Relevant bibliographies by topics / Infant classrooms

Academic literature on the topic 'Infant classrooms'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 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 'Infant classrooms.'

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 "Infant classrooms"

1

Genjo, Kahori. "Assessment of Indoor Climate for Infants in Nursery School Classrooms in Mild Climatic Areas in Japan." Buildings 12, no. 7 (July 20, 2022): 1054. http://dx.doi.org/10.3390/buildings12071054.

Full text
Abstract:
In Japan, the standard of indoor climate in nursery school classrooms has not been established, and the control and maintenance of indoor climate in the classrooms are entrusted to individual childminders. Therefore, indoor climate in nursery school classrooms was measured to prepare fundamental information for proper environmental design and environmental control, considering infants’ comfort and health. The climate of 0-year-old and 1-year-old children’s rooms in 15 nursery schools located in mild climatic areas in Japan were measured in the summer and winter over four years. Consequently, a lower average temperature was found during winter at lower heights at which infants spend time and indoor air quality was found to be poor in both summer and winter due to a lower ventilation rate in some classrooms with a smaller area per infant compared to the minimum standards for child welfare institutions. One classroom with an average CO2 concentration of over 1500 ppm was found in both summer and winter due to less ventilation. Illumination less than 300 lx in one-third of the studied classrooms and high equivalent noise level in most classrooms were measured. The need for indoor environmental standards was indicated in terms of infants’ comfort and health.
APA, Harvard, Vancouver, ISO, and other styles
2

King, Elizabeth K., Rebekah C. Pierro, Jiayao Li, Mary Lee Porterfield, and Lia Rucker. "Classroom quality in infant and toddler classrooms: impact of age and programme type." Early Child Development and Care 186, no. 11 (February 2, 2016): 1821–35. http://dx.doi.org/10.1080/03004430.2015.1134521.

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

Morgan, Valerie, and Seamus Dunn. "Chameleons in the Classroom: visible and invisible children in nursery and infant classrooms." Educational Review 40, no. 1 (January 1988): 3–12. http://dx.doi.org/10.1080/0013191880400101.

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

Hestenes, Linda L., Deborah J. Cassidy, Archana V. Hegde, and Joanna K. Lower. "Quality in Inclusive and Noninclusive Infant and Toddler Classrooms." Journal of Research in Childhood Education 22, no. 1 (September 2007): 69–84. http://dx.doi.org/10.1080/02568540709594613.

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

Rimm-Kaufman, Sara E., and Jerome Kagan. "Infant Predictors of Kindergarten Behavior: The Contribution of Inhibited and Uninhibited Temperament Types." Behavioral Disorders 30, no. 4 (August 2005): 331–47. http://dx.doi.org/10.1177/019874290503000409.

Full text
Abstract:
This study examines infant temperament (inhibited and uninhibited styles) as a predictor of behavior in the kindergarten classroom. Thirty-one kindergarten children were observed in their classrooms for approximately 1.5 hours on each of four occasions between September and January. Fourteen children (8 girls, 6 boys) had been classified as high reactive at 4 months of age and inhibited at 14 and 21 months; 17 (7 girls, 10 boys) were low-reactive at 4 months, and uninhibited at 14 and 21 months. Modest evidence for continuity in temperament was found, and, as predicted, differences were most apparent for classroom behaviors that might be stressful for socially inhibited children. The results show some differences between girls and boys and describe trends in classroom behavior as children make the transition to kindergarten. These findings identify temperament as a factor that influences children's adjustment to kindergarten and contributes to a body of work that identifies early risk factors for later behavioral problems.
APA, Harvard, Vancouver, ISO, and other styles
6

Morgan, Valerie, and Seamus Dunn. "Management strategies and gender differences in nursery and infant classrooms." Research in Education 44, no. 1 (November 1990): 81–91. http://dx.doi.org/10.1177/003452379004400107.

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

Tunstall, Pat. "Assessment discourse and constructions of social reality in infant classrooms." Journal of Education Policy 16, no. 3 (May 2001): 215–31. http://dx.doi.org/10.1080/02680930110041033.

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

Martínez, Lorena, and Paz Peña. "Gender Equity in Classrooms. Do we educate for it?" Ehquidad Revista Internacional de Políticas de Bienestar y Trabajo Social, no. 19 (January 15, 2022): 221–48. http://dx.doi.org/10.15257/ehquidad.2023.0010.

Full text
Abstract:
The present investigation arises to know the educational reality related to the existence (or not) of sexist traits in boys and girls in the Early Childhood and Primary Education stage. It will be analyzed whether the family, educational and social context influences the children's conception of these traits, carrying out quantitative questionnaires for infant, first, second and third cycle primary school students and teachers, to find out their opinions and their approach in schools. These forms will be made by Google Form for the primary stage and teachers and paper questionnaires for the infant stage, aimed at corroborating or not, the problem, the objectives and the hypotheses raised, to two concerted schools, SAFA from Úbeda and from Villanueva del Arzobispo and a public one, Father Manjón de Sorihuela del Guadalimar. From the analysis of the results, we reach a series of conclusions that confirm that there are indeed sexist conceptions of gender both in Early Childhood Education and in Primary Education, and that despite the fact that there is a large part of the teaching staff committed to this issue, there is still much work to be done, being of special importance the cooperation between country, family, society and school.
APA, Harvard, Vancouver, ISO, and other styles
9

Torrance, Harry, and John Pryor. "Investigating Teacher Assessment in Infant Classrooms: methodological problems and emerging issues." Assessment in Education: Principles, Policy & Practice 2, no. 3 (November 1995): 305–20. http://dx.doi.org/10.1080/0969595950020305.

