Relevant bibliographies by topics / Relationships in ECEC

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Academic literature on the topic 'Relationships in ECEC'

Author: Grafiati
Published: 9 March 2023
Last updated: 10 March 2023

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Journal articles on the topic "Relationships in ECEC"

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Bélanger, N., J. D. MacDonald, D. Paré, E. Thiffault, Y. Claveau, and W. H. Hendershot. "Determination of exchangeable hydrogen ions in boreal shield soils of Quebec." Canadian Journal of Soil Science 86, no. 3 (May 1, 2006): 513–21. http://dx.doi.org/10.4141/s05-034.

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An unbuffered BaCl2 extraction for determining effective cation exchange capacity (ECEC) and exchangeable cations is often used for acidic forest soils. However, the contribution of exchangeable H+ to ECEC cannot be assessed using this method as H+ in the extract may be produced/consumed in reactions with free Al3+ and Al-OH complexes, or H+ may be added to the extract via non-exchangeable sources. Fundamentally, any valid measure of ECEC must include some estimate of exchangeable H+ concentration or a demonstration that it is negligible. Unfortunately, this procedure is often neglected in forest soil studies. In this paper, we assessed the significance of the contribution of exchangeable H+ to ECEC for upper soil horizons of three sites of Quebec’s Boreal Shield subject to various disturbance types (i.e., recent harvest, fire and mature forest). We also investigated whether the linear relationships between exchangeable H+ concentrations and soil pH are robust enough to develop regression models capable of predicting exchangeable H+. Exchangeable H+ in the FH samples was higher than that in the podzolic B samples, but the amount of adsorbed H+ relative to ECEC was nevertheless significant in the podzolic B horizons. The general linear relationship (i.e., FH and podzolic B samples as a single data set) developed from soil pH in water explained close to 70% of the variability of log (H+/ECEC). The relationships between log (exchangeable H+) and pH in water in the FH samples were however superior (R2 ≥ 80), either for all sites, disturbance types and sampling strategies (e.g., proportions of F and H horizons in sample). The relationships developed for podzolic B samples alone were not as strong, but ECEC was used efficiently in combination with soil pH to increase prediction capabili ties (R2 ≥ 0.61). Key words: Boreal Shield forest soils, effective cation exchange capacity, exchangeable H+, fire, FH and podzolic B horizons, harvesting, prediction models, soil pH.
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Hochman, Z., DC Edmeades, and E. White. "Changes in effective cation exchange capacity and exchangeable aluminum with soil pH in lime-amended field soils." Soil Research 30, no. 2 (1992): 177. http://dx.doi.org/10.1071/sr9920177.

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Eleven acidic soils from northern N.S.W., having a wide range of values for ECEC, A1 and soil organic carbon (%C), were treated in the field with five rates of lime. The relationships between soil pH and the effective cation exchange capacity (ECEC), and between pH and exchangeable aluminium (Al), were investigated for the top 10 cm of these soils. Increases in the total exchangeable cations (TEC) calculated as ECEC-Al, were shown to be madelup almost entirely by increases in exchangeable calcium. There were no consistent changes in the amount of exchangeable magnesium, potassium or sodium due to liming these acidic soils. Formulae used to predict changes in A1 and ECEC with pH in the 'Lime-it' model were tested and modified on the 11 soils from northern N.S.W. A strong linear relationship was observed in each soil between Al and pH (transformed to hydrogen ion concentration x 103). The slope of this relationship (SALs) can be predicted from the pH and A1 values of unlimed soils. Strong linear relationships were also observed between pH and TEC, for each of the 11 soils. The SL, (the slope of the linear relationship TEC/pH for any soil 's') was shown by multiple regression analysis to be a function of TECi/pHi (where TECi is the sum of exchangeable cations of unlimed soil 's'; and pHi is the pH value of unlimed soil 's'), %C of the unlimed soil, and SALs. By using the measured values of pH, ECEC, Al and %C of unlimed soils, the values of Al, and TEB can be predicted for any pH value that may be measured (or predicted) after liming. The predictive relationships developed on N.S.W. soils were tested against independent data from New Zealand. The results confirmed the Al/pH predictions (R2 = 0.955), while the TEC/pH predictions were less well matched (R2= 0.62) possibly due to unusual clay mineralogy or organic matter fractions of 3 of the 18 soils tested.
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Lee, Wendy Saeme. "Emotional Sensibility Observation Scale: Measuring Quality Relationships and Early Childhood Educators’ Emotional Perceptibility in Responding to Children’s Cues." Education Sciences 13, no. 1 (December 21, 2022): 9. http://dx.doi.org/10.3390/educsci13010009.

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An educator’s ability and willingness to be perceptive and responsive to the cues of children in Early Childhood Education and Care (ECEC) settings can affect the quality of the relationships built. Although several instruments that aim to measure quality relationships currently exist, these instruments are often not exclusive to the educator–child dynamic, fail to be context-sensitive, and do not mitigate scope for observer subjectivity. The Emotional Sensibility Observation Scale (ESOS) was developed in collaboration with ECEC stakeholders (teachers, educators, centre directors, and researchers) in Australia to address the aforementioned gaps while acknowledging the unique relationships between educators and children in ECEC settings. It is proposed in the paper that the ESOS may serve as a useful tool for researchers and educators to assess Early Childhood (EC) educators’ ability to accurately read and respond to children’s cues and to measure the quality of relationships built over time.
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Aslanian, Teresa K. "Every rose has its thorns: Domesticity and care beyond the dyad in ECEC." Global Studies of Childhood 10, no. 4 (December 2020): 327–38. http://dx.doi.org/10.1177/2043610620978508.

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Care is traditionally researched in ECEC as a dyadic, human phenomenon that relies heavily of tropes of females as care providers. The assumption that care is produced in dyadic relationships occludes material care practices that occur beyond the dyad. Drawing on Bernice Fisher and Joan Tronto’s care ethics and Karen Barad’s focus on the agency of materiality, I have sought to explore how care is produced outside of dyadic relations in ECEC and how that care relates to domestic practices and flourishing in ECEC.
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Bouillet, Dejana, and Sandra Antulić Majcen. "Risks of Social Exclusion Among Children in ECEC Settings: Assessments by Parents and ECEC Teachers." SAGE Open 12, no. 3 (July 2022): 215824402211266. http://dx.doi.org/10.1177/21582440221126636.

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Recognizing children at risk of social exclusion (RSE) is one of the key prerequisites for providing direct and appropriate support to children and their families. Timely and proper identification of children at RSE requires collaborative and team-based assessments that include standardized procedures outlined in protocols to accommodate child personality, family factors, and other needs. The objective of the research is to analyze the capacities of early childhood education and care (ECEC) teachers to assess the RSE of children by comparing their assessment with the assessment of parents. We used the data about 443 children between 5 and 7 years of age who were attending 10 ECEC institutions in Croatia. Children were assessed with two versions of the questionnaire. Data were analyzed on a descriptive level, and Cohen’s kappa coefficient was used to determine the agreement between parents’ assessments and ECEC teachers’ assessments. It was found that at least 30% of children in Croatian ECEC institutions had one or more RSE. The results indicate a low proportion of children at RSE recognized both by parents and by ECEC teachers. The Croatian ECEC teachers are not familiar with information that is important for a child’s development, such as poverty, quality of family relationships, and involvement in specialized treatments. These data highlight the need to improve the capacity of Croatian ECEC teachers to participate in the process of assessing the RSE of children.
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Castillo, Felipe Aravena, and Marta Quiroga Lobos. "Early child care education: Evidence from the new law in Chile." Journal of Pedagogy 8, no. 1 (August 28, 2017): 121–35. http://dx.doi.org/10.1515/jped-2017-0006.

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AbstractIn the last decade, Chile has focused on early childhood education and care (ECEC) as a key opportunity to increase student-learning outcomes and decrease socio-economic inequalities. The creation of Chile’s Under-Secretariat of ECEC in 2015 highlights the relevance of this educational stage. The purpose of this study is to analyse the new law (no. 20.835) on ECEC from the perspective of policy formulation. This study employs a discourse analysis that is based on a conceptual frame analysis of two concepts: relationships and roles. The findings indicate that the creation of the Superintendence of Education is an attempt at introducing accountability processes to ensure the quality of early childhood education. This is sustained by neoliberal policies, standardization and external influences. This study contributes to understandings of the relationship between stakeholders and school organizations and the degree of coherence and impact. Furthermore, the aim is to contribute to the international discussion surrounding educational policies beyond country-specific contexts.
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Ünver, Özgün, and Ides Nicaise. "Interactive acculturation of Turkish-Belgian parents and children in Flanders: A case study of Beringen." Migration Letters 16, no. 3 (July 1, 2019): 417–28. http://dx.doi.org/10.33182/ml.v16i3.601.

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This article tackles the relationship between Turkish-Belgian families with the Flemish society, within the specific context of their experiences with early childhood education and care (ECEC) system in Flanders. Our findings are based on a focus group with mothers in the town of Beringen. The intercultural dimension of the relationships between these families and ECEC services is discussed using the Interactive Acculturation Model (IAM). The acculturation patterns are discussed under three main headlines: language acquisition, social interaction and maternal employment. Within the context of IAM, our findings point to some degree of separationism of Turkish-Belgian families, while they perceive the Flemish majority to have an assimilationist attitude. This combination suggests a conflictual type of interaction. However, both parties also display some traits of integrationism, which points to the domain-specificity of interactive acculturation.
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Murphy, Catherine, Jan Matthews, Olivia Clayton, and Warren Cann. "Partnership with families in early childhood education: Exploratory study." Australasian Journal of Early Childhood 46, no. 1 (January 5, 2021): 93–106. http://dx.doi.org/10.1177/1836939120979067.

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CHILDREN LEARN in the context of relationships with important caregivers. The early childhood education and care (ECEC) sector increasingly recognises that supporting strong relationships between families and ECEC services is a powerful way to improve children’s educational, health and wellbeing outcomes. We report findings from a study which, via online surveys and focus groups with parents and educators, sought to understand (a) parents’ experiences of collaborative practice, (b) educators’ confidence in working with families, and (c) educators’ perceptions of training needs. The results suggest families commonly feel welcomed and respected but desire improvements in educator communication. Most educators reported high confidence to share children’s progress but less confidence to greet families by name, raise or respond to parent concerns, or work with families facing significant parenting stressors. These findings indicate a need for practice support and training to improve educators’ skills and confidence in partnering with families.
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Choi, Seon Mi and 부성숙. "Relation between early childhood teachers’ personalities and their social relationships." EARLY CHILDHOOD EDUCATION & CARE 12, no. 1 (January 2017): 5–27. http://dx.doi.org/10.16978/ecec.2017.12.1.001.

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Kim,Young-Hee. "The Relationships among Mothers' Rearing Attitude, Play Beliefs and Young Children's Playfulness." EARLY CHILDHOOD EDUCATION & CARE 7, no. 2 (October 2012): 27–46. http://dx.doi.org/10.16978/ecec.2012.7.2.002.

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Dissertations / Theses on the topic "Relationships in ECEC"

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Bullock, Deborah Ann. "ECEC Educator Perspectives toward Administrative Burden of Quality Improvement Plans and its Impact on Role-identity and Relationships." Thesis, Curtin University, 2017. http://hdl.handle.net/20.500.11937/65367.

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The National Quality Framework was implemented in early childhood education and care (ECEC), leading to an administrative burden related to Quality Improvement Plans (QIPs). This qualitative study, using grounded theory, identifies the QIP’s impact on educator role-identity, and the ripple-effect of the burden on their personal and professional life. The impact is explained as learning, psychological and compliance costs, while interpretation of policy, individual characteristics and situational factors in ECEC contexts influence the perceived burden.
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Ma, Sining. "How does a centre director in a high-quality early childhood service in Australia foster effective working relationships and teamwork?" Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/29518.

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A growing body of research indicates that high-quality early childhood education and care (ECEC) significantly contributes to children’s development (Organisation for Economic Co-operation and Development (OECD), 2018). Research (Douglass, 2019) suggests that the leadership practice of centre directors is an essential contributor of positive working relationships and workplace environments, and in turn, high-quality ECEC. Little is known, however, about what centre directors do to lead high-quality services, and specifically, how they establish and maintain effective working relationships among staff. This study is the first in Australia to investigate how a centre director in an Excellent quality-rated ECEC service exercises leadership to foster effective relationships and teamwork among staff. A mixed-method research methodology based on a constructivist paradigm and which utilised leadership and ecological theory was adopted. Data for the study was generated through a survey, semi-structured interviews, and centre documents, and the thematic analysis method (Braun & Clarke, 2006) was employed to analyse the data. Findings revealed that the centre director primarily exercised transformational leadership, with some evidence of distributed and transactional leadership, to positively impact the relationships and teams’ maintenance, in turn contributing to high-quality ECEC. The study also revealed that organisational, team/staff, and individual factors directly and positively support the director’s leadership and its effectiveness in building constructive relationships and teams. The findings of this study contribute to understandings of leadership in context, the development of leadership theory and practice in ECEC, and ECEC policy and regulatory requirements on how centre directors can exercise different leadership styles to foster working relationships and teamwork in ECEC services in Australia.
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CESCATO, SILVIA. "Bambini, genitori, educatori al nido d'infanzia. Un'esplorazione "micropedagogica" dei momenti di transizione." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2012. http://hdl.handle.net/10281/37950.

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SUMMARY This work is part of research on early childhood education and it takes up and develops studies that have investigated the relationships between adults (parents and educators) and between children and adults in ECEC settings in particular. The aim was to investigate the interactive dynamics that develop between parents, educators and children during transitions from the family to the school context (morning arrival and early afternoon leaving), linking microanalytical interaction analysis with the exploration of interpretation processes by the educators involved. The assumption is that moments of "ecological transition" (Bronfenbrenner, 1979), when parents and educators share and negotiate the transfer of educational responsibilities regarding the child, are atypical moments in the daily routines at school, creating the opportunity for focusing on the interactions between parents and educators in the presence of children, thus creating privileged educational opportunities that make the ideas and meanings attributed to these interactions by the protagonists themselves emerge in a more "natural" way. Numerous studies have focused on teaching the specificity of these transition events (Barbieri et al., 1983, Angelini et al., 1983, Maltempi, 1986, Comotti, Varin, 1988, Varin, Crugnola Riva, 1996) and their central role in building good relationships between services and families (Milani, 2009), drawing attention to the role of observing interaction in teacher training. Research in the ECEC, in particular, has highlighted the need to support educators so that they are builders of rituals and routines which support the separation between parent and child, consistent with the relationship style (Mantovani, Saitta, Bove, 2000, Carli, 2002). However, in theory, almost all studies that have investigated this dimension refer to dyadic relational types (i.e. focused on the parent-child or teacher-child pair), often based on studies which refer to attachment theory (Bowlby, 1973, Ainsworth et al.,1978) and rarely have they included observing behavior to reveal the subjective ideas of the adults involved. The challenge is to go back and study these moments, guided by the theoretical and methodological indications that emerge from the most recent psychological research on how to analyze the micro-processes involved in interaction dynamics in educational settings, adopting a triadic, process-oriented perspective (Fivaz-Depeursinge, Corboz-Warnery, 1999, Tremblay- Leveau, 1999; Simonelli et al., 2012). The authors suggest reinterpreting micro-analytic observation in a pedagogical perspective, since it can help expand educational research regarding these issues in a situated, rigorous yet relevant way for training the teachers involved. Through observing interactions in a triadic perspective, this thesis considers the educationally relevant possibility of focusing not so much, or not only, on the (temporary) separation of the parent-child pair. The micro-processes of transition and confidence in the teacher-parent-child triad, their mutual positions, alliances, or dis-alliances are considered educational. Attention is also placed on the factors that make transition dynamics more or less smooth. At the same time, the study adopts a phenomenological, micro-pedagogical perspective (Bertolini, 1997, Mortari, 2007, Caronia, 2011) (Demetrio, 1992) and describes the interactive dynamics in light of the micro-analytical meanings assigned to them by the protagonists (Stern, 1995, 2004) in an attempt to put the observed behavior in relation to the more "hidden" ideas and educational models. From a methodological point of view, the study follows the field research tradition in education (Lumbelli, 1980, Mantovani, 1998) and combines qualitative research tools (focus groups, interviews, observations) with some recent methodological innovations, developed in the field of video research, using video in educational contexts (Goldman et al., 2007, Bove, 2008, 2009). In this sense, the study can be understood as a "pilot study on the method", since it explores the "training latencies" (Bove, 2009) of the tools and methods used, examining the importance of pedagogical training microanalysis and video, and in particular the microanalysis of interaction. These tools seem to offer interesting implications for extended reflection and research in educational services. Perhaps they can focus attention on micro-interactive processes, thereby bringing out the ideas of educators, facilitating the detailed study of reflexivity process practices which can link knowing-observing with the cognitive-interpretive-reflective sphere. This idiographic study was conducted at an ECEC in Parma with the following objectives: to observe, describe and analyze the interactive and relational dynamics patterns that developed between adults (parents, teachers) and children during transition to school from a microanalytical perspective; to gather the ideas of educators on some specific transition episodes, stimulating microanalytical reconstruction processes; to explore the educational potential of a mixed methodological approach (visual and narrative) based on behavior observation descriptions and reflection regarding the meanings ascribed to them by educators, who were the protagonists. In general, we aimed at pedagogically focusing on moments of "home-school transition" to help reduce the distance that often separates the discourses of educators regarding the relationship with the family from the daily practices put into effect in contexts, re-centering the attention of educators on their roles and their responsibilities and to observe the interactive competence of children and parents. Empirically, the research was divided into three phases, each involving the teachers in the ECEC, which was the research context, during different moments of observation and reflection on their individual and intersubjective behaviors. In the first stage, we explored the ideas and conceptions of the teachers about education by conducting informal interviews, group discussions and participant observations. During the second phase, we explored the teachers' ideas regarding interaction with children and parents in greater depth through microanalytic interviews - echoing the method originally developed by Stern (1995) - aimed at fostering the narration of transition episodes deemed more or less "positive" by the teachers themselves. At the same time, were observed and videotaped 100 episodes of the "input and output" of the children and their parents, 40 hours of which were subsequently selected as a representative sample for the microanalysis of the interactions observed, in an effort to identify patterns or recurring patterns of interaction. Finally, during the third phase of research, the teachers involved in the video recordings were invited to participate in an exercise in order to reconstruct their critical-reflexive behaviors mediated by images, to make them more aware by observing and analyzing the dynamic interaction processes and reflecting on their behavior and their assumptions. The data analysis (visual and narrative) made it possible to highlight the following aspects: - First, the microanalysis of the observed situations focused on the complexity of these transition moments, highlighting the role of teachers and the often non-verbal interactive skills of very young children; - Analysis of discourses, and therefore the meanings, collected during the interviews and the subsequent discussion with the teachers about the videos showed the changes in how the protagonist-teachers commented on and interpreted their roles in welcoming the children to school, including their reconsideration of the competences of children and parents. Overall, the results of this study allow us to confirm the educational value of the videomicroanalysis of interactions, which could also be further developed with respect to its impact on the behavior of educators.
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PAGANI, VALENTINA. "Teacher-child relationship quality in ECEC settings. A mixed-methods study of the CLASS tool application in Italy." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2016. http://hdl.handle.net/10281/132272.

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In recent years, a rising body of research has shown that, although early education matters, only high quality ECEC can make a difference ensuring a wide range of benefits for children, parents and society at large (OECD, 2013; Pianta et al., 2009; Sylva et al., 2004; Vandell & Wolfe, 2000). This recognition and the subsequent emerging question ‘how can quality be measured?’ have drawn educational researchers’ attention towards developing evaluation instruments to assess quality (Ishimine & Tayler, 2014; Fenech, 2011; Grammatikopoulis et al., 2015). Most of these instruments are objective, standard-based tools, often developed in the USA albeit widely used at international level. The international application of the same evaluation measures, despite carrying some undeniable advantages, may also leads to pitfalls, especially if the complexities – both at cultural and methodological level – of a cross-cultural use of these instruments are not taken into account (Pastori et al., 2016; Pastori & Mantovani, 2016, Pastori & Pagani, submitted). Despite its relevance, this issue has received only marginal attention in literature and only few studies (Douglas, 2004; Fenech, 2011; Ishimine & Taylor, 2014; Mathers et al., 2007; Sheridan, 2007) have investigated the potential risks inherent in the current globalization of evaluation tools. The present thesis is aimed to address this gap, focussing specifically on the Classroom Assessment Scoring System (CLASS – Pianta, La Paro & Hamre, 2008), an American instrument developed to assess daily interactions between teachers and children that in recent years has experienced great international diffusion. Specifically, this study, building on and developing further the critical cultural reflection initiated within the European project CARE (Pastori et al., 2016; Pastori & Mantovani, 2016), adopted a mixed methods convergent parallel design (Creswell & Plano Clark, 2011) to analyse the implications of the CLASS application to the Italian ECEC context. Through a qualitative approach, teachers and pedagogical coordinators from 0-3 and 3-6 services (nidi and scuole d’infanzia) were involved in discussing the tool. Their opinions and cultural beliefs about effective teaching and models to evaluate ECEC quality were elicited and compared with the perspective proposed by the CLASS. The qualitative exploration was complemented with a quantitative analysis of the tool, in order to test even at statistical level the applicability and generalizability of the CLASS framework to the Italian ECEC context. Qualitative and quantitative data were then compared to offer a more thorough understanding of the issue at hand. Results highlight the value of adopting a critical approach to evaluation tools, attentive to the cultural and methodological complexities when these instruments are exported – along with their implicit values and underpinning assumptions about what ECEC quality is and how it can be assessed – to cultural contexts different from the original ones. Moreover, they offer interesting insights to a methodological reflection on the potential offered by integrating a reflective discussion with the use of standard based instruments.
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Pergament, Crona Nicole. "Ecce Equus! Egalitära hästgemenskapers erkännande av hästen som subjekt." Thesis, Stockholms universitet, Institutionen för etnologi, religionshistoria och genusvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-181592.

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Within human animal studies (HAS), as well as within the posthumanistic field in general, it has been pointed out that we still lack knowledge of how animals can be recognized as subjects and agents with the possession of cognitive and social abilities. At the same time, we see a re-evaluation of the human anthropocentric boundary between Man and the Beast – in the academic world as well as in the practice of everyday life. One example is how the prevalent ways of relating to and handling with horses – our traditional equine cultures – are under transition. Norms, attitudes and practices – not least those relating to equestrian sports – are changing; some people even believe in a “paradigm shift”, while others predict a future “horse revolution”. This ethnological contribution to the field of HAS aims to study the acknowledgement of the horse as subject, how it is being expressed and practised by egalitarian communities within the Swedish horse society, and what the implications of that acknowledgement are, for both human and horse. Consisting of interviews and participant observations and seen through the lens of a phenomenological HAS-perspective, the empirical material shows that the egalitarian approach implies ethical and practical consequences. Not only does it entail considerations regarding such things as horse keeping, riding style, competitions, training and conditioning methods – for some individuals it may also implicate a personal change, as they discover the horse’s message of presence and authenticity
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Carlos, Camila de Castro. "Elementos de relacionamento em marketing internacional: um estudo exploratório entre empresas comerciais exportadoras (ECE) e fornecedoras (EF) situadas no município de Ribeirão Preto (SP)." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/96/96132/tde-28072009-104358/.

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Na medida em que o relacionamento comercial entre os países tem se tornado a base para o desenvolvimento do mercado mundial e das nações, evidencia-se a necessidade de se estudar as iniciativas empresariais que potencializam a ocorrência e continuidade de negócios produtivos entre as diversas partes envolvidas no processo comercial. Sob a ótica do marketing internacional, é possível sintetizar que as relações comerciais se estabelecem de duas formas: diretamente, onde a relação comercial entre empresas exportadoras e empresas importadoras acontece sem o apoio de uma organização intermediária; e indiretamente, onde uma ou ambas as partes optam por serviços intermediários de uma empresa especializada denominada empresa comercial exportadora. Visando compreender os elementos constituintes do relacionamento dos exportadores brasileiros com tais organizações intermediárias, bem como os níveis deste envolvimento, considerando-se ainda o vasto universo das diferentes características de negócio de cada empresa, foi realizado um trabalho qualitativo exploratório por meio de entrevistas em profundidade com seis empresas comerciais exportadoras e quatro empresas fornecedoras inseridas no município de Ribeirão Preto. Por meio deste estudo, pôde-se concluir que a dinâmica do marketing internacional sob a ótica do relacionamento é ainda pouco explorada. Verificou-se que as características do modelo de negócio da empresa influenciam diretamente na adoção, continuidade e no término do relacionamento, e que, a presença e intensidade dos elementos deste relacionamento dependem diretamente do envolvimento resultante da parceria.
The international commercial relationships has become the base for the development of the world-wide market and the nations, it provides the necessity to study the enterprise initiatives that potentialize the occurrence and continuity of success business among several parts involved at the commercial process. At the marketing point of view, its possible to establish commercial relations in two ways: the direct, in which the commercial relation between export companies and import companies happens without the support of an intermediary agent; and the indirect, in which one or both parts opts for intermediary services of a specialized company commonly named trading companies. To understand the elements that constitutes the relationship between Brazilian exporters and trading companies, as well as the levels of that involvement, considering too the complex enterprises characteristics, it has realized an exploratory qualitative study with depth interviews among six trading companies and four supplier companies at the Ribeirão Preto city. The conclusion is that the dynamics of the international marketing relationship are still little explored. It was verified that the business company model characteristics influence directly in the adoption, continuity and in the ending of the relationship. Besides, the elements presence and intensity of this relationship depend directly on involvement of the partnership.
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Tozer, Catharine Clark. "The Development of Team Relationships in Teacher and Early Childhood Educator (ECE) Integrated Staff Teaching Teams in Full-day, Every Day Kindergarten." Thesis, 2012. http://hdl.handle.net/1807/34945.

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This collective case study examined the factors affecting the collaborative relationship between teachers and early childhood educators (ECEs) teaching together in elementary schools as Early Learning Teams in the first year of implementation of full-time kindergarten in Ontario. There are six major adjustments required concurrently by the Ontario government’s new policy in all kindergarten classrooms: team-teaching (sharing instruction, not just classroom management); supporting ECEs as new staff; changing from theme-based to inquiry-based; balancing the School District’s literacy goals with provincial play-based curriculum; double the instructional time, and the increased number of children in the classroom (up from 19 to 24-30). Two of the four classrooms studied in a rural Ontario school district were full-day, every day kindergartens (FDK) for 4 and 5 year olds and the other two were alternate full-days. Data were collected through classroom observations and interviews with principals, kindergarten teachers and ECEs. Case study theory guided the collection and analysis of data with open coding of transcripts, active code notes and memos to help answer the question of how to best implement FDK programs in Ontario. Results indicated that the FDK Team relationship itself enabled and constrained classroom instructional strategies, which would in turn have an impact on student outcomes. Collaborative practice involved a process that was affected by both internal factors (such as teacher foreknowledge of ECE skills), and thirteen external factors which arose from government and school district mandates, as well as practices of the school principal. Examples are: planning time, pay differential, hiring practices and adjusting to the new curriculum at the same time as the team adjusts to team teaching. The collaboration of more than 9,500 teacher and ECE teams is key to the success of Ontario’s new full-time early learning program. The education sector needs to adopt the long-established business practice of supporting team development through recognizing progressive teaming stages, such as those identified by Tuckman (1965). Recommendations are made for principals, school districts offices, government policy, FDK teachers, ECEs, and colleges that provide ECE training. A mnemonic for the four attributes evident in high-functioning collaborative integrated teaching teams (RISE) is proposed.
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Books on the topic "Relationships in ECEC"

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Zvidrin̳š, P. Fertility and family surveys in countries of the ECE region: Standard country report, Latvia. New York: United Nations, 1998.

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M, Franklin Barry, ed. When children don't learn: Student failure and the culture of teaching. New York: Teachers College Press, 1998.

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León, Margarita. Social Investment and Childcare Expansion. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198790488.003.0010.

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The chapter first examines at a conceptual level the links between theories of social investment and childcare expansion. Although ‘the perfect match’ between the two is often taken for granted in the specialized literature as well as in policy papers, it is here argued that a more nuance approach that ‘unpacks’ this relationship is needed. The chapter will then look for elements of variation in early childhood education and care (ECEC) expansion. Despite an increase in spending over the last two decades in many European and Organisation for Economic Co-operation and Development (OECD) countries, wide variation still exists in the way in which ECEC develops. A trade-off is often observed between coverage and quality of provision. A crucial dividing line that determines, to a large extent, the quality of provision in ECEC is the increasing differentiation between preschool education for children aged 3 and above and childcare for younger children.
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Echec scolaire: Nouvelles perspectives systémiques. Paris: ESF, 1994.

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Saatçioğlu, Beken, and Funda Tekin, eds. Turkey and the European Union. Nomos Verlagsgesellschaft mbH & Co. KG, 2021. http://dx.doi.org/10.5771/9783748900696.

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This volume studies the enduring complexity of EU–Turkey relations in all their thematic dimensions and with a view to offering future scenarios. It accomplishes three important aims. First, following a narratives analysis, the chapters analysing identity, politics, the economy, security, migration and energy identify the key dynamics that impact the relationship in these areas. Second, they evaluate how these drivers influence the three ideal-type future scenarios of convergence, cooperation and conflict, subsequently offering a relationship scenario for each thematic area. Third, the volume synthesises the chapters’ individual findings and argues that conflictual cooperation is the most likely scenario in future EU–Turkey relations. With contributions by İbrahim Semih Akçomak, Senem Aydın-Düzgit, Lorenzo Colantoni, Angeliki Dimitriadi, Atila Eralp, Erkan Erdil, Doruk Ergun, Hanna Lisa Hauge, Ayhan Kaya, Ebru Ece Özbey, Bahar Rumelili, Beken Saatçioğlu, Eduard Soler i Lecha, Melike Sökmen, Funda Tekin, Sinan Ülgen and Wolfgang Wessels.
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Dinan, Desmond. 13. A Special Case. Oxford University Press, 2017. http://dx.doi.org/10.1093/hepl/9780199570829.003.0014.

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This chapter examines the United Kingdom's troubled relationship with the movement for European integration and with the European Union more generally. Citing speeches made by leading British politicians over the last seventy years, including Winston Churchill, Harold Macmillan, Margaret Thatcher, and David Cameron, the chapter outlines four distinct stages of British association with the EU: a period of detachment in the early years; involvement in a lengthy accession process and renegotiation of membership terms; engagement in effort to reform the budget and launch the single market programme; and growing disillusionment as the EU strengthened along supranational lines and extended its policy remit, notably by embracing the economic and monetary union (EMU). These periods cover a range of important developments, such as the European Coal and Steel Community (ECSC), the European Economic Community (EEC), the EMU, and the Single European Act.
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Book chapters on the topic "Relationships in ECEC"

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Sullivan, Victoria, Ramazan Sak, and Karen Thorpe. "Experiences of workplace relationships as factors precipitating or preventing dropout of male educators in ECEC." In Exploring Career Trajectories of Men in the Early Childhood Education and Care Workforce, 83–97. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Towards an ethical praxis in early childhood: Routledge, 2020. http://dx.doi.org/10.4324/9781003048473-9.

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Muther, Andreas. "ECC Fundamentals." In Customer Relationship Management, 9–20. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/978-3-642-56222-8_2.

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Muther, Andreas. "ECC Information Technologies." In Customer Relationship Management, 21–43. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/978-3-642-56222-8_3.

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Muther, Andreas. "Criteria for Successful ECC Solutions." In Customer Relationship Management, 79–87. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/978-3-642-56222-8_5.

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Yanev, Lachezar. "The Theory of Joint Criminal Enterprise at the ECCC: A Difficult Relationship." In International Criminal Justice Series, 203–54. The Hague: T.M.C. Asser Press, 2016. http://dx.doi.org/10.1007/978-94-6265-105-0_9.

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Lazzari, Arianna, and Lucia Balduzzi. "The Relationship Between ECE and CSE in the Training Field. The Italian Case." In Elementar- und Primarpädagogik, 67–82. Wiesbaden: Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-658-03811-3_6.

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Tomini, Luca, and Seda Gürkan. "Contesting the EU, Contesting Democracy and Rule of Law in Europe. Conceptual Suggestions for Future Research." In Palgrave Studies in European Union Politics, 285–300. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54674-8_12.

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Abstract In ECE countries, democratisation and Europeanisation seemed to exist in a mutually reinforcing relationship and both concepts provided the main analytical lenses for studying these states. In the light of recent illiberal and anti-EU politics, two different concepts have started to receive increasing scholarly attention, namely the concepts of de-Europeanisation and autocratisation. Their exact meaning, however, remains unclear and the causal link between these specific processes and the rule of law has largely remained understudied. Against this backdrop, this chapter first summarises the state-of-the-art research on autocratisation and de-Europeanisation, and then examines the interaction and causal link between these two phenomena in times of declining democracies in Europe and rule of law problems.
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Pérez-León-Acevedo, Juan-Pablo. "Judicial Legal Culture and Victim Procedural Status at the Special Tribunal for Lebanon and Extraordinary Chambers in the Courts of Cambodia." In Identity and Diversity on the International Bench, 389–411. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198870753.003.0019.

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This chapter examines the relationship between judicial legal culture and victim procedural practices at the Special Tribunal for Lebanon (STL) and the Extraordinary Chambers in the Courts of Cambodia (ECCC). Starting with judicial composition, judges are categorized by their professional and educational backgrounds and legal cultures before assuming their STL/ECCC judicial positions: whether they originate from the common law/adversarial system, the civil law/inquisitorial system, or the ‘international’ system. The chapter then investigates connections between STL/ECCC practices concerning victim procedural status and the typical features of these legal cultures. Overall, it is argued that there is a direct relationship between the legal culture of judges and their judicial practices. The chapter explains how STL and ECCC judges have adapted several civil law/inquisitorial and common law/adversarial features to make victim procedural status fit the mandate and characteristics of the STL and ECCC, namely, the presence of sui generis international features.
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Mazzucchelli, Sara, Luca Pesenti, and M. Letizia Bosoni. "Care-work policies: conceptualising leave within a broader framework1." In Parental Leave and Beyond, edited by Peter Moss, Ann-Zofie Duvander, and Alison Koslowski, 241–60. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447338772.003.0014.

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The central argument of this chapter is that statutory Parental Leave policy must be conceptualised within a broader framework of care-work policies and cultural ideas over care tasks. We propose a model based on structural and cultural dimensions. The former includes leaves (Maternity, Paternity, Parental), ECEC services, the relationship or gap between leave and ECEC entitlements, occupational welfare, and family structures (e.g. proportion of children living with two parents); the latter include levels of gender inequality and intergenerational solidarity orientation. Considering these six dimensions we focus on four countries, namely Germany, Italy, Sweden and the UK, representing well-established welfare regime models. Our analysis highlights how Germany and Sweden seem more similar than might be expected in light of established welfare regime models, while Italy and the UK are in contrast somewhat similar in terms of their Parental Leave models, whilst showing many differences in relation to other social actors involved in providing welfare goods.
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Torgersen, Jan Ketil, and Morten Sæther. "Er jeg musikalsk? Barnehagelærerstudenters oppfatning av egen musikalitet." In Higher Education as Context for Music Pedagogy Research, 297–321. Cappelen Damm Akademisk/NOASP, 2021. http://dx.doi.org/10.23865/noasp.119.ch12.

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This article presents results from a quantitative study of Early Childhood Education and Care (ECEC) student teacher’s relationship to music and musicality. Survey data was collected among first-year students at a university college for ECEC at the start of studies in 2013, 2014, 2015 and 2017. The survey consists in its entirety of ten different questions. This article discusses four questions from the survey that deal with the students’ perception of their own musicality and what it means to be musical. 1,019 responses have been registered, which gives a response rate of approximately 91% of the total number of students in the four study years the survey was conducted. Frequency analyzes and cross-table analyzes have been performed. Results show that perceptions of one’s own musicality can be put in context with different understandings of what it means to be musical. Musical activity in close family in childhood is important when it comes to musical interest and perception of one’s own musicality. The article discusses the significance of the results in relation to music teaching in higher education.
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Conference papers on the topic "Relationships in ECEC"

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Gackowski, Marcin, Karolina Szewczyk-Golec, and Marcin Koba. "MARSplines Approach for Quantitative Relationships between Structure and Pharmacological Activity of Potential Drug Candidates." In ECMC 2022. Basel Switzerland: MDPI, 2022. http://dx.doi.org/10.3390/ecmc2022-13170.

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Budek, Marlena, Jarosław Nuszkiewicz, Jolanta Czuczejko, and Karolina Szewczyk-Golec. "Assessment of the Relationship between Selected Parameters of Inflammation in Patients with Neuroendocrine Neoplasms." In ECMC 2022. Basel Switzerland: MDPI, 2022. http://dx.doi.org/10.3390/ecmc2022-13298.

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Liinasuo, Marja, Anke Dittmar, and Eija Kaasinen. "Mediated Experience in Customer-Supplier Relationship." In ECCE 2017: European Conference on Cognitive Ergonomics 2017. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3121283.3121297.

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Luque, A., A. Consegliere, and T. Alamo. "Dynamic model of the relationships between technology and employment." In 2009 European Control Conference (ECC). IEEE, 2009. http://dx.doi.org/10.23919/ecc.2009.7075113.

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Petersen, Ian R. "Realization relationships for uncertain systems with integral quadratic constraints." In 2001 European Control Conference (ECC). IEEE, 2001. http://dx.doi.org/10.23919/ecc.2001.7076136.

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Witchel, Harry J., Carlos P. Santos, James K. Ackah, Julian Tee, Nachiappan Chockalingam, and Carina E. I. Westling. "The Complex Relationship Between Empathy, Engagement and Boredom." In ECCE '16: European Conference on Cognitive Ergonomics. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2970930.2970935.

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Rzhanova, I. E. "Personality Traits Of Parents And Parent-Child Relationships." In ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.62.

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Safari, Abdollah, and Abdollhossein Khalaf. "Banks and information technology: Marketability vs. relationships (Case study: Sarmayeh bank)." In 2013 7th International Conference on e-Commerce in Developing Countries: With Focus on e-Security. IEEE, 2013. http://dx.doi.org/10.1109/ecdc.2013.6556737.

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Lall, Pradeep, Padmanava Choudhury, Jinesh Narangaparambil, and Scott Miller. "Flexible Encapsulation Process-Property Relationships for Flexible Hybrid Electronics." In 2021 IEEE 71st Electronic Components and Technology Conference (ECTC). IEEE, 2021. http://dx.doi.org/10.1109/ectc32696.2021.00237.

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Li, Yu-Chiang, and Chen Fei Chuan. "Relationship between Industrial Research and Education Development." In 3rd Eurasian Conference on Educational Innovation 2020 (ECEI 2020). WORLD SCIENTIFIC, 2020. http://dx.doi.org/10.1142/9789811228001_0135.

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Reports on the topic "Relationships in ECEC"

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Meidan, Rina, and Joy Pate. Roles of Endothelin 1 and Tumor Necrosis Factor-A in Determining Responsiveness of the Bovine Corpus Luteum to Prostaglandin F2a. United States Department of Agriculture, January 2004. http://dx.doi.org/10.32747/2004.7695854.bard.

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The corpus luteum (CL) is a transient endocrine gland that has a vital role in the regulation of the estrous cycle, fertility and the maintenance of pregnancy. In the absence of appropriate support, such as occurs during maternal recognition of pregnancy, the CL will regress. Prostaglandin F2a (PGF) was first suggested as the physiological luteolysin in ruminants several decades ago. Yet, the cellular mechanisms by which PGF causes luteal regression remain poorly defined. In recent years it became evident that the process of luteal regression requires a close cooperation between steroidogenic, endothelial and immune cells, all resident cells of this gland. Changes in the population of these cells within the CL closely consort with the functional changes occurring during various stages of CL life span. The proposal aimed to gain a better understanding of the intra-ovarian regulation of luteolysis and focuses especially on the possible reasons causing the early CL (before day 5) to be refractory to the luteolytic actions of PGF. The specific aims of this proposal were to: determine if the refractoriness of the early CL to PGF is due to its inability to synthesize or respond to endothelin–1 (ET-1), determine the cellular localization of ET, PGF and tumor necrosis factor a (TNF a) receptors in early and mid luteal phases, determine the functional relationships among ET-1 and cytokines, and characterize the effects of PGF and ET-1 on prostaglandin production by luteal cell types. We found that in contrast to the mature CL, administration of PGF2a before day 5 of the bovine cycle failed to elevate ET-1, ETA receptors or to induce luteolysis. In fact, PGF₂ₐ prevented the upregulation of the ET-1 gene by ET-1 or TNFa in cultured luteal cells from day 4 CL. In addition, we reported that ECE-1 expression was elevated during the transitionof the CL from early to mid luteal phase and was accompanied by a significant rise in ET-1 peptide. This coincides with the time point at which the CL gains its responsiveness to PGF2a, suggesting that ability to synthesize ET-1 may be a prerequisite for luteolysis. We have shown that while ET-1 mRNA was exclusively localized to endothelial cells both in young and mature CL, ECE-1 was present in the endothelial cells and steroidogenic cells alike. We also found that the gene for TNF receptor I is only moderately affected by the cytokines tested, but that the gene for TNF receptor II is upregulated by ET-1 and PGF₂ₐ. However, these cytokines both increase expression of MCP-1, although TNFa is even more effective in this regard. In addition, we found that proteins involved in the transport and metabolism of PGF (PGT, PGDH, COX-2) change as the estrous cycle progresses, and could contribute to the refractoriness of young CL. The data obtained in this work illustrate ET-1 synthesis throughout the bovine cycle and provide a better understanding of the mechanisms regulating luteal regression and unravel reasons causing the CL to be refractory to PGF2a.
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