Bibliografie tematiche / Early childhood centres

Letteratura scientifica selezionata sul tema "Early childhood centres"

Autore: Grafiati
Pubblicato: 4 giugno 2021
Ultima modifica: 13 febbraio 2022

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Articoli di riviste sul tema "Early childhood centres"

1

Pearson, Landon. "Inuit Early Child Care Centres". Canadian Journal of Children's Rights / Revue canadienne des droits des enfants 3, n. 1 (24 novembre 2016): 142–48. http://dx.doi.org/10.22215/cjcr.v3i1.80.

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Abstract (sommario):
The wisdom of the Inuit people (IQ) is a great resource to draw on for designing early childhood centres for all Indigenous children as well as for others in our increasingly diverse society. Respecting their rights, as the two settings described in this article do, can lighten the burden of trauma carried by so many children and, by building trust , release their humanity to the benefit of us all.
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Patil, Priyanka, Emma C. Alexander, Meghan Cupp, Monica Lakhanpaul, Meradin Peachey, Alexander Light e Logan Manikam. "Reducing childhood obesity: evaluation of an Early Years Nutrition programme in a deprived London borough". F1000Research 9 (7 luglio 2020): 682. http://dx.doi.org/10.12688/f1000research.24382.1.

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Abstract (sommario):
Background: Childhood obesity is a growing global health concern, with far-reaching implications on health in childhood and in later life. Early intervention strategies are key to reducing childhood obesity. This study aims to evaluate the implementation of an Early Years Nutrition programme in the London Borough of Newham’s children’s centres. Methods: A service evaluation of the Early Years Nutrition programme was conducted at children’s centres within the borough. Information was collected on the sessions provided to parents by staff, breastfeeding promotion and nutritional topics the centres were displaying. Nutritional activities in each centre were assessed for compliance with the National Institute for Health and Care Excellence (NICE) guidelines. Results: Eight out of eleven (72.7%) centres participated. Parent sessions focused mostly on oral health (n=4/8, 50.0%). Display board topics most commonly related to generic health and wellbeing (n=4/8, 50.0%). All centres displayed the UNICEF breastfeeding logo and complied with the NICE guidelines for nutritional activities. Conclusions: The programme is consistent with NICE guidelines in the centres evaluated; however, further acquisition of data on obesity-associated factors specific to communities and preventive measures for reducing childhood obesity, such as increased parental and community engagement, promotion of breastfeeding and improved staff training, will help tailor similar programmes elsewhere with higher social and cultural acceptance.
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Podmore, Val, Le'autuli'ilagi Sauvao e Lia Mapa. "Transition to School from Pacific Early Childhood Centres". Early Childhood Folio 5 (1 giugno 2001): 19–22. http://dx.doi.org/10.18296/ecf.0252.

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Podmore, Val, Le’autuli’ilagi Sauvao e Lia Mapa. "Transition to school from Pacific Early Childhood Centres". Set: Research Information for Teachers, n. 3 (1 novembre 2001): 7–10. http://dx.doi.org/10.18296/set.0764.

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Waniganayake, Manjula, Romana Morda e Anthoula Kapsalakis. "Leadership in Child Care Centres: Is it Just Another Job?" Australasian Journal of Early Childhood 25, n. 1 (marzo 2000): 13–19. http://dx.doi.org/10.1177/183693910002500105.

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Abstract (sommario):
The roles and responsibilities of child care centre personnel are becoming increasingly demanding and complex. Management and leadership are different dimensions of the work of centre directors. However, these roles are not limited to directors only and may be performed by other centre staff. This paper is based on structured interviews with directors, teachers, and assistants who reflect on leadership and its meaning and growth in everyday work within child care centres. This is an exploratory study, linked to an international project on leadership in early childhood. Discussion will include some major findings and their implications for reconceptualising leadership in early childhood.
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Crowe, Kathryn, Tamara Cumming, Jane McCormack, Elise Baker, Sharynne McLeod, Yvonne Wren, Sue Roulstone e Sarah Masso. "Educators’ perspectives on facilitating computer-assisted speech intervention in early childhood settings". Child Language Teaching and Therapy 33, n. 3 (10 luglio 2017): 267–85. http://dx.doi.org/10.1177/0265659017717437.

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Early childhood educators are frequently called on to support preschool-aged children with speech sound disorders and to engage these children in activities that target their speech production. This study explored factors that acted as facilitators and/or barriers to the provision of computer-based support for children with speech sound disorders (SSD) in early childhood centres. Participants were 23 early childhood educators at 13 centres who participated in the Sound Start Study, a randomized controlled trial that examined the effectiveness of the Phoneme Factory Sound Sorter® (PFSS) computer program (Wren and Roulstone, 2013). Following the trial, participants completed a telephone interview discussing their experiences implementing the program. Transcripts from the interviews were analysed and three categories emerged as factors that influenced the provision of support: (1) personal factors that related to the children (engagement with PFSS, inclusion/exclusion experience), peers, and educators (service provision, educator engagement, support of child PFSS use); (2) environmental factors that related to policies and philosophies (child-centred practice, technology), the physical environment (inclusion/exclusion), and logistics (time, technology); and (3) program factors that related specifically to PFSS (program format, specific games, game duration). In order to best meet the needs of children, parents, educators, and clinicians, these factors need to be taken into consideration in the provision of speech and language therapy services in early childhood centres.
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Petrie, Kirsten, e Jeanette Clarkin-Phillips. "‘Physical education’ in early childhood education". European Physical Education Review 24, n. 4 (12 aprile 2017): 503–19. http://dx.doi.org/10.1177/1356336x16684642.

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Abstract (sommario):
Children’s physical education in early childhood settings has always been underpinned by an emphasis on play. This is viewed as foundational for child development (movement education, cognitive growth, socialising functions, emotional development). However, where priorities about childhood obesity prevail, increased ‘prevention’ efforts have become targeted at primary and pre-school-aged children. It could be argued that early childhood education has become another site for the ‘civilising’ of children’s bodies. Drawing on data from a questionnaire completed by 65 early childhood education centres in Aotearoa New Zealand, we examine the play and physical education ‘curriculum’ and what this may mean for pre-school children’s views of physical activity and health. In light of the evidence that suggests pre-school physical education programmes reinforce achievement of a certain restrictive and narrow model of physical health and activity, we explore the implications for primary school physical education. In doing so we consider how teachers of physical education in primary schools may need to reconsider the curriculum to support young children to regain enthusiasm for pleasurable movement forms that are not centred on narrowly perceived notions of the healthy or sporting body.
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Mäntyjärvi, Marjo, e Anna-Maija Puroila. "Has something changed? Leaders’, practitioners’ and parents’ interpretations after renewed early childhood education and care legislation in Finnish private centres". Contemporary Issues in Early Childhood 20, n. 1 (22 febbraio 2019): 7–22. http://dx.doi.org/10.1177/1463949119828158.

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This study addresses leadership enactment in the context of early childhood education and care centres in Finland. The study was implemented at a time when the early childhood education and care legislation had changed. The research draws from relational leadership theory to address the following questions: How do leaders, practitioners and parents evaluate and interpret the impacts of changing early childhood education and care legislation in private Finnish centres? And how do these evaluations and interpretations reflect leadership enactment? This study conceptualises leadership as a context-dependent phenomenon constituted by shared meanings and relationships among leaders and other human actors in private centres. In order to achieve a multilevel picture of leadership enactment in private early childhood education and care centres, this study employed a mixed-methods approach. The data was collected through three online surveys and analysed both quantitatively and qualitatively. The findings revealed that private centres form a heterogeneous context for leadership enactment in Finnish early childhood education and care. Compared with practitioners and parents, the leaders were the most positive in their interpretations of the legislative changes. Specifically, the study found a gap between the leaders’ and parents’ evaluations of how the legislative changes had impacted daily praxis. The study calls for further research and tools for developing leadership enactment in private early childhood education and care.
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Boyd, Wendy. "‘Nothing Goes to Waste’: A professional learning programme for early childhood centres". Australasian Journal of Early Childhood 45, n. 1 (1 novembre 2019): 69–81. http://dx.doi.org/10.1177/1836939119885313.

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Waste created by modern lifestyles is of key concern to sustainable development globally. Early childhood centres engage in sustainable practices, and waste management is one of these practices. Past research has indicated that early childhood staff are challenged to implement sustainable practices. However, the National Quality Standard requires centres to engage in sustainable practices. This study reports on research undertaken to examine the effectiveness of effectiveness of a waste management professional learning programme run in 30 early childhood centres in Australia. The data collected was interviews of the directors of 16 centres, 6 months after the programme. Findings found the programme to be effective in encouraging waste management practices as all centres changed practices to reduce or recycle waste. The majority of the centres had a staff member who championed environmental education and was an inspiration for other staff, but barriers to good waste management practices were experienced because of external stakeholders’ power over decision-making, owners not agreeing to make changes, and, internally, from having to maintain hygienic standards. Recommendations are made for future professional learning programmes.
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Kahuroa, Raella. "A sensory landscape of place as an invitation to belonging in early childhood settings". Early Childhood Folio 25, n. 1 (1 giugno 2021): 3–8. http://dx.doi.org/10.18296/ecf.0089.

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This article analyses data from a study that explored the role of early childhood education in supporting a sense of belonging for immigrant children and families in Aotearoa New Zealand, whilst sustaining their connections with homes and homelands. We draw on teachers’ documentation of curriculum experiences, focus group discussions, and interviews to consider ways in which teachers purposely integrated sensory experiences from children’s home countries within the curriculum in order to generate a sense of belonging. After introducing the topic and relevant literature, we describe the research design for the study and characteristics of the four participating early childhood centres. We then summarise representative comments about incorporation of the five senses within the centres, and set up an extended vignette of one centre. We assert that the sensory landscape of a place is a taken-for-granted and thus a largely overlooked aspect of early childhood pedagogy worthy of direct theory and practice attention.
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Più fonti

Tesi sul tema "Early childhood centres"

1

Abdu, Hannatu Aishatu. "An exploratory study of early childhood development teacher attitudes towards parent involvement in early childhood development centres in Athlone". Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13271.

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Abstract (sommario):
Includes bibliographical references.
This study aimed to explore early childhood development teacher attitudes towards parent involvement in early childhood development centres. The researcher aimed to gain an understanding of how ECD teachers describe their roles within the ECD centres, their perception of parent involvement in ECD centres, the ways in which ECD teachers involve parents within the ECD centre, to know the factors influencing parent involvement within the ECD centres and teachers needs for further support in parent involvement. The study was undertaken in Athlone with the aim to using the results to highlight areas that need improvement within ECD centres.
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2

Gunn, Alexandra Claire. "Visual art education in early childhood centres : teachers' beliefs and practices". Thesis, University of Canterbury. School of Educational Studies and Human Development, 1998. http://hdl.handle.net/10092/2479.

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Abstract (sommario):
Teachers' beliefs and practices in the curriculum area of visual art education, along with relevant theory and the curriculum guidelines Te Whaariki, provide a framework against which teachers plan and implement programmes in visual art education for young children. Three distinct orientations (rote, child-centred, and cognitive) are used to investigate the beliefs and practices of teachers in a sample of Christchurch early childhood centres in order to establish the philosophical perspective that surround the provision of visual art. A distinct influence of child-centred orientation is seen whereby teachers value the visual arts as a curriculum area that allows children opportunities to engage in the process of self-guided creative expression. In addition, many rote oriented table-top type activities were provided for children. Cognitively oriented art education approaches were not significantly featured in either the teachers' beliefs or the way they practised in visual art. Implications for teaching practice and the development of children's artistry are discussed in light of the research findings.
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Clampett, Bridget. "Quality Early Childhood Development centres: an exploratory study of stakeholder views". Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20702.

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Abstract (sommario):
This study 'Quality Early Childhood Development (ECD) centres: an exploratory study of stakeholder views' was carried out with a sample of fifteen principals of effective ECD centres in the Western Cape, South Africa. The study adopted a qualitative, exploratory approach using a semi-structured interview schedule for face-to-face interviews with the participants. A purposive sample was used and the selected sample were geographically spread across the Western Cape Metropolitan area.The findings revealed the following: Effective ECD centres that provide quality care and education is of critical importance and should be prioritised in South Africa. Governing bodies play critical roles in the effectiveness of ECD centres; these roles include: governance and accountability, ensuring financial sustainability, decision-making and administration, strategic planning, monitoring and evaluation, and conflict resolution. ECD forums are also a valuable asset for ECD centres. Structure and routine, indoor learning materials and the arrangement of the classroom are important components of quality learning programmes. Qualified ECD teachers provide quality learning programmes for children and outdoor play is important for children's holistic development. Parental involvement improves learning outcomes for children and relationships with stakeholder's assists centres in providing a holistic programme. Principals play a crucial role in ensuring a quality service is provided.
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4

Shertiel, Sabra Hussein. "The role of practitioners in early childhood development centres in shaping behaviour of children". University of the Western Cape, 2018. http://hdl.handle.net/11394/6375.