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

Scrivens, G. I. "Taking the 'I' out of SQUIRT: Sustained Silent Reading in Infant Classrooms." Early Years 11, no. 1 (September 1990): 18–22. http://dx.doi.org/10.1080/0957514900110106.

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

Dissertations / Theses on the topic "Infant classrooms"

1

Brown, Ron. "Pictures in the early years of schooling : an investigation into teachers' values and uses for pictures in infant classrooms." Thesis, University of York, 1987. http://etheses.whiterose.ac.uk/4275/.

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

Moore, April D. "The relationship between the use of developmentally appropriate practice and the inclusion of product-producing art activities in infant programs." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0319104-232342/unrestricted/MooreA040704f.pdf.

Full text
Abstract:
Thesis (M.A.)--East Tennessee State University, 2004.
Title from electronic submission form. ETSU ETD database URN: etd-0319104-232342. Includes bibliographical references. Also available via Internet at the UMI web site.
APA, Harvard, Vancouver, ISO, and other styles
3

Boynewicz, Kara, and C. Pickle. "Play, Move, Learn! How Early Movement Promotes Cognitive Development in the Infant /Toddler Classroom." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/8356.

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

Cockburn, A. D. "An empirical study of classroom processes in infant mathematics education." Thesis, University of East Anglia, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374687.

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

Rubenstein, Tamera Sullivan. "Mentoring as A Multidimensional Process: The Personal Experience of an Infant-Toddler Classroom Mentor /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487932351058896.

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

Stasiak, Gisele Regina. "Avaliação sobre os impactos do Programa Incredible Years Teacher Classroom Management às professoras da educação infantil." reponame:Repositório Institucional da UFPR, 2016. http://hdl.handle.net/1884/45385.

