth, and adultsgaps that affect the development of lifelong skills and participation in the labor market. Based on the analysis, we highlight lessons learned and recommend lines of action.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Indigenous early childhood educators' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography