Bibliografías temáticas / Childhood

Literatura académica sobre el tema "Childhood"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 31 de agosto de 2024

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Artículos de revistas sobre el tema "Childhood"

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Facer, Keri, Rachel Holmes y Nick Lee. "Childhood Futures: Better Childhoods?" Global Studies of Childhood 2, n.º 3 (enero de 2012): 170–75. http://dx.doi.org/10.2304/gsch.2012.2.3.170.

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Lima, Camila Machado de. "infâncias e formação docente: gestos, sentidos e começos". childhood & philosophy 14, n.º 30 (7 de mayo de 2018): 297–315. http://dx.doi.org/10.12957/childphilo.2018.32049.

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The present text is an essay on childhood and teacher education, making approximations and meetings that put in question the school, the education, the teaching, the time. Childhood is not considered a category of chronological time, but an establishing force of possibility, impossibility, questions, interruptions. Childhood is affirmed beyond an age, understood as existence, life, embodied in any body and in another temporality. It is interesting to ask about the childhoods that go through the teacher formation and, perhaps, think not only how we form childhood, but how childhood forms us. How do they potencialize teachers work? Under what conditions do these childhoods arise? Is the teacher becoming a maturation of childhood, childhood or childhood? What gestures tear and explode with the ways we get used to being with the children and the ways we are used to becoming teachers? These questions have accompanied me in the challenge of devoting sensitivity, attention and listening to the senses emanating from childhood, and the childhood that emanates from the senses, in the exercise of being a teacher of Early Childhood Education. Therefore, this work is inspired by the childhoods of children of the Secondary Education of Pedro II College, in childhoods of my teaching with these subjects, in beginnings, openings and beginnings that potentiate to inhabit the school and become a teacher in a childish way.
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PRIESTLEY, MARK. "Childhood Disability and Disabled Childhoods". Childhood 5, n.º 2 (mayo de 1998): 207–23. http://dx.doi.org/10.1177/0907568298005002007.

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Hidayat, Yusuf, Nia Tania, Nurhayati Nurhayati, Neng Kurniasih, Heni Nuraeni y Sri Ningsih. "Analysis of Parenting Styles on Early Childhood’s Independent Character Development". International Journal Corner of Educational Research 2, n.º 2 (11 de septiembre de 2023): 70–76. http://dx.doi.org/10.54012/ijcer.v2i2.207.

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Parenting is the interaction process between parents and early childhood to instill and develop early childhood’s characters through natural since early age. The present study aims to analyze parenting styles applied by the parents to develop the early childhood’s independent character. In addition, this study employed a case study at which the reseachers gathered the data through observation and interview towards 13 early childhoods and 13 mother (parents) as the respondents. The results of the study revealed that 61,54% of the respondents apply positive parenting style to develop their early childhood’s independent character, 23,08% of the respondents apply permissive parenting style to develop their early childhood’s independent character, and 15,38% of the respondents apply mixed parenting style (positive and permissive parenting styles) to develop their early childhood’s independent character. Thus, the majority of the respondents apply positive parenting style to develop the early childhood’s independent character at home. In conclusion, the 3 parenting styles can be collaborated each other by the parents based on the characteristics of the early childhood, the tasks given, and also the situation.
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Firinci Orman, Turkan. "Adultization and blurring the boundaries of childhood in the late modern era". Global Studies of Childhood 10, n.º 2 (15 de julio de 2019): 106–19. http://dx.doi.org/10.1177/2043610619863069.

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Although the modern Western concept of childhood is rapidly disappearing in the age of late modernity, this study asserts that childhood (as it is lived) has not disappeared but has been transformed. An integrated approach to childhood is employed in order to go beyond binary oppositions such as the Global North versus the Global South and/or childhood versus childhoods. It is argued that children while constructing their childhoods are confronted with processes of individualisation and globalisation through which new forms of adultization have emerged as concepts of ‘child consumerism’ and ‘child citizenship’. Beyond the opposing views involving the disappearance of childhood or its liberation, this study concludes that the concept of adultization can be used to problematise and analyse childhood in its current state.
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Soderberg, Laura. "Childhood Studies and the Politics of Horror". American Literary History 35, n.º 4 (15 de noviembre de 2023): 1724–32. http://dx.doi.org/10.1093/alh/ajad189.

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Abstract Three [new] scholarly works … examine narratives in which childhood frightens both the children themselves and, more often, the adults observing childhood. … The childhoods they show can be both other and othering.
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Tesar, Marek, Zhen Phoebe Tong, Andrew Gibbons, Sonja Arndt y Adrienne Sansom. "Children’s literature in China: Revisiting ideologies of childhood and agency". Contemporary Issues in Early Childhood 20, n.º 4 (diciembre de 2019): 381–93. http://dx.doi.org/10.1177/1463949119888494.

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In this article we consider historical and contemporary ideologies of childhood in China and critically examine notions of ‘child’ and ‘childhood’ in Chinese children’s literature. We analyse the themes and knowledge that relate to relevant historical and contemporary political events and policies, and how these contribute to the production of childhoods. We focus on three images of childhoods in China: the Confucian child, the Modern child and the Maoist child. Each of the images reflects a way of seeing, a perspective about what a child ought to be and become, and what their childhood should look like. Everyday media are reflected in the texts and stories examined and portray both ‘imagined’ and ‘real-life’ narratives of children and their childhoods. The stories, and the connected power relations, represent an important link between the politics of childhood and the pedagogy associated with these politics, including large-scale state investment in the production of desired, ideal and perfect childhoods. Through such an examination of contemporary and historical children’s literature and media in China we also explore the ways in which contemporary media revitalise particular notions of child agency.
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Taylor, Affrica. "Reconceptualizing the ‘nature’ of childhood". Childhood 18, n.º 4 (19 de agosto de 2011): 420–33. http://dx.doi.org/10.1177/0907568211404951.

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This interdisciplinary article draws upon human geography to bring fresh new perspectives to the relationship between two commonly conflated concepts: ‘childhood’ and ‘nature’. Childhood studies scholars have gone a long way towards retheorizing childhood beyond the ‘natural’ and the ‘universal’ by pointing to its historical and cultural construction. However, as yet, not enough attention has been paid to childhood’s key collateral term, nature. This article seeks to redress this gap by drawing upon interesting retheorizings of nature that have taken place within human geography in order to suggest new ways of reconceptualizing childhood.
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MOFFITT, TERRIE E. y AVSHALOM CASPI. "Childhood predictors differentiate life-course persistent and adolescence-limited antisocial pathways among males and females". Development and Psychopathology 13, n.º 2 (16 de mayo de 2001): 355–75. http://dx.doi.org/10.1017/s0954579401002097.

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This article reports a comparison on childhood risk factors of males and females exhibiting childhood-onset and adolescent-onset antisocial behavior, using data from the Dunedin longitudinal study. Childhood-onset delinquents had childhoods of inadequate parenting, neurocognitive problems, and temperament and behavior problems, whereas adolescent-onset delinquents did not have these pathological backgrounds. Sex comparisons showed a male-to-female ratio of 10:1 for childhood-onset delinquency but a sex ratio of only 1.5:1 for adolescence-onset delinquency. Showing the same pattern as males, childhood-onset females had high-risk backgrounds but adolescent-onset females did not. These findings are consistent with core predictions from the taxonomic theory of life-course persistent and adolescence-limited antisocial behavior.
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Dillenburg, Elizabeth. "Molding Nineteenth-century Girls in the Cape Colony into Respectable Christian Women". Girlhood Studies 12, n.º 2 (1 de julio de 2019): 137–40. http://dx.doi.org/10.3167/ghs.2019.120211.

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S. E. Duff. 2015. Changing Childhoods in the Cape Colony: Dutch Reformed Church Evangelicalism and Colonial Childhoods, 1860–1895. Basingstoke, UK: Palgrave Macmillan.In Changing Childhoods in the Cape Colony: Dutch Reformed Church Evangelicalism and Colonial Childhoods, 1860–1895 (hereafter Changing Childhoods), S. E. Duff explores shifting notions of childhood and, more specifically, the emergence of new ideas about white childhood in the Cape Colony, South Africa, during the late nineteenth century by examining various efforts to convert and educate children, especially poor white children, and improve their welfare. As indicated in the title, Changing Childhoods draws attention to the multiplicity of experiences of children who existed alongside each other in the Cape Colony and how they were shaped by a variety of factors, including religion, location, class, race, and gender. While many histories of childhood elide the experiences of boys and girls, Duff pays careful attention to the different constructions of girlhood and boyhood and how gender shaped the lives of boys and girls, men and women. Throughout the book, girls appear not as passive observers but as complex agents shaping and participating in broader social, political, cultural, and economic transformations in the Cape.
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Tesis sobre el tema "Childhood"

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Paul, Elizabeth S. "Pets in childhood : individual variation in childhood pet ownership". Thesis, University of Cambridge, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385682.

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JARLICHT, CARLA E. SZAJDENFISZ. "CHILDHOOD AND CHILDHOODS: NARRATIVES OF ABANDONMENT IN FICTION AND IN REAL LIFE". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=18368@1.

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Esta dissertação compreende três eixos: infância, abandono e literatura infantil e juvenil. Traz como objetivos analisar como a infância abandonada é apresentada na literatura infantil e juvenil contemporânea brasileira e qual o impacto causado por essa literatura nas crianças que se encontram em situação de desamparo. Tomo o percurso histórico-sociológico sobre a construção do conceito de infância realizado pelo historiador Philippe Ariès e as pesquisas das historiadoras Mary Del Priore e Maria Luíza Marcílio que contemplam a infância brasileira e a questão do abandono. Proponho um corte transversal nessa leitura trazendo a contribuição filosófica de Walter Benjamin sobre a infância. No que tange à literatura, foram escolhidas quatro obras que se sensibilizam com a questão em debate: O Praça XV, de Paula Saldanha (1981), Cena de rua, de Ângela Lago (1994), O menino que não se chamava João e a menina que não se chamava Maria - um conto de fadas brasileiro, de Georgina Martins (1999) e Uólace e João Victor, de Rosa Amanda Strausz (1999). A pesquisa de campo foi realizada junto às crianças e adolescentes, freqüentadores do projeto Ao Encontro dos Meninos e Meninas em Situação de Rua na Fundação São Martinho, entidade civil de caráter filantrópico, situada na Lapa, Rio de Janeiro. Como proposta metodológica, foram desenvolvidas oito rodas de leitura, com duração média de 50 minutos, ao longo de quatro meses. Foi observado que a literatura despertou a reflexão e a fala desses meninos e meninas. Mudança, sonhos, medo da morte, abandono foram temas levantados e discutidos pelos participantes. A educação, a escola e a família surgem nas falas como soluções de uma vida diferente. Nos fragmentos de história trazidos por esses leitores contemplamos sentimentos e pensamentos que a história oficial não conta. Ao mesmo tempo, esses fragmentos remontam uma história que é coletiva.
The present dissertation approaches three axes: childhood, abandonment, and children’s and adolescent literature. The aim of this paper is to analyze how child abandonment is presented in children’s and adolescent Contemporary Literature, determining the impact caused by this kind of literature in helpless children. Historical and sociologic trajectory studied by the historian Philippe Ariès and the researches performed by the historians Mary Del Priore and Mary Luíza Marcílio concerning Brazilian children and abandonment issues are the connecting threads for the discussion about how to build the concept the childhood. We propose a cross-sectional segmentation adding the philosophical contributions of Walter Benjamin about childhood. Concerning literature, four children’s and adolescent books that deal with the topics studied were chosen for the analysis: O Praça XV (1981), by Paula Saldanha, Cena de rua (1994), by Ângela Lago, O menino que não se chamava João e a menina que não se chamava Maria [a Brazilian fairy tale] (1999), by Georgina Martins, and Uólace e João Victor (1999), by Rosa Amanda Strausz. The field research included children and adolescents, who attended the project Ao Encontro dos Meninos e Meninas em Situação de Rua at São Martinho Foundation, a philanthropic civil society, located in Lapa, Rio de Janeiro. The methodological approach included eight reading circles, lasting around 50 minutes each, during 4 months. It was observed that literature has led boys and girls to deep thinking and speaking. Changes, dreams, fear of death, abandonment were the topics brought about and discussed by the participants. Education, school, and family are subjects present in the children’s speeches considered as solutions for a better and different life. In the fragments of history brought by the readers we can see feelings and thoughts that do not belong to the original story. At the same time, these fragments are related to a collective story.
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Taylor, Stephanie Jane Caroline. "Childhood blood pressure : the influence of fetal and childhood factors". Thesis, University College London (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399076.

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Warke, T. J. "Childhood airways inflammation". Thesis, Queen's University Belfast, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268984.

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Ericksen, Glenda Joy. "Schizophrenia in childhood". Master's thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/25850.

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The diagnosis of Schizophrenia in children has historically been the source of much psychiatric controversy, especially with regard to classification, treatment and prognosis. This was further complicated by the broad category for the diagnosis of psychotic disorders in childhood in the Diagnostic and Statistical Manual of Mental Disorders (DSM 11).This included Schizophrenia in childhood, autism, and other psychotic conditions. The work of Kolvin (1971 a-f) and Rutter (1972), have been instrumental in separating autism and Schizophrenia into distinct categories. This review is not aimed at being an exhaustive coverage of all the literature on Schizophrenia in childhood, but is focused on classification, phenomenology, epidemiology, differential diagnosis, etiology, course, cross-cultural factors, and treatment. The adult literature has been referred to, when there is no appropriate reference in the literature on children with Schizophrenia, in certain focused areas. Specific research questions will be discussed in depth in the appropriate sections. These are: 1) Is Schizophrenia with childhood onset a discretely homogenous entity or is the condition on a continuum with adult Schizophrenia? 2) Are the current classification systems diagnostically valid in children with Schizophrenia? 3) Do phenomenological descriptions of the condition assist the clinician diagnostically, given the financial constraints limiting the extent of special investigations, in the South African context? 4) The evidence concerning the etiology of Schizophrenia in childhood will be critically evaluated. 5) Do current treatment models have any relevance to clinical practice in South Africa, especially with regard to the need for cost-effective solutions? 6) Two cases obtained from the in-patient Unit of the Red Cross Hospital's Child and Family Unit will also be examined, in the light of the literature. As much of the literature prior to DSM III generally did not clearly differentiate between childhood Schizophrenia, autism and other heterogeneous conditions (Rutter, 1972), they have not been included, except for seminal papers. In addition the age groups in the papers do not always mention the pubertal status of the children, thus for the purpose of the review, primarily studies focusing on samples with onset prior to 13 years are included. These have lately been characterized in the literature as 'VEOS' (Very Early Onset Schizophrenia). In one of the few longitudinal studies of children with Schizophrenia, Werry, McClellan and Chard (1991), reported that more than half the sample (55%) which had been diagnosed as schizophrenic at first presentation, was found to have Bipolar Disorder at follow-up. It is possible that the papers reviewed may also reflect this once longitudinal follow-up has been completed. The results of longitudinal studies are awaited.
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Lee, Yun-Ryoung. "Memories of childhood /". Online version of thesis, 1995. http://hdl.handle.net/1850/12168.

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Berberoglu, Naile. "Children's childhoods : exploring childhood through children's interpretations of television advertisements in North Cyprus". Thesis, University of York, 2011. http://etheses.whiterose.ac.uk/2681/.

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In this study, I explore different aspects of childhood within a particular cultural and social space. I bring the sociology of childhood into dialogue with media studies to explore childhood in the lives of children themselves. In doing so I highlight the parallels that can be drawn between each discipline's approach to children and audiences, respectively. I use the similarities between the two disciplines and methodologies that are compatible with both in order to explore how children interpret constructions of childhood and depictions of children in Turkish media content in North Cyprus. To this end, I conducted 10 focus groups involving 40 children between the ages of seven and twelve. In these focus groups I asked children to interpret television advertisements that depict children and, using the discussions around these interpretations as a springboard, I encouraged them to talk about their experiences within their socio-cultural environment. I used discourse analysis to analyse the advertisements used in the focus groups and to incorporate the children's interpretations into my analysis as well as analysing the focus group transcripts using the cultural, social and economic backgrounds of the children as the context for my analysis. In addition, this study examines the fluid and ambivalent power dynamics between parents and children, both in terms of the actual exercise of power and in terms of constructions of meaning with regard to childhood. I argue for the importance of involving children's views and perspectives in research on childhood and demonstrate how doing research with children can work towards helping them to be heard. I also consider this approach to childhood as a step towards having children's social agency recognized in different institutions within society.
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Gulmez-dag, Gulcin. "Effectiveness Of Early Childhood Teacher Education Programs: Perceptions Of Early Childhood Teachers". Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614473/index.pdf.

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The purpose of this research study is to identify teachers&rsquo
perceptions on the effectiveness of their teacher education programs in supporting their professional practices. The data to the study were gathered through semi-structured interviews with 17 in-service teachers working in public early childhood institutions in Ankara. The data were analyzed through the emerging codes and themes shaped by the research questions. The results indicated that the 1998 program the study intended to investigate was found to be relatively satisfying in terms of developing professional teach ing competencies. The major weakness was reported to be theory-oriented structure which did not allow for ample practice opportunities both in the courses and in the field experiences. Moreover, due to the infancy ages of the field, the contents of courses offered were perceived to be in line with the essentials of primary and elementary level which contradicts the necessities of early childhood teaching. The findings were further discussed and interpreted.
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Fudge, Hazel. "Links between adverse childhood parenting experiences, childhood behaviour and adult social dysfunction". Thesis, King's College London (University of London), 2001. https://kclpure.kcl.ac.uk/portal/en/theses/links-between-adverse-childhood-parenting-experiences-childhood-behaviour-and-adult-social-dysfunction(73d6a786-2c2d-4b17-80d1-5013fee8b4ad).html.

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Santos, M. "(un)childhood : performing the voices and times of childhood through relational video-making". Thesis, University of Westminster, 2015. https://westminsterresearch.westminster.ac.uk/item/9984y/-un-childhood-performing-the-voices-and-times-of-childhood-through-relational-video-making.

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This practice-based PhD is comprised of two interrelated elements: (i) ‘(un)childhood’, a 53’ video-essay shown on two screens; and (ii) a 58286 word written thesis. The project, which is contextualised within the tradition of artists working with their own children on time-based art projects, explores a new approach to timebased artistic work about childhood. While Stan Brakhage (1933-2003), Ernie Gher (1943-), Erik Bullot (1963-) and Mary Kelly (1941-) all documented, photographed and filmed their children over a period of years to produce art projects (experimental films and a time-based installation), these projects were implicitly underpinned by a construction of childhood in which children, shown as they grow, represent the abstract primitive subject. The current project challenges the convention of representing children entirely from the adult’s point of view, as aesthetic objects without a voice, as well as through the artist’s chronological approach to time. Instead, this project focuses on the relational joining of the child’s and adult’s points of view. The artist worked on a video project with her own son over a four-and-a-half year period (between the ages of 5 and 10) through which she developed her ‘relational video-making’ methodology. The video-essay (un)childhood performs the relational voices of childhood as resulting from the verbal interactions of both children and adults. The non-chronological nature of(un)childhood offers an alternative to the linear-temporal approach to the representation of childhood. Through montage and a number of literal allusions to time in its dialogue, (un)childhood performs the relational times of childhood by combining children’s lives in the present with the temporal dimensions that have traditionally constructed childhood: past, future and timeless.
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Libros sobre el tema "Childhood"

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Braun, Dorit. Childhood. Milton Keynes: Open University Press, 1985.

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PERA. Childhood. Melton Mowbray: PERA, 1989.

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Cosby, Bill. Childhood. New York: Putnam, 1991.

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Cosby, Bill. Childhood. New York: Berkley, 1992.

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Gorky, Maksim. Childhood. Chicago: Ivan R. Dee, 2010.

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Nathalie, Sarraute. Childhood. Chicago: The University of Chicago Press, 2013.

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Kate, Figes, ed. Childhood. London: Orion, 1998.

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Wilder, Thornton. Childhood. Alexandria, VA: Alexander Street Press, 2004.

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Oberski, Jona. Childhood. New York: Penguin Books, 2014.

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Cosby, Bill. Childhood. London: Bantam, 1991.

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Capítulos de libros sobre el tema "Childhood"

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Stubhaug, Arild. "Childhood Learning, Childhood Faith". En Niels Henrik Abel and his Times, 85–88. Berlin, Heidelberg: Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/978-3-662-04076-8_8.

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Côté, Jane McL. "Childhood". En Fanny and Anna Parnell, 41–52. London: Palgrave Macmillan UK, 1991. http://dx.doi.org/10.1007/978-1-349-21497-6_4.

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Parmeggiani, Antonia y Evamaria Lanzarini. "Childhood". En Health and Gender, 125–38. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15038-9_15.

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Halsey, A. H. "Childhood". En No Discouragement, 7–30. London: Palgrave Macmillan UK, 1996. http://dx.doi.org/10.1007/978-1-349-25137-7_2.

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Graf-Grossmann, Claudia. "Childhood". En Marcel Grossmann, 13–20. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90077-3_2.

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Garrido, Sandra y Jane W. Davidson. "Childhood". En Music, Nostalgia and Memory, 151–71. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02556-4_8.

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Cohen, Morris J., Walter B. Branch, W. Grant Willis, Lisa L. Weyandt y George W. Hynd. "Childhood". En Critical Issues in Neuropsychology, 49–79. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4899-0682-3_3.

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Mosteller, Frederick. "Childhood". En The Pleasures of Statistics, 113–21. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-0-387-77956-0_7.

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Grote-Garcia, Stephanie A. y Forrest D. McDowell. "Childhood". En Encyclopedia of Child Behavior and Development, 349. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_531.

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Roberts, Adam. "Childhood". En H G Wells, 1–18. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26421-5_1.

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Actas de conferencias sobre el tema "Childhood"

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Nishida, Jun, Hikaru Takatori, Kosuke Sato y Kenji Suzuki. "CHILDHOOD". En VRIC '15: Virtual Reality International Conference - Laval Virtual 2015. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2806173.2806190.

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Nishida, Jun, Hikaru Takatori, Kosuke Sato y Kenji Suzuki. "CHILDHOOD". En SIGGRAPH '15: Special Interest Group on Computer Graphics and Interactive Techniques Conference. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2787626.2792656.

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Nishida, Jun, Hikaru Takatori, Kosuke Sato y Kenji Suzuki. "CHILDHOOD". En SIGGRAPH '15: Special Interest Group on Computer Graphics and Interactive Techniques Conference. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2782782.2792501.

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Laurian Fitzgerald, Simona y Carlton Fitzgerald. "CHILDHOOD ADVERSITY". En 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2015.

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Yoo, YungEui, BoKyoung Cho, SunHee Yang y MyeongHa Lee. "PROCESS OF EXPLORING CRITERIA FOR OBSERVING CHILDHOOD PLAY TO SUPPORT EARLY CHILDHOOD TEACHERS". En SSHRA 2024 –Social Science & Humanities Research Association International Conference, 18-19 January, Tokyo. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/icssh.2024.7071.

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The purpose of this study is to investigate the process of exploring criteria for observing childhood play to support early childhood teachers. This study was conducted using a convergent design among mixed methods. ‘Literature research’ and ‘Delphi survey technique’ were used as methods of quantitative data collection, and ‘participation observation’ was used as a method of qualitative data collection. As a result of the study, observation criteria for a total of 21 questions in 3 areas were derived, including 7 questions on ‘play flow’, 7 questions on ‘play motivation’, and 7 questions on ‘peer play behavior’. This criteria for observing childhood play helps early childhood teachers to understand childhood play in depth from the children's perspective. In addition, it is expected that this standard can be used as a standard for observing childhood play with increased objectivity by reducing cases where each early childhood teacher who uses this standard interprets it differently due to subjective opinions. Furthermore, It is expected that this criterion will help early childhood teachers in kindergartens accurately understand childhood play and support childhood play.
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Ramjewan, Neil. "Losing Childhood: Settler Colonial Reconciliation and the Loss of Stolen Childhoods". En 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1585930.

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Nuraini, Ni Luh Sakinah, Puri Selfi Cholifah, Putri Mahanani y Andini Mukharoma Meidina. "Critical Thinking and Reflective Thinking Skills in Elementary School Learning". En 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.001.

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Laili, Nor, Novira Silmi Sabila, Vivi Mariesca Vibraena, Ahsan Romadhon Junaidi y Dimas Arif Dewantoro. "Gifted Education in ASEAN". En 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.002.

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Nurabadi, Ahmad, Ibrahim Bafadal, Endah Tri Priyatni y Juharyanto. "Analysis of the Ratio of Teachers, Staff, and Students as an Effort to Accelerate Quality Improvement of Primary Schools". En 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.003.

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Bafadal, Ibrahim, Ahmad Nurabadi, Yerry Soepriyanto y Imam Gunawan. "Primary School Principal Performance Measurement". En 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.004.

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Informes sobre el tema "Childhood"

1

Elango, Sneha, Jorge Luis García, James Heckman y Andrés Hojman. Early Childhood Education. Cambridge, MA: National Bureau of Economic Research, noviembre de 2015. http://dx.doi.org/10.3386/w21766.

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Fitzsimons, Emla, Alissa Goodman, Sarah Cattan, George Ploubidis, Angus Phimister y Jasmin Wertz. Early childhood inequalities. The IFS, junio de 2022. http://dx.doi.org/10.1920/re.ifs.2022.0214.

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Gregory Reaman. National Childhood Cancer Foundation. Office of Scientific and Technical Information (OSTI), noviembre de 2007. http://dx.doi.org/10.2172/920297.

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Deming, David y Susan Dynarski. The Lengthening of Childhood. Cambridge, MA: National Bureau of Economic Research, junio de 2008. http://dx.doi.org/10.3386/w14124.

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Segal, David J. Gene Therapy for Childhood Neurofibromatosis. Fort Belvoir, VA: Defense Technical Information Center, mayo de 2014. http://dx.doi.org/10.21236/ada609751.

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Research Institute (IFPRI), International Food Policy. Early Childhood Nutrition and Health. Washington, DC: International Food Policy Research Institute, 2014. http://dx.doi.org/10.2499/9780896298460_33.

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Chalmers, David y Duncan Wilcox. Penile plastic operations in childhood. BJUI Knowledge, octubre de 2019. http://dx.doi.org/10.18591/bjuik.0235.

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Ritchie, Joanne y Pallavi Latthe. (Minor) gynaecological disorders in childhood. BJUI Knowledge, mayo de 2020. http://dx.doi.org/10.18591/bjuik.0680.

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Meier, Kristen y David Chalmers. Penile plastic operations in childhood. BJUI Knowledge, septiembre de 2022. http://dx.doi.org/10.18591/bjuik.0235.v2.

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Brien, Avery Brien, Christine Ma Ma, Lauryn Berner Berner y Marvin So So. Homelessness & Adverse Childhood Experiences: The Health and Behavioral Health Consequences of Childhood Trauma. Nashville, TN: National Health Care for the Homeless Council, febrero de 2019. http://dx.doi.org/10.15868/socialsector.36555.

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