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Abstract (sommario):
Magister Artium - MA (Child and Family Studies)
Early childhood centres play a profound role in shaping the behaviour of children. Research indicates that early childhood centres contribute to the holistic development of children, encompassing their motor, congnitive and behavioural skills. Research has further shown that the South African authorities have an early childhood policy which spans various aspects of childhood development. To establish the nexus between early childhood centres and the behaviour of children, this study explored the role of practitioners in early childhood development centres in shaping the behaviour of children. The study uses the Ecological Systems Theory to interrogate its tenets of the theory and the research findings. The study engaged a qualitative approach to explore this phenomenon. Semi-structured interviews, field notes and observations were used to obtain data from parents, principals and practitioners at early childhood centres. Data was analysed thematically and as such, three main themes emerged from the research: the behaviour of children in early childhood development centres; practitioners' perceptions of their own roles in early childhood development centres; and the attitudes of practitioners towards their roles in early development centres.
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5

Lyne, Mark. "Exposure assessment of traffic-related pm10 pollution in outdoor play areas of early childhood centres". Click here to access this resource online, 2008. http://hdl.handle.net/10292/413.

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Abstract (sommario):
This thesis seeks to assess the exposure of children in outdoor play areas of early childhood centres in Auckland City to traffic-related PM10 pollution. An estimated 400 premature deaths occur each year in New Zealand due to motor vehicle emissions. In addition to premature deaths, acute and chronic health effects including asthma, chronic obstructive pulmonary disease (COPD), heart disease and bronchitis, as well as increased hospitalisations and restricted activity days (sick days) are also associated with vehicle emissions. Epidemiological studies have shown that respiratory diseases such as asthma can be exacerbated by increases in the concentration of particulates of less than 10 microns in diameter (PM10) from motor vehicle emissions. Significant positive associations have been found between proximity to heavily travelled roads and increased childhood respiratory disease symptoms including hospitalisations for childhood asthma. In spite of this evidence, many early childhood centres in Auckland are located adjacent to busy roads. Children at these early childhood centres spend much of their time playing in the outdoor areas of these centres with the potential for particulates from motor vehicle emissions to exacerbate symptoms in those children already suffering from respiratory disease and asthma. Very little research has been carried out either in New Zealand or internationally on the air quality of outdoor play areas of early childhood centres in relation to motor vehicle emissions and childhood respiratory disease and asthma. The extent of monitoring is also limited and the amount of exposure data available in New Zealand relatively sparse, particularly in comparison with Europe. Levels of traffic-related PM10 in the outdoor play areas of early childhood centres were measured in centres located adjacent to busy roads and in centres away from a quiet road or adjacent to a very quiet road for comparison. Two of five early childhood centres located alongside busy roads had PM10 levels that exceeded the World Health Organization (WHO) guideline value. While PM10 levels monitored at the other three centres located alongside busy roads did not exceed the WHO guideline value, results were often only marginally within this guideline value. In contrast, PM10 levels monitored at two centres located away from a quiet road and one centre located adjacent to a very quiet road were well within the WHO guideline value. This pilot study provides preliminary evidence that children attending early childhood centres located alongside busy roads have greater exposure to traffic-related PM10 pollution than those attending early childhood centres located away from a quiet road or adjacent to a very quiet road. If the link between PM10 exposure and health effects is causal, as suggested by epidemiological studies, then children attending early childhood centres proximal to busy roads are at a greater risk of respiratory illness than children attending early childhood centres adjacent to quiet roads. Further work is required to confirm the findings in this small sample of air quality around early childhood centres in a larger sample, and possibly to undertake an epidemiological study to confirm the link to health effects. Drawing on the precautionary principle, prudent territorial local authorities should be encouraged to introduce regulations ensuring that any new early childhood centres are located at a specified distance from major roads, and that information for parents, ongoing PM10 monitoring and processes for issuing PM10 advisories when limits are exceeded are available in existing early childhood centres that are adjacent to busy roads.
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Thorogood, Camilla Renée. "Food provision challenges facing early childhood development centres in two Cape Town townships". University of Western Cape, 2020. http://hdl.handle.net/11394/8238.

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Abstract (sommario):
Magister Philosophiae (Land and Agrarian Studies) - MPhil(LAS)
Early childhood has been identified as a critical period for providing nutritional intervention, with nutritional adequacy during the first 1000 days having long term implications for human development. South Africa’s policy environment accordingly aims to support the development of all children through providing services supporting care and nutrition of children so that ‘no one is left behind’. However, the reality is that for the economically marginalised who live in poverty, these services are inaccessible and the whereabouts of many children, especially those under 5, remain unknown to the state. This study looks at township childcare facility as a key intervention point for nutrition provision, documents the obstacles and challenges they face in securing food for the children in their care and describes the strategies they use to combat these challenges. Using a mixed method approach, data were gathered on all ECDs operating in two Cape Town townships – Vrygrond, a semi-formal township, and Sweet Home Farm, a deeply informal settlement – and a typology was developed which represented the differentiation between these informal businesses in terms of a continuum of connectedness and disconnectedness with the regulatory environment.
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McNab, Nicola Jane. "Sleep practices and nap quality in infants transitioning to early childhood education centres: Comparing naps in the home and centre". Thesis, University of Canterbury. Health Sciences Centre, 2012. http://hdl.handle.net/10092/7369.

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Little literature currently exists on naps in infancy, particularly in Early Childhood Education (ECE) settings. This study follows previous research by Stuart (2011) on children attending ECE Centres. The objective of the current study was to examine the architecture of naps in infants who were transitioning to attendance at an ECE Centre. Four males and one female aged between 4 and 11 months contributed to five case studies. Digital video recordings were made of participants napping in two settings: the home and the ECE Centre. Baseline recordings were made in the home only, and recordings were made in both settings as infants transitioned to the ECE Centre, and once they were deemed to be “settled” at the centre. The recordings were then coded to determine sleep states and amount of caregiver interaction. The results showed that all infants displayed a reaction to the transition to ECE attendance. However, the transition to the ECE Centre had a minimal effect on most infants’ home naps. Overall, naps were longer and more efficient at home than at the ECE Centre, and infants engaged in more Active Sleep than Quiet Sleep in both settings. Caregiver interaction during naps also differed between the settings. This is an important area of study as attendance at ECE Centres in New Zealand is increasing (Ministry of Education, 2011b), and as such, suggestions for future research have been made.
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De, Gioia Katey, University of Western Sydney, College of Social and Health Sciences e School of Applied Social and Human Sciences. "Beyond cultural diversity : exploring micro and macro culture in the early childhood setting". THESIS_CSHS_ASH_De Gioai_K.xml, 2003. http://handle.uws.edu.au:8081/1959.7/795.

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Abstract (sommario):
Experiences in the early years of life are increasingly recognised as significant predictors of long-term cognitive and psychosocial behaviour. This thesis focuses on one aspect of early development: the cultural identity of the young child and investigates the influence of continuity of practice between home and the child care centre in this development. The use of child care services for very young children has increased dramatically in the past two decades. For the first time in history there may be more babies aged 0-3 years in care situations than babies who are cared for at home - this impacts upon the child’s micro-culture (individual, unconscious practices guided by beliefs, norms and values) and macro-culture (ritualistic, symbolic behaviour, often conscious which is tied to belonging to an ethnic group). This study investigates the way in which child care centres contribute to the development of micro and macro-cultural identity in very young children. This study was originally designed to increase the knowledge base about the ways in which interactions with children (particularly in relation to sleep and feeding micro-cultural practices) differ between home and child care service and the implications of these differing practices. As the study progressed a new focus was developed and evolved into an analysis of communication processes between parents and staff and the effects of those communication processes. Qualitative methods on non-participant observation, semi-structured interviews and semi-structured questionnaires were used to address the research questions. Recommendations from the study focus on setting level and policy issues. The early childhood sector is called on to redress notions around communication and partnership building with parents
Doctor of Philosophy (PhD)
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Sharpley, Jennifer. "An investigation into the implementation of early childhood development policy in early childhood centres (A study of the Fisantekraal, northern district, Cape Town, South Africa)". University of the Western Cape, 2014. http://hdl.handle.net/11394/4205.

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Abstract (sommario):
Masters in Public Administration - MPA
The White Paper on Education and training defines ECD as the process by which children 0 – 9 grow and thrive in all respects. The main focus of ECD’s is to ensure that children are thriving, by providing a solid foundation for physical, emotional, cognitive and overall healthy development of children (UNICEF, 2005). Therefore a critical factor for educational achievement is access to ECD. In redressing the exclusion of the past in ECD the equity enshrined in the white paper on Education and training (1995) and the Reconstruction and development program (RDP) suggest that government act as the key agent for ‘levelling the playing field’ . This would greatly benefit the historically disadvantaged children which are the majority within South Africa (Department Basic Education, 2001). The challenge is to establish in which way the playing field are bring levelled to increase ascertain ECD programs for all children in general, and poor children in particular. Thus the implementation of quality programs becomes a matter of urgency (UNICEF, 2005). Many ECD centres have been established around the world and in South Africa, very few studies have been conducted concerning the implementation of government policy in terms of ECD centres. As stated in the Convention on the Right of the Child and the African charter on the Rights and the welfare of the child. The South African constitutions in regard to Act 108 of 1996 include the Bill of Rights, with policies and plans that are in one place to ensure that the rights of children in the Early Childhood Developmental stage are met (Child institute, 2007/2008). This research investigates the implementation of government ECD policy in the three sectors of government policy which need to be adhered to. Namely the criteria stipulated by the Educational Department, Social Development as well as the Department of Health. The study shall ascertain whether these policies are indeed being implemented. New ECD programs include the ECD integrated Plan with a focus on parent education, in addition to Expanded Public Works Program which also includes the training of parents (Biersterker & Kvalsig, 2007 :pp 1200). The research objectives are namely to examine the implementation of ECD policy which covers all three departments that of; Education, Social Development and Health. To develop a legislative and conceptual framework to underpin the study Identify challenges and opportunities from primary data and draw conclusions Make recommendations Specific research questions addresses in this study: •To determine what processes are in place to ensure effective and efficient implementation of the ECD policy. •To ascertain what specific challenges are faced by ECD centres staff during the implementation of policy. •The relevance of the policies to the intended Institutions. A qualitative study method shall be adopted. The instrument (questionnaire) will be issued to participants namely head/principal or teacher in charge of ECD centres. The questionnaire shall be followed up with a focus group, which shall include head of ECD’s as well as active parents from communities/governing bodies. The researcher undertakes the responsibility of providing and examining the level of competences. The researcher shall be responsible in conducting the research, with integrity and maintain honesty and fairness at all times. The participants are assured that the information shared during the discussions would be used solely for the study and no other publications. The researcher shall uphold the right for any participant to withdraw from the process if they no longer wish to participate. Only respondents who provide consent to being a part of this process shall participate.
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Hebe, Headman Ngilosi. "Exploring the implementation of environmental education in Grade R : a case study of selected Early Childhood Development (ECD) Centres". Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/98015.

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Abstract (sommario):
Thesis (PhD)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: Planet Earth is plagued by a myriad of problems which have been on the increase in recent years. These include, among other things, e–waste; reduction in biodiversity, air pollution, global warming and many more. Undoubtedly, the greed of human beings more than the quest to satisfy needs has been at the core of these problems which threaten the sustainability of earth’s ecosystems. For some years now, Environmental Education (EE) has been acknowledged and, consequently, employed as the vehicle to offset the impact of the challenges which continue to degrade Planet Earth. Hence, many levels of education, especially formal education; have been making some inroads towards empowering people to change their behaviour and help others through the integration of EE in learning and teaching activities. Unfortunately, the early childhood stage of human development has been neglected when it comes to education issues, in general (Calman and Tarr–Whelan 2005; Davis 1998), and in the context of this study, in issues concerning Environmental Education (Davis 2009). For example, Davis (2009) conducted a literature survey for the period 1996 – 2007 with a focus on environmental education/education for sustainability and childhood education and discovered that little research had been conducted in this area. Hence, she laments, “in general, early childhood education researchers have not engaged with environmental/sustainability issues, and environmental education researchers have not focused on very young children and educational settings” (Davis 2009: 229). Accordingly, this study was undertaken in response to Davis’s (2009) outcry and the realisation that, indeed, even in the context of South Africa, there is paucity of research in the areas identified by Davis (2009). The purpose of this qualitative–interpretive paradigm guided inquiry was to investigate the extent to which Environmental Education is integrated in Grade R teaching and learning activities at selected Early Childhood Development (ECD) Centres in the North West Province of South Africa. In order to gain in–depth information and multiple perspectives (Creswell 2007) on the subject of inquiry, the maximum variation strategy, a subtype of purposeful sampling (McMillan and Schumacher 1997) was used for case selection.Consequently, four Grade R offering ECD centres with diverse characteristics participated in this inquiry. From each of the selected centres, one Grade R classroom was selected for investigation. Likewise, the Grade R teachers whose classes were selected together with their principals participated in the investigation. Three data generation strategies were used in this inquiry, namely; participant observations, semi–structured interviews, and document and artefact analysis. And, in order to assign meaning to generated data, two data analysis strategies were utilized, namely; constant comparison (Leech and Onwuegbuzie 2007) and domain analysis (Neuman 2011). Evidence from this study suggests that, to a very limited extent, some Grade R teachers do integrate environmental issues in their activities. However, this infusion of EE is done, mainly, in the form of teaching about the environment with little or no teaching in/through and for the environment. Hence, viewed from Kopelke’s (2012) perspective, this integration of environmental issues can be considered to be environmental studies. Likewise, hindrances to the integration of EE in selected Grade R classes were identified. These included the following: classroom overcrowding, underfunding, inadequate teacher training and lack of resources. On the other hand, the following were some of the factors identified as enablers of EE infusion: collaboration among the Grade R teachers, well–designed Learning and Teaching Support Material (LTSM) and, enabling curriculum frameworks. The study makes the following recommendations, among other things: the prioritisation of Grade R teacher training and remuneration, on–going and meaningful professional support for Grade R teachers, adherence to the norms and standards for Grade R funding and empowerment of School Management Teams and Senior Education Specialists to adequately support the Grade R teachers. Additionally, studies of similar nature are recommended and the study is rounded off with some guidelines on the integration of EE in Grade R.
AFRIKAANSE OPSOMMING: Planeet Aarde word deur ontelbare probleme wat in die afgelope jare verhoog geteister. Hierdie probleme sluit in, onder andere, e–afval, vermindering van biodiversiteit, lugbesoedeling, aardverwarming en nog meer. Sonder twyfel word die gulsigheid van die mens liewer as die voorsiening van behoeftes as die kern van hierdie probleme, wat die volhoubaarheid van die aarde se ekosisteme bedreig, beskou. Vir ’n paar jaar word Omgewingsopvoeding (OO) erken en gevolglik gebruik om die effek van die voortdurende uitdagings om Planeet Aarde te degradeer en te neutraliseer. Gevolglik het baie vlakke van onderwys, veral formele onderwys; deur die integrasie van Omgewingsopvoeding in leer= en onderrigaktieiteite vordering t.o.v die bemagtiging van mense gemaak om sodoende hul gedrag te verander en ander mense in die proses te help. Ongelukkig word die vroeë kinderfasee van menslike ontwikkeling in die algemeen, verwaarlos waneer dit by onderwyskwessies kom (Calman en Tarr–Whelan 2005; Davis 1998), en veral in die konteks van hierdie studie, spesifiek die kwessies van Omgewingsopvoeding(Davis, 2009). Davis (2009) het ’n literatuuroorsig vir die tydperk 1996 – 2007 met die fokus op omgewings /opvoeding vir volhoubaarheid in kinderonderwys gedoen, en ontdek dat baie min navorsing in hierdie gebied gedoen is. Dus betreur sy die feit dat “in die algemeen navorsers in vroeë kinderonderwys nie die kwessies van volhoubaarheid aangeraak het nie en die navorsers in omgewingsopvoeding nie op baie jong kinders en hulle opvoedkundige kontekste gefokus het nie” (Davis 2009: 229). Gevolglik is hierdie studie onderneem in respons op Davis (2009) se verweer en ook die besef dat, inderdaad; selfs in die konteks van Suid–Afrika, daar ‘n gebrek aan navorsing in die areas wat deur Davis (2009) geidentifiseer is bestaan. Die doel van hierdie kwalitatiewe–interpretatiewe ondersoek is om die mate waarin omgewingsopvoeding, in Graad R–onderrig en leeraktiwiteite by Vroeëkindontwikkeling (VKO) sentrums in die Noordwes Provinsie van Suid–Afrika geintegeer is, te ondersoek. Ten einde, in–diepte inligting en veelvuldige perspektiewe (Creswell 2007) oor die onderwerp van ondersoek te verwerf, is die maksimum variasie–strategie (McMillan and Schumacher 1997), wat ‘n sub–kategorie van doelgerigte steekproewe is as keuse vir hierdie gevallestudie gebruik. Gevolglik is vier VKO–sentrums, met uiteenlopende kenmerke, wat Graad R aanbied by hierdie ondersoek betrek. Uit elke gekose sentrum is een Graad R–klaskamer vir ondersoek gekies. Terselfdetyd het die Graad R–onderwysers van die gekose klasse en hul skoolhoofde aan die ondersoek deelgeneem. Drie strategiee is gebruik om data in hierdie ondersoek te genereer naamlik; deelnemer–waarneming, semi–gestruktureerde onderhoude en die analise van dokumente en artefakte. Twee strategiee is gebruik om data te analiseer en betekenis daaraan te gee, naamlik; konstant–vergelykings (Leech and Onwuegbuzie 2007) en domein– analise (Neuman 2011). Bewyse uit hierdie studie dui daarop dat, sekere Graad R–onderwysers tot ’n baie beperkte mate, omgewingskwessies in hul aktiwiteite integreer. Hierdie integrasie van omgewingsopvoeding sluit hoofsaaklik onderrig oor die omgewing in met min of geen onderrig of/deur en vir die omgewing. Dus, vanuit Kopelke (2012) se perspektief, kan hierdie integrasie van omgewings–kwessies in aanmerking geneem word by omgewingsstudies. Daarbenewens is ook, hindernisse tot die integrasie van OO in gekoste Graad R–klase identifiseer. Dit sluit die volgende in: oorbevolkte klaskamers, swakbefondsing, onvoldoende opleiding van onderwysers en ’n gebrek aan hulpbronne. Andersyds is die volgende faktore identifiseer as geleenthede wat die integrasie van OO kan bevorder: samewerking tussen die Graad R–onderwysers, goed ontwerpte Leer en Onderrig Ondersteuning Materiaal (LOOM) en bemagtigende kurrikulumraamwerke. Die studie maak onder andere die volgende aanbevelings: die prioritisering van Graad R–onderwyser- opleiding, deurlopende en betekenisvolle professionele ondersteuning aan Graad R–onderwysers, voldoening aan die norme en standaarde vir Graad R–befondsing, en die bemagtiging van Skoolbestuurspanne en Senior Onderwys–spesialiste tot die effektiewe ondersteuning van Graad R–onderwysers. Daarbenewens word, studies van soortgelyke aard aanbeveel en word die studie met ’n paar riglyne oor die integrasie van OO in Graad R afgerond.
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Libri sul tema "Early childhood centres"

1

Milne, Rosemary. Bilingual early childhood education in child care and preschool centres. Richmond, Vic: FKA Multicultural Resource Centre, 1993.

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Hamer, Judy. The New Zealand early childhood literacy handbook: Practical literacy ideas for early childhood centres (with examples for infants, toddlers, and young children). Palmerston North, N.Z: Dunmore Press, 2003.

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Butin, Dan W. Early childhood centers. [Washington, DC]: National Clearinghouse for Educational Facilities, 2000.

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Morrow, Leslie. Indications: Preschools and infant-toddler centres of the municipality of Reggio Emilia. Reggio Emilia, Italy: Reggio Children, 2010.

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Herr, Judy. Early childhood writing centers. Fort Worth: Harcourt Brace College Publishers, 1994.

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Carol, Keyes, a cura di. Early childhood administration. Boston: Allyn & Bacon, 1985.

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Price, Leigh. Our children, our future: Zimbabwean good practices responding to the needs of orphans and vulnerable children : the Zvandiri Programme, Africaid, and the Kapnek Trust early childhood development centres. Harare, Zimbabwe: SAfAIDS, 2010.

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Montana, State University (Bozeman Mont ). Early Childhood Project. Early childhood resource directory. Bozeman, Mont. (Herrick Hall/Home Economics, Montana State University, Bozeman 59717): The Project, 1986.

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Taylor, Barbara J. Early childhood program management: People and procedures. 3a ed. Upper Saddle River, N.J: Merrill, 1997.

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Taylor, Barbara J. Early childhood program management: People and procedures. Columbus: Merrill Pub. Co., 1989.

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Capitoli di libri sul tema "Early childhood centres"

1

Smith, Helen Victoria. "Educating ‘poor’ mothers in the Sure Start children's centres". In Local Literacies in Early Childhood, 90–114. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003032052-6.

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Giudici, Claudia, e Paola Cagliari. "Pedagogy Has Children’s Voice: The Educational Experience of the Reggio Emilia Municipal Infant-Toddler Centres and Preschools". In International Handbook of Early Childhood Education, 1457–67. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-024-0927-7_75.

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Fito’o, Billy. "Leading in Early Childhood Education Centres in the Solomon Islands: Issues and Challenges". In Leadership, Community Partnerships and Schools in the Pacific Islands, 137–51. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6483-3_12.

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Singer, Elly. "Emotional Security and Play Engagement of Young Children in Dutch Child Centres: A Story of Explorative Research, Experiments and Educators Testing Hypotheses". In International Perspectives on Early Childhood Education and Development, 207–23. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3197-7_14.

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Ornstein, Anna. "Early childhood traumata". In Toward a Theory of Child-Centered Psychodynamic Family Treatment, 152–64. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003006572-10.

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Krogh, Suzanne L., e Pamela Morehouse. "The Child-Centered Learning Environment". In The Early Childhood Curriculum, 27–59. Third edition. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429280764-3.

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Woodrow, Christine. "Relationships, Reflexivity and Renewal: Professional Practice in Action in an Australian Children’s Centre". In Early Childhood Grows Up, