Littérature scientifique sur le sujet « Early childhood teachers »
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Articles de revues sur le sujet "Early childhood teachers"
Kim, Eun Jung, et Min Kyung Ha. « The Image of ‘Early Childhood Teachers in Childhood Remote Education’ by Current Early Childhood Teachers ». Korean Association For Learner-Centered Curriculum And Instruction 22, no 11 (15 juin 2022) : 147–61. http://dx.doi.org/10.22251/jlcci.2022.22.11.147.
Texte intégralKim, JiYoung, et jin ju Youn. « Searching for Images of Good Early Childhood Teachers Recognized by Pre-service Teachers ». Korean Society of Culture and Convergence 44, no 10 (31 octobre 2022) : 1057–71. http://dx.doi.org/10.33645/cnc.2022.10.44.10.1057.
Texte intégralHwang, Hae Ika, et Hye Kyoungb Chae. « Exploring the Character Strength of Early Childhood Teachers ». Contemporary Social Sciences 27, no 1 (1 janvier 2018) : 25–32. http://dx.doi.org/10.29070/27/57212.
Texte intégralUNAL, Merve, et Gokce KURT. « Socioeconomic Profile of Early Childhood Education Preservice Teachers ». Eurasian Journal of Educational Research 18 (4 avril 2018) : 1–20. http://dx.doi.org/10.14689/ejer.2018.74.4.
Texte intégralFadillah, Fadillah. « Early Childhood Metacognitive Learning among Students of Early Childhood Teacher Education ». Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 4, no 2 (21 janvier 2020) : 658. http://dx.doi.org/10.31004/obsesi.v4i2.332.
Texte intégralBoyd, Wendy, et Linda Newman. « Primary + Early Childhood = chalk and cheese ? Tensions in undertaking an early childhood/primary education degree ». Australasian Journal of Early Childhood 44, no 1 (mars 2019) : 19–31. http://dx.doi.org/10.1177/1836939119841456.
Texte intégralMaylani, Rany, et Ega Asnatasia Maharani. « Teachers’ perception towards early childhood literacy development methods in ‘aisyiyah bustanul athfal (ABA) kindergarten ». Journal of Early Childhood Care and Education 5, no 1 (21 mars 2022) : 13–26. http://dx.doi.org/10.26555/jecce.v5i1.5006.
Texte intégralDiamond, Karen E. « Supporting Early Childhood Teachers ». Topics in Early Childhood Special Education 21, no 3 (juillet 2001) : 150–51. http://dx.doi.org/10.1177/027112140102100302.
Texte intégralKim, Junghyun, et Hyesoon Kim. « The Effect of the Principal's Leadership Type on the Play Support Effectiveness of Early Childhood Teacher : Focused on the Mediating Effect of Early Childhood Teacher's Empowerment ». Korean Society of Culture and Convergence 44, no 12 (31 décembre 2022) : 497–514. http://dx.doi.org/10.33645/cnc.2022.12.44.12.497.
Texte intégralSAHIN, Figen, Muge SEN et Caglayan DINCER. « Early Childhood Preservice Teachers’ Experiences with Reflective Journal Writing ». Eurasian Journal of Educational Research 19, no 84 (3 décembre 2019) : 1–22. http://dx.doi.org/10.14689/ejer.2019.84.5.
Texte intégralThèses sur le sujet "Early childhood teachers"
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.
Texte intégralperceptions 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.
Parlak, Rakap Asiye. « In-service Early Childhood Teachers ». Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613250/index.pdf.
Texte intégralperceptions about their roles in the development of self-discipline in children. In order to specify this aim, the research question which asked &ldquo
How do early childhood teachers perceive their role in the development of self-discipline?&rdquo
was investigated. Current study was conducted based on qualitative research methodology. In order to investigate the aim, a case including seven early childhood teachers working at the same institution was reached. The main data collection instrument was an interview protocol consisting of two parts: vignettes and interview questions. The instrument included questions related to the meaning and importance of self-discipline, and how to support it in classroom environment, and was developed according to observations and related literature. Additionally this instrument was pilot tested with six early childhood teachers. The interviews for the main study were conducted between December 2009 and January 2010. According to the findings, early childhood teachers were aware of self-discipline, its importance, and its development. However, some strategies which were being used by the teachers should be discussed with them in terms of relatedness of those strategies with self-discipline.
Akdag, Zeynep. « Beginning Early Childhood Education Teachers ». Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615312/index.pdf.
Texte intégrals phenomenological analysis was utilized to analyze data from interviews in which beginning teachers reflected on their experiences in teacher education program and of being new teachers in public school context in Turkey. Findings have revealed that pre-service teachers were aware of many difficulties in public schools and ready to contend with those difficulties, yet some of the challenges they faced were beyond their initial anticipation. All those challenges were originated from teacher education program, Ministry of National Education&rsquo
s system itself, and local condition where beginning teachers were appointed. Suggestions for teacher education programs, Ministry of National Education, and administrators were proposed.
Freshwater, Amy. « Early childhood teachers : characteristics, attitudes and behaviors / ». free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060098.
Texte intégralMcKenzie, Patricia Jay. « Early childhood : special education ». Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26874.
Texte intégralEducation, Faculty of
Graduate
Sherwood, Frances R. « Listening to early childhood preservice teachers ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21634.pdf.
Texte intégralGunn, Lynette M. « Initial teacher education for early childhood teachers : A rhizomatous inquiry ». Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/112362/8/Lynette_Gunn_Thesis.pdf.
Texte intégralZhulamanova, Ilfa. « EARLY CHILDHOOD EDUCATION PRESERVICE TEACHERS’ PERCEPTIONS ON PLAY ». Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1563193941118516.
Texte intégralRiffin, Catherine. « Educational trajectories of teachers and teacher's aides : what motivates early childhood educators to pursue higher education ? » Connect to online version, 2008. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2008/283.pdf.
Texte intégralAlasimi, Amal A. « Saudi Early Childhood Teachers' Attitudes About The Use Of Technology In Early Childhood Classrooms ». Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1542321673302025.
Texte intégralLivres sur le sujet "Early childhood teachers"
Peggy, DaHarb, et Axton Janelle, dir. Tips for teachers : Early childhood. Cincinati, Ohio : Standard Pub., 1995.
Trouver le texte intégralN, Saracho Olivia, et Spodek Bernard, dir. Studying teachers in early childhood settings. Greenwich, Conn : Information Age Pub., 2003.
Trouver le texte intégralVirginia. Dept. of Social Services. Division of Child Care and Development., dir. Competencies for early childhood professionals. [Richmond, Va : Virginia Dept. of Social Services, Division of Child Care and Development, 2007.
Trouver le texte intégralO'Sullivan, Barbara. Staff orientation in early childhood programs. St. Paul, MN : Toys 'N Things Press, 1987.
Trouver le texte intégralWynne, Sharon A. Early childhood education : Teacher certification exam. Boston [Mass.] : XAMonline, Inc., 2007.
Trouver le texte intégralSimpson, Cynthia G. Successful inclusion strategies for early childhood teachers. Waco, Tex : Prufrock Press, 2010.
Trouver le texte intégralDunekacke, Simone, Aljoscha Jegodtka, Thomas Koinzer, Katja Eilerts et Lars Jenßen. Early Childhood Teachers' Professional Competence in Mathematics. London : Routledge, 2021. http://dx.doi.org/10.4324/9781003172529.
Texte intégralSimpson, Cynthia G. Successful inclusion strategies for early childhood teachers. Waco, Tex : Prufrock Press, 2010.
Trouver le texte intégralSimpson, Cynthia G. Successful inclusion strategies for early childhood teachers. Waco, Tex : Prufrock Press, 2010.
Trouver le texte intégralEdith Cowan University. Faculty of Education. Assistant Teacher Programme. Assistant Teacher Programme : Early childhood, primary, secondary : guidelines for principals, teachers, assistant teachers. Perth, W.A : Edith Cowan University, 1993.
Trouver le texte intégralChapitres de livres sur le sujet "Early childhood teachers"
Pupala, Branislav, Zuzana Petrová et Tata Mbugua. « Early Childhood Teachers in Slovakia ». Dans Common Characteristics and Unique Qualities in Preschool Programs, 127–37. Dordrecht : Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4972-6_12.
Texte intégralAvgitidou, Sofia. « Supporting Early Childhood Teachers' Play Pedagogy ». Dans Teacher Education and Play Pedagogy, 82–94. London : Routledge, 2022. http://dx.doi.org/10.4324/9781003149668-7.
Texte intégralDunekacke, Simone, et Sigrid Blömeke. « Early mathematics education ». Dans Early Childhood Teachers' Professional Competence in Mathematics, 119–31. London : Routledge, 2021. http://dx.doi.org/10.4324/9781003172529-7.
Texte intégralRoth, Wolff-Michael, Maria Inês Mafra Goulart et Katerina Plakitsi. « Preparing Teachers for Early Childhood Science Teaching ». Dans Cultural Studies of Science Education, 161–80. Dordrecht : Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5186-6_8.
Texte intégralThiel, Oliver. « How pre-service teacher training changes prospective ECEC teachers' emotions about mathematics ». Dans Early Childhood Teachers' Professional Competence in Mathematics, 63–78. London : Routledge, 2021. http://dx.doi.org/10.4324/9781003172529-4.
Texte intégralClarke, Sharryn, et Sivanes Phillipson. « Facebook mentoring of beginning teachers ». Dans Policification of Early Childhood Education and Care, 6–22. Abingdon, Oxon ; New York : Routledge, 2020. | : Routledge, 2019. http://dx.doi.org/10.4324/9780203730539-2.
Texte intégralMarpinjun, Sri, et Patricia G. Ramsey. « Feminism and Early Childhood Education in Indonesia : Teachers’ Reflections ». Dans Feminism(s) in Early Childhood, 149–63. Singapore : Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3057-4_12.
Texte intégralPramling, Niklas. « Educating Early Childhood Education Teachers for Play-Responsive Early Childhood Education and Care (PRECEC) ». Dans Teacher Education and Play Pedagogy, 67–81. London : Routledge, 2022. http://dx.doi.org/10.4324/9781003149668-6.
Texte intégralShallwani, Sadaf. « Conceptualizing Early Schooling in Pakistan : Perspectives from Teachers and Parents ». Dans Early Childhood and Development Work, 133–52. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91319-3_7.
Texte intégralEdwards, Susan, Joce Nuttall, Ana Mantilla, Elizabeth Wood et Sue Grieshaber. « Digital Play : What Do Early Childhood Teachers See ? » Dans Critical Perspectives on Technology and Education, 69–84. New York : Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137385451_5.
Texte intégralActes de conférences sur le sujet "Early childhood teachers"
Kim, Kyung-chul, Seong-joo Lee et Jin-young Go. « Recognition for Early Childhood Software Education in Early Childhood Teachers ». Dans Advanced Science and Technology 2018. Science & Engineering Research Support soCiety, 2018. http://dx.doi.org/10.14257/astl.2018.150.67.
Texte intégralWaluyo, Edi, et Dr Diana. « Early Childhood Education Standard : Towards Euality Early Childhood Education Services in Indonesia ». Dans 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France : Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.78.
Texte intégralRosyid, Ainur. « Motivations to be School Teacher : an Examination of Student Teachers' Reasons ». Dans 3rd International Conference on Early Childhood Education (ICECE 2016). Paris, France : Atlantis Press, 2017. http://dx.doi.org/10.2991/icece-16.2017.5.
Texte intégralRahmat, Stephanus, Fransiskus De Gomes, Ignasius R. Bora et Elfrida Tari. « Analysis on Difficulties of Early Childhood Teachers in Assessing Early Childhood Development ». Dans First International Conference on Humanities, Education, Language and Culture, ICHELAC 2021, 30-31 August 2021, Flores, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.30-7-2021.2313630.
Texte intégralHodijah, Siti, et Leli Kurniawati. « Teachers’ Understanding on Music for Early Childhood ». Dans 5th International Conference on Early Childhood Education (ICECE 2020). Paris, France : Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.034.
Texte intégralAmbarwati, Restu Sinta, Harti Kartini et Sa’dun Akbar. « Perceptions of Elementary School Teachers in Malang on the Preparation and Analysis of HOTS Questions ». Dans 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France : Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.012.
Texte intégralThaariq, Zahid Zufar At, Ence Surahman, Lindawati, Ryandini Dwi Puspita, Nurul Faiza et Fidyah Nur Khumairoh. « Professionalism of Primary School Teachers in Selection of Learning Models and Media to Achieve Instructional Goals ». Dans 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France : Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.030.
Texte intégralSutama, I. Wayan, et Ika Al Mumtahanah. « Science Learning in Early Childhood Education ». Dans 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France : Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.66.
Texte intégralMiguel, Toni. « Uncovering Potential : Coaching Preservice Early Childhood Teachers ». Dans 2020 AERA Annual Meeting. Washington DC : AERA, 2020. http://dx.doi.org/10.3102/1572778.
Texte intégralNurabadi, Ahmad, Ibrahim Bafadal, Endah Tri Priyatni et Juharyanto. « Analysis of the Ratio of Teachers, Staff, and Students as an Effort to Accelerate Quality Improvement of Primary Schools ». Dans 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France : Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.003.
Texte intégralRapports d'organisations sur le sujet "Early childhood teachers"
Yun, Cathy. Preparing Transitional Kindergarten to 3rd Grade Educators Through Teacher Residencies. Learning Policy Institute, juin 2022. http://dx.doi.org/10.54300/139.797.
Texte intégralMelnick, Hanna, Emma García et Melanie Leung-Gagné. Building a Well-Qualified Transitional Kindergarten Workforce in California : Needs and Opportunities. Learning Policy Institute, juin 2022. http://dx.doi.org/10.54300/826.674.
Texte intégralVillines, Meredith. Early Childhood Inclusion : Teacher Perception of the Supports Needed to Fully Include Children with Special Needs. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.425.
Texte intégralStatman-Weil, Katie. The Interplay Between Early Childhood Education and Mental Health : How Students in an In-Service Early Childhood Teacher Education Program Experience Children with Mental Health and Behavioral Challenges in the Classroom. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.6522.
Texte intégralPromoting Children’s Participation Rights in Early Childhood Education and Care : Self-Assessment Tool for Professionals. 2019-1-PT01-KA202-060950 : Professional Development Tools Supporting Participation Rights in Early Childhood Education, mai 2021. http://dx.doi.org/10.15847/cisparticipa.sat01.2021.05.
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