Full text
Abstract:
Orientadora: Profa. Dra. Lídia Natalia Dobrianskyj Weber
Tese (doutorado) - Universidade Federal do Paraná, Setor de Educação, Programa de Pós-Graduação em Educação. Defesa: Curitiba, 05/12/2016
Inclui referências : f. 210-232
Linha de pesquisa: Aprendizagem e desenvolvimento
Resumo: A educação infantil é uma etapa da vida escolar das crianças que propicia uma ampliação de seus repertórios social, afetivo e cognitivo por meio de ricas interações que ali ocorrem. Para que essa ligação entre processo educacional e desenvolvimento infantil ocorra de forma plena, há a necessidade de que os professores construam uma interação positiva com seu aluno promovendo suas habilidades sociais e prevenindo seus problemas de comportamento. Nessa direção, a presente pesquisa objetivou avaliar os impactos de um programa de intervenção universal em grupo, o Incredible Years Teacher Classroom Management (IY TCM), no contexto brasileiro, para professoras da educação infantil, no que se refere ao aumento das habilidades sociais e diminuição dos problemas de comportamento das crianças, por meio do aumento de estratégias positivas de gestão de sala de aula utilizadas por elas. O estudo 1 referiu-se a um estudo exploratório para verificar estratégias de gestão de sala de aula utilizadas pelas professoras da educação infantil por meio de suas próprias percepções. Participaram 116 professoras, com média de 36,4 anos de idade, de um total de 15 unidades públicas de educação infantil sendo 64% das participantes de um município da Região Metropolitana de Curitiba (PR) e 36% de um município do interior do estado de Santa Catarina (SC). Essas participantes responderam o Questionário de estratégias de gestão de sala de aula da professora construído por Carolyn Webster-Stratton para o Projeto Incredible Years da Universidade de Washington. O estudo 2, que consistiu na implementação e avaliação do programa IY TCM, teve a participação de seis professoras, com idade média de 35 anos, de três escolas de educação infantil tendo em sala de aula em média 18,5 crianças, entre três e seis anos de idade, predominantemente do gênero masculino. Os instrumentos utilizados no estudo 2 foram: a) Inventário de boas práticas (Webster-Stratton); b) Escala de comportamentos sociais de préescolares (Merrel, 2002), c) Questionário de avaliação do workshop (Webster-Stratton & Reid, 2002), d) Questionário de avaliação do programa (Webster-Stratton) e e) o programa IY TCM (Webster-Stratton, 2012). Os dados coletados foram sistematizados utilizando-se o software SPSS (Statistical Package for the Social Sciences, versão 21). Em relação aos testes estatísticos, foram utilizados testes paramétricos para o estudo 1 e testes não paramétricos para o estudo 2. Diversos resultados foram encontrados no estudo 1 por meio do relato das professoras, destacando-se que quanto mais idade e maior o tempo de atuação profissional da professora maior é o uso das estratégias proativas e de ensino de competências sociais e emocionais utilizadas por elas. O estudo 2 constatou que 80% das subescalas que investigaram as estratégias de gestão de sala de aula das professoras da educação infantil, avaliadas por meio de observadores, apresentaram diferenças estatisticamente significativas entre pré e pós-teste (p<0,05): "planejamento e transições", "atividades", "planos de comportamento", "ensino individualizado", "práticas emocionais", "relacionamento e comunicação" e "disciplina". A subescala "organização da sala de aula" foi marginalmente significativa (p=0,074) e "envolvimento parental" não apresentou diferença significativa (p>0,05). Verificaram-se diferenças significativas (p=0,000) nos momentos pré e pós-teste em relação ao aumento das habilidades sociais (cooperação/independência e interação sociais) e diminuição dos seus problemas de comportamento (externalizados e internalizados) das crianças. Conclui-se que o programa IY TCM apresentou fortes evidências científicas positivas, como um programa de intervenção de caráter preventivo primário às professoras da educação infantil com a proposta de ensinar-lhes estratégias de gestão de sala de aula positivas e proativas que promovam comportamentos sociais e reduzam problemas de comportamento dos alunos. Palavras-chave: Educação infantil. Programa de intervenção com professores. Habilidades sociais. Problemas de comportamento.
Abstract: Preschool education is a stage in children's lives at school that provides an increase in their social, affective and cognitive repertoires through the rich interactions that take place there. In order for this link between educational process and child development to occur fully, teachers need to build positive interaction with their pupils so as to promote their social skills and prevent behavior problems. With this in mind, the purpose of this study was to evaluate the impacts of a universal group-based intervention, the Incredible Years Teacher Classroom Management (IY TCM), in the Brazilian context, for preschool teachers, with regard to children's increased social skills and reduced behavior problems, by increasing positive classroom management strategies used by these teachers. Stage 1 involved an exploratory study to verify classroom management strategies used by preschool teachers based on their own perceptions. 116 female preschool teachers took part. Average age was 36.4 years. The teachers were from 15 public preschool education facilities, whereby 64% of participants taught in a municipality in the Metropolitan Region of Curitiba (PR) and 36% taught in a municipality in the interior of the state of Santa Catarina (SC). The participants answered the Teacher Classroom Management Strategies Questionnaire designed by Carolyn Webster- Stratton for the University of Washington's Incredible Years Project. Stage 2 consisted of the implementation and evaluation of the IY TCM program. Six teachers aged 35 on average took part. They were from three preschool facilities. Their classes had 18.5 children on average, aged between three and six and mostly males. The instruments used in stage 2 were: a) Best Practices Inventory (Webster-Stratton); b) Preschool Social Behavior Scale (Merrel, 2002), c) Workshop Evaluation Questionnaire (Webster-Stratton & Reid, 2002), d) Program Evaluation Questionnaire (Webster-Stratton) and e) the IY TCM Program (Webster-Stratton, 2012). The data collected were systematized using SPSS (Statistical Package for the Social Sciences, version 21). With regard to statistical tests, parametric tests were used for stage 1 and nonparametric tests for stage 2. Diverse results were found in stage 1 through the accounts of the teachers, in particular the older the teachers and the greater their length of service, the greater their use of proactive strategies and strategies for teaching social and emotional competencies. Stage 2 found that 80% of the subscales used to investigate the preschool teachers' classroom management strategies, as evaluated by observers, showed statistically significant differences between pretest and posttest (p<0.05): "planning and transitions", "activities", "behavior plans", "individualized teaching", "emotional practices", "relationship and communication" and "discipline". The "classroom organization" subscale was marginally significant (p=0.074) whilst "parental involvement" did not show significant difference (p>0.05). Significant differences were found (p=0.000) between pretest and posttest with regard to children's increased social skills (social cooperation/independence and interaction) and reduced behavior problems (externalizing and internalizing). The conclusion was reached that the IY TCM program showed strong scientific evidence of being a primary prevention intervention program for preschool education teachers intended to teach them positive and proactive classroom management strategies that promote pupils' social behaviors and reduce their behavior problems. Keywords: Preschool education. Teacher intervention program. Social skills. Behavior problems.
APA, Harvard, Vancouver, ISO, and other styles
7

Rodrigues, Roberta Karoline Gonçalves. "Atendimento educacional especializado na educação infantil : interface com os pais e professores da classe comum." Universidade Federal de São Carlos, 2015. https://repositorio.ufscar.br/handle/ufscar/7651.

Full text
Abstract:
Submitted by Daniele Amaral (daniee_ni@hotmail.com) on 2016-09-26T19:59:14Z No. of bitstreams: 1 DissRKGR.pdf: 1099308 bytes, checksum: 862e78faf0fe118f3ebb0160e8ffa23b (MD5)
Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-04T18:28:06Z (GMT) No. of bitstreams: 1 DissRKGR.pdf: 1099308 bytes, checksum: 862e78faf0fe118f3ebb0160e8ffa23b (MD5)
Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-04T18:28:19Z (GMT) No. of bitstreams: 1 DissRKGR.pdf: 1099308 bytes, checksum: 862e78faf0fe118f3ebb0160e8ffa23b (MD5)
Made available in DSpace on 2016-10-04T18:28:30Z (GMT). No. of bitstreams: 1 DissRKGR.pdf: 1099308 bytes, checksum: 862e78faf0fe118f3ebb0160e8ffa23b (MD5) Previous issue date: 2015-02-25
Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
The education in regular classrooms for students that are special education's target group in the early childhood education creates the need of diversified services to overcome some of the difficulties that may appear. One of this services is the Specialized Educational Services (SES) that has to be offered to them, preferably, in the Multifunctional Resource Classrooms (MRC). This service must be iniciated in the age group of zero to six years olg, be offered in public schools or in specialized educational's institutes and reckon with parents and teacher's participation. Considering the importance of this service, principally related to this age group, and the recent implementation of it, this study justifies in the search to comprehend how it happens and how it's the participation of the people involved in this proccess, like parents and teachers. Based on that, the main objective of this study was to describe and analyse how this specialized educational services in the multifunctional resource classrooms for preschoolers happens and the participation of parents and regular teachers in this proccess. There were a total of 20 participants being, two teachers that worked in MRC in the early childhood education, six children (being three children to each teacherd) that attended the SES in the MRC, their parents and regular teaches. The study happened in a daycare and four municipal preschools, located in a city of São Paulo. Data were collected through three interviews guides: (a) one to the MRC teachers; (b0 one to the regular teachers and (c)one to the parents. Besides, were made seven observation's session for each student, and they all followed an observation protocol, with the objective to follow the service ad identify the practices used. Data were analysed through content analyses with the qualitative data that were obtained with the interviews and the data collected through observation were analysed in categories. it was possible to verify, using case studies, that the majority of parents were satisfied with the work that was being developed with their child, even though the articulation between parents and SES teachers and regular teachers almost did not exist. In relation to the regular teachers, it was possible to verify that the majority believed that the students that were special educations' target group have had gotten improvements in their classrooms. Just one teacher used to keep in touch with the MRC teacher, even though all of them believed that this kind of contact was essencial, wich mean that they did not have any kind of colaboration between them. Even with the lack of knowledge about the work developed in the SES, they used to believe that the improvement in their students happened because they had access to this kind of services. SES teachers did not keep in touch with any other professional to exchange experiences. The contact with regular teachers used to happen by email or reunions, even though this kind of contact was rare. The contact with parents happened every time their child went to SES, but they were not allowed to participate of them. Some strategies used by both teachers were highlighted like the time dedicated to free play and the use of the child's name as a start to their literacy, besides the priorization of the use of games in their practice.
A escolarização na rede comum de ensino de alunos público alvo da educação especial na educação infantil gera a necessidade de criar atendimentos diversificados para suprir algumas das dificuldades que possam surgir. Um destes atendimentos é o Atendimento Educacional Especializado (AEE) que deve ser ofertado a eles, preferencialmente, nas Salas de Recursos Multifuncionais (SRM). Este atendimento deve ser iniciado na faixa etária de zero a seis anos, ocorrer em escolas públicas ou em instituições de ensino especializado e contar com a participação dos pais e professores. Considerando a importância deste atendimento, principalmente relacionado a esta faixa etária, e a recente implementação deste serviço, justifica-se buscar compreender como ele ocorre e como é a participação dos demais envolvidos neste processo, como os pais e demais professores. Diante disto, o presente estudo teve como objetivo geral: descrever e analisar como ocorre o atendimento educacional especializado nas salas de recursos multifuncionais pré-escolares e a participação dos pais e professores do ensino comum sobre esse processo. Para isto, a pesquisa teve vinte participantes sendo, dois professores atuantes em SRM na educação infantil, seis crianças (sendo três crianças para cada professor) que recebiam o AEE nas SRM, seus respectivos pais/responsáveis e professores da classe comum. A coleta de dados ocorreu em uma creche e em quatro pré-escolas municipais, localizadas em um município de médio porte do interior do estado de São Paulo. Foram utilizados três roteiros de entrevista distintos: (a) um para os professores das SRM; (b) um para os professores das classes comuns e (c) um para os pais. Além disso, foram realizadas sete sessões de observação por aluno, sendo que as mesmas seguiram um protocolo de observação, com o objetivo de acompanhar o atendimento e identificar as práticas utilizadas. Foi feita uma análise de conteúdo com os dados qualitativos obtidos nas entrevistas e os dados obtidos por meio de observação foram analisados a partir de categorias previamente estabelecidas. Foi possível observar, por meio dos estudos de caso, que a maioria dos pais se mostrava satisfeito com o trabalho desenvolvido com seus filhos, embora existisse pouca ou nenhuma articulação efetiva junto aos professores do AEE e da classe comum.Quanto aos professores da classe comum, foi possível verificar que a maioria acreditava que os alunos PAEE haviam obtido melhorias em suas salas de aula. Apenas uma professora mantinha contato com a professora da SRM, embora todas acreditassem que este contato seria essencial, ou seja, não havia nenhum tipo de colaboração entre as demais. Mesmo com o desconhecimento do trabalho realizado no AEE, creditavam à este, a melhora no desenvolvimento dos alunos. As professoras das SRM não mantinham contato com nenhum outro profissional para sanar dúvidas ou realizar troca de experiências. Buscavam contatar os professores da classe comum durante as reuniões ou via e-mail, embora estes raramente se mantivessem e conseguiam manter um contato próximo junto aos pais, que ocorria em todos os atendimentos realizados com seus respectivos filhos, entretanto, a presença dos mesmos não era considerada. Foram evidenciadas algumas estratégias em comum utilizadas pelas professoras como o tempo destinado à brincadeiras livres, a utilização do nome próprio como princípio para a alfabetização, além da priorização pelo uso de jogos pedagógicos em suas práticas cotidianas.
APA, Harvard, Vancouver, ISO, and other styles
8

Saunders, A. "A process in mind : To what extent does the nursery and infant classroom inhibit the development of creativity and individual potential as a prelude to later school experience." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382908.

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

Araujo, Luciana Gossmann. "Ensino de língua estrangeira na educação infantil: um estudo sobre a fala institucional de sala de aula." Universidade do Vale do Rio do Sinos, 2009. http://www.repositorio.jesuita.org.br/handle/UNISINOS/2573.

Full text
Abstract:
Made available in DSpace on 2015-03-05T18:11:58Z (GMT). No. of bitstreams: 0 Previous issue date: 26
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Este estudo investiga o papel do uso da seqüência Iniciação – Resposta – Avaliação & Iniciação – Resposta – Follow up (doravante IRA & IRF), bem como o papel dos fantoches em promover o uso da língua alvo e contribuir para o desenvolvimento de novas identidades na sala de aula de língua estrangeira pesquisada. Para tanto, adotam-se princípios e procedimentos da pesquisa-ação e, por isso, da metodologia qualitativa de análise. A professora-pesquisadora utilizou, em sala de aula, material didático elaborado por ela mesma em um estudo anterior. As aulas de inglês gravadas para este estudo ocorreram em uma turma de educação infantil de uma escola particular do Vale dos Sinos. A geração de dados, que ocorria uma vez por semana, durante três meses e meio, foi realizada em uma turma composta por 20 alunos, sendo que 10 eram meninas e 10 eram meninos. À primeira vista, as filmagens pareciam revelar grande recorrência de seqüências IRA nas interações. Contudo, a análise empreendida sugere outra interpretação das ações
This study seeks to investigate the role of using the Initiation – Response – Evaluation & Initiation – Response – Follow up sequences (hereafter IRE & IRF), as well as the role of puppets in fostering the use of the target language and the development of new identities in the second language classroom researched. In order to do so, principles and procedures of action-research, and therefore, from qualitative methodology of analysis were adopted. The researcher-teacher applied, in her classroom, didactic material that she had elaborated in a previous study. The classes of English recorded for the present study took place in a kindergarten class of a private school located in Vale do Rio dos Sinos. The recordings, which occurred once a week, during three months and a half, were made in a class composed by 20 students, of whom 10 were boys and 10 were girls. In a preliminary analysis, the recordings seemed to disclose a great deal of IRE sequences in the interactions. However, upon closer inspection, the analys
APA, Harvard, Vancouver, ISO, and other styles
10

Vieira, Eliza Revesso. "A reorganização do espaço da sala de educação infantil : uma experiência concreta à luz da teoria histórico-cultural /." Marília : [s.n.], 2009. http://hdl.handle.net/11449/91175.

Full text
Abstract:
Orientador: Suely Amaral Mello
Banca: Maria Aparecida Mello
Banca: Cyntia Guizilim Girotto
Resumo: Este trabalho tem como objetivo analisar a influência que a organização e uso do espaço da escola da infância têm no desenvolvimento humano das crianças pequenas. A partir de leituras que apresentam sobre o desenvolvimento humano relacionado ao acesso à cultura e sobre a organização dos espaços para educação das crianças pequenas que priorizam este acesso, decorreu a hipótese do trabalho, de que o espaço da sala de educação infantil reorganizado num ambiente rico de materiais e objetos encorajaria as crianças a participar de múltiplas situações, direcioná-las-ia para atividades interessantes e criaria um clima positivo de relacionamentos, de cooperação, de cordialidade entre seus pares e adultos, possibilitando melhores oportunidades de desenvolvimento para as crianças. Em virtude disso busquei fundamentação teórica em estudos da Teoria Histórico-Cultural e procurei conhecer, por meio de estudos bibliográficos, a abordagem italiana para educação infantil. A metodologia consistiu na observação direta dos espaços e das relações mediadas por eles em duas fases diferentes: na primeira fase foram observadas as atividades e as relações advindas do espaço organizado aos moldes da sala de aula do ensino fundamental, e na segunda fase foram observadas as atividades e as relações advindas do espaço reorganizado em cantos específicos como leitura, casinha, fantasia, jogos, artes, sucatas e escritório, com material diversificado e acessível às crianças e registradas em diário de campo e em fotografias. O resultado desta pesquisa sugere que a acessibilidade aos objetos, aos materiais de uso das crianças, aos jogos e aos brinquedos possibilita a formação das funções psíquicas superiores e estimula a autonomia, o espírito investigativo e a criatividade. Enfim, a nova organização e uso do espaço proporcionaram mais interação entre as crianças... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This work aims to analyze the influence that the organization and the use of area of the children's school have in the human development of the children. From readings that present about the human development related to the access to the culture and about the organization of space for education of the little children that prioritize this access, it occurred the hypothesis of the work, that the space of the children classroom rearranged in an environment rich of materials and objects would encourage children to participate in many situations, also would direct them to interesting activities and would create a positive climate of relationships, of cooperation, of cordiality between the peers and adults, enabling better opportunities of development for children. In this view, I searched theoretical basis in studies of the Historic- Cultural Theory and I sought to know, by bibliographical studies, the Italian approach to the infant education. The methodology consisted in the direct observation of the area and relations mediated by them in two different phases: the first phase were observed the activities and the relations coming from the organized area to the mould of the classroom of elementary school, and the second phase were the activities and relations arising from the reorganized area in specific corners as reading, little house, fantasy, games, art, and scraps and office, with diversified accessible to children material and recorded in a field diary and photographs. The result of this research suggests that the accessibility to the objects, to the materials of use of the children, to the toys and to the games allow the formation of higher mental functions and stimulates autonomy, the investigative spirit and the creativity. Finally, the new organization and use of the space provided more interaction between children and their peers and between children... (Complete abstract click electronic access below)
Mestre
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Infant classrooms"

1

Hamre, Bridget K. Classroom assessment scoring system (CLASS) manual, infant. Baltimore: Paul H. Brookes Publishing Co., Inc., 2014.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Terry, O'Reirdan, ed. Infant classroom behaviour: Needs, perspectives and strategies. London: David Fulton Publishers, 1997.

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

Cockburn, Anne. An empirical study of classroom processes in infant mathematics education. Norwich: University of East Anglia, 1986.

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

Lewis, Maureen. Young researchers: Context, purpose and scaffolding in the infant classroom. Exeter: EXEL Project, Exeter University School of Education, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Rankin, Brenda M. Sociodramatic play in the infant classroom: a case study in teacher intervention. [s.l: The Author], 1989.

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

Krogh, Suzanne. Educating young children: Infancy to grade three. New York: McGraw-Hill, 1994.

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

Koralek, Derry Gosselin. Classroom strategies to promote children's social and emotional development. Lewisville, NC: Kaplan Press, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Hughes, Maria Jayne. An investigation into the development of speaking and listening skills through story telling in the infant classroom. Cardiff: CIHE, 1995.

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

Peter, Knapp. Context, text, grammar: Teaching the genres and grammar of school writing in infants and primary classrooms. Broadway, N.S.W: Text Productions, 1994.

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

Barbara, Culatta, ed. Language intervention in the classroom. San Diego, Calif: Singular Pub. Group, 1998.

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

Book chapters on the topic "Infant classrooms"

1

Muller, Azul. "Supporting Infants and Toddlers in Bilingual Classrooms." In Critical Issues in Infant-Toddler Language Development, 82–90. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003227816-12.

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

Rivera, Seferina. "Supporting Multilingualism for Infants and Toddlers in English-Medium Classrooms." In Critical Issues in Infant-Toddler Language Development, 91–99. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003227816-13.

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

Pettitt, Deirdre. "Teaching History in the Infant Classroom." In The Role of Subject Knowledge in the Early Years of Schooling, 89–104. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003322283-7.

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

Lim, Cynthia, and Sirene May-Yin Lim. "Learning and language: educarer–child interactions in Singapore infant-care settings." In Literacy, Storytelling and Bilingualism in Asian Classrooms, 97–114. Routledge, 2017. http://dx.doi.org/10.4324/9781315638805-8.

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

Depradine, Kathy. "Literacy Development in Vernacular Speakers." In Transformative Pedagogical Perspectives on Home Language Use in Classrooms, 105–26. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4075-6.ch006.

Full text
Abstract:
The unique language situation in St. Lucia and the heterogeneity of the St. Lucian classroom suggest the implementation of an innovative way of using students' first language. Furthermore, the inability of many infant and primary school students to attain satisfactory marks in certain components of national English examinations are two factors which should influence the method of classroom instruction. Thus, the data in this chapter address the use of home language in instruction. In particular, the investigation of eight infant level students exposed to a model of vernacular instruction which included both English and Kwéyòl instruction produced comparative results of phonological awareness in the two languages. The data revealed that over time the students were better able to perceive sounds common to both languages and that their ability to perform phonological tasks may depend on the cognitive nature of the tasks and the cognitive operations required to perform them.
APA, Harvard, Vancouver, ISO, and other styles
6

Adams, Gail Fox. "Affiliative Behaviors that Increase Language Learning Opportunities in Infant and Adult Classrooms." In Exploring the Interactional Instinct, 133–67. Oxford University Press, 2013. http://dx.doi.org/10.1093/acprof:oso/9780199927005.003.0007.

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

Maras, Elly Q., Sarah N. Lang, and Sarah J. Schoppe-Sullivan. "An observational assessment of parent–teacher cocaring relationships in infant-toddler classrooms." In Working with Parents and Families in Early Childhood Education, 56–72. Routledge, 2020. http://dx.doi.org/10.4324/9780429288876-6.

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

Berk, Laura E. "The Social Origins of Mental Life." In Awakening Children's Minds. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195124859.003.0006.

Full text
Abstract:
Talia and Jim’s fear of helping 7-year-old Anselmo with his homework, lest they create a dependent, immature child, is a peculiarly Western—and profoundly American—preoccupation. American middle-class parents typically regard young children as dependent beings who must be urged toward independence. In response to researchers’ queries, they frequently say that babies should be trained to be self-reliant from the first few months. Consequently, they place a high value on children’s learning and doing on their own. Repeatedly relying on others for assistance is construed as weakness, uncertainty, and lack of capacity. In keeping with this view, many American parents worry that if their children seek help, they may become dependent. A similar view permeates traditional classrooms, where an individualistic value system prevails. Children must “do their own work.” In the most intensely individualistic of these settings, conferring with your neighbor is worse than dependency; it is cheating, and teachers go so far as to set up barriers between pupils, such as upright books and cardboard screens, to prevent it. This emphasis on independent accomplishment is not broadly accepted around the world. Indeed, adults in some non-Western cultures regard American parents as rather merciless in pushing their young children toward independence—for example, when they insist that infants sleep alone rather than with their parents, or when they take pleasure in the earliest possible mastery of motor skills, such as crawling and walking, long before the child has acquired the reasoning powers to avoid steep staircases and busy roadways. Diverse non-Western peoples and American ethnic minorities stress interdependence—that children must feel intimately linked to others to become competent and self-reliant. Chinese, Japanese, Vietnamese, Guatemalan-Mayan, eastern Kentucky Appalachian, and many other cultural groups regard newborn infants as psychologically separate beings whose most important task is to develop an interdependent relationship with their community—an emotional and social foundation that is crucial for survival and learning. Witness the following conclusion by a researcher who compared American with Japanese infant rearing practices: “An American mother-infant relationship consists of two individuals ... a Japanese mother-infant relationship consists of only one individual, i.e., mother and infant are not divided.”
APA, Harvard, Vancouver, ISO, and other styles
9

Barros, Sílvia, Joana Cadima, Ana Isabel Pinto, Donna M. Bryant, Manuela Pessanha, Carla Peixoto, and Vera Coelho. "The quality of caregiver–child interactions in infant classrooms in Portugal: the role of caregiver education." In Teacher–Child Interactions in Early Childhood Education and Care Classrooms, 17–41. Routledge, 2020. http://dx.doi.org/10.4324/9781003009030-3.

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

"Composing in the infant classroom." In Music in the Early Years, 66–81. Routledge, 2013. http://dx.doi.org/10.4324/9781315004860-12.

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

Conference papers on the topic "Infant classrooms"

1

Abdellatif, Iheb. "Towards A Novel Approach for Designing Smart Classrooms." In 2019 IEEE 2nd International Conference on Information and Computer Technologies (ICICT). IEEE, 2019. http://dx.doi.org/10.1109/infoct.2019.8711355.

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

Neuhöfer, Jan, Sabine Hansen, and Tim Wöllenstein. "User Interface Assessment of a Tool for Digital Learning in Nursing." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002110.

Full text
Abstract:
Digital Learning has gained importance for vocational training in a broad range of professions. In times of uncertainty, like experienced with the COVID-19 pandemic, this is especially true for the healthcare sector, as classrooms and training facilities may not be accessible or even available. At this point, tools for digital prequalification and learning can generate a decisive benefit, as they allow individual, self-paced transfer of knowledge independently from physical facilities, and as part of on-site or online classroom teaching. Web-based trainings (WBTs) are a good example of appropriate, proven technology, which makes interactive, multi-lingual learning content available on a broad range of mobile devices, like laptops, tablet PCs and smartphones. As WBTs offer manifold possibilities to accommodate information, an adequate user inface is crucial to make this information accessible, but also to reduce the on-screen information where reasonable. In our paper, we present a learning module for nursing training and its user interface. We outline the interaction concept behind it and describe all its interactive elements, such as tabs, buttons, and pop-up boxes. We also show the results of an empirical study featuring eye tracking in which we assess perception, comprehensibility, and motivation.
APA, Harvard, Vancouver, ISO, and other styles
3

Mombach, Jaline, and Fabrizzio Soares. "Aplicativo para sondagem de hipótese de escrita infantil remota." In Simpósio Brasileiro de Sistemas Multimídia e Web. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/webmedia_estendido.2020.13072.

Full text
Abstract:
Nowadays, we face a considerable improvement in education technologies, yet children’s spelling assessment is still a paper-and- pencil based method. Since it is a regular activity in literacy class- rooms and has to be conducted individually with each child, it is a laborious task for a teacher. It is challenging to offer an optimal number of tests because of the number of students in a single class. Moreover, the pandemic period highlighted the need for digital resources to support this activity remotely. In this context, we are developing a method for conducting automated word dictation sessions and support teachers in identifying children spelling development stages. Using DSRM, we believe that we can provide not only offering a more playful writing experience for children through technology, also to reduce teacher overload in the classroom. As preliminary results, the proposal was validated by usability inspection, and the results are promising.
APA, Harvard, Vancouver, ISO, and other styles
4

SILVA, SONAI MARIA DA. "O DESAFIO NO PROCESSO ENSINO - APRENDIZAGEM NA EDUCAÇÃO INFANTIL EM TEMPOS DE PANDEMIA." In II Congresso Brasileiro de Educação a Distância On-line. Revista Multidisciplinar em Saúde, 2022. http://dx.doi.org/10.51189/conbraed/5535.

Full text
Abstract:
Introdução: O atendimento remoto desenvolvido pelas unidades escolares em virtude do afastamento causado pela pandemia durante o período de 2020-2021 ressaltou algumas fragilidades. Em virtude disso todos segmentos foram afetados, entre eles a educação infantil por ser uma etapa onde estímulo e interação são insubstituíveis. Objetivo: O objetivo deste estudo é apontar os desafios encontrados no atendimento pedagógico para a educação infantil. Metodologia: pesquisa bibliográfica de estudos de 2020 e 2021 sobre atendimento remoto na educação infantil assim como estudo de caso em três creches da rede municipal de Três Rios/RJ. Resultados: No período destes dois últimos anos, a rede municipal de ensino organizou-se para prestar atendimento remoto com atividades elaboradas pelos professores sob orientações do suporte pedagógico da rede, sendo as atividades trabalhadas diariamente em grupos de whattsapp, Google Classroom, Google Meet entre outros recursos tecnológicos para interação com famílias e crianças. Durante este período constatou-se com professores baixa adesão dos responsáveis nas aulas interativas não ultrapassando 32%; assim como baixo retorno para sanar dúvida de atividade de apenas 26%; fatores que deixaram algumas lacunas no desenvolvimento e sucesso do trabalho pedagógico que neste caso contava apenas com apostila de atividades, sem o suporte necessário. Esta primeira etapa da Educação Básica, que tem como finalidade o desenvolvimento integral garantindo aspectos físico, psicológico, intelectual e social, complementando ações da instituição familiar como previsto na Lei de Diretrizes e Bases da Educação Nacional e de acordo com a BNCC que também complementa, que o educador deve refletir, selecionar, organizar, planejar, mediar e monitorar as práticas e interações, garantindo situações que promovam o desenvolvimento pleno das crianças, tendo em vista o trabalho pedagógico e o lúdico como foco, embasado nos direitos de aprendizagem. Conclusão: Para a garantia dos aspectos citados é necessário processo de retomada do ensino presencial sendo este fundamental para sanar lacunas de aprendizado que ocorreram devido a distância no período em que o ensino sofreu a transição da sala de aula para a tela. Este retorno deve ser acompanhado de um trabalho direcionado nas dificuldades de aprendizagem encontradas que o ensino remoto não supriu.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Infant classrooms"

1

Rubio-Codina, Marta, Julieth Parra, Daniel Jensen, and A. na Mylena Aguilar. Una fotografía sobre la calidad de los centros de atención infantil y el estado del desarrollo infantil en México en niñas y niños menores de tres años: metodología y resultados. Inter-American Development Bank, December 2021. http://dx.doi.org/10.18235/0003847.

Full text
Abstract:
Entre 2018 y 2020, en México, se desarrolló un estudio pionero para el diagnóstico de la calidad de los centros de atención infantil públicos que prestan el servicio a niñas y niños menores de 3 años en el país. El diagnóstico, representativo a nivel nacional y de los principales modelos de atención, recogió información de 245 centros, 426 aulas y 2.115 niñas y niños usuarios y sus hogares, con el objetivo de generar evidencia que permitiera identificar intervenciones concretas para promover el desarrollo infantil en los centros. Además de investigar la calidad estructural, el estudio se centró en la calidad de las interacciones, medida con el CLASS-Toddler (Classroom Assessment Scoring System o Sistema de Calificación para la Evaluación en el Aula). Los resultados muestran que los centros de atención infantil en México cuentan con niveles de calidad estructural altos, con espacios físicos seguros y en buen estado, en los que las niñas y niños tienen acceso a materiales y actividades de juego por lo general adecuados para su edad. En cuanto a la calidad de las interacciones, los resultados muestran niveles en el rango medio-bajo, especialmente en el área de Apoyo Motivador del Aprendizaje, lo que ofrece una ventana de oportunidad única para seguir mejorando la experiencia de las niñas y niños en los centros y promoviendo su desarrollo. Asimismo, existen retos importantes de focalización a poblaciones vulnerables.
APA, Harvard, Vancouver, ISO, and other styles
2

Una fotografía sobre la calidad de los centros de atención infantil y el estado del desarrollo infantil en México en niñas y niños menores de tres años. Banco Interamericano de Desarrollo, November 2021. http://dx.doi.org/10.18235/0003789.

Full text
Abstract:
Entre 2018 y 2020, en México, se desarrolló un estudio pionero para el diagnóstico de la calidad de la prestación en los centros de atención infantil públicos que atienden a niñas y niños menores de 3 años en el país. El diagnóstico, representativo a nivel nacional de los principales modelos de atención, recogió información de 245 centros, 426 aulas y 2.115 niñas y niños usuarios y sus hogares, con el objetivo de generar evidencia que permitiera identificar intervenciones concretas para promover el desarrollo infantil en los centros. Además de investigar la calidad estructural, el estudio se centró en la calidad de las interacciones, medida con el CLASS-Toddler (Classroom Assessment Scoring System o Sistema de Calificación para la Evaluación en el Aula). Los resultados muestran que los centros de atención infantil en México cuentan con niveles de calidad estructural altos, con espacios físicos seguros y en buen estado, en los que las niñas y niños tienen acceso a materiales y actividades de juego por lo general adecuados para su edad. En cuanto a la calidad de las interacciones, los resultados muestran un rango medio-bajo, especialmente en el área de Apoyo Motivador del Aprendizaje, lo que ofrece una ventana de oportunidad única para seguir mejorando la experiencia de las niñas y niños en los centros y promoviendo su desarrollo. Asimismo, existen retos importantes de focalización a poblaciones vulnerables.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Infant classrooms' for particular source types:
Journal articles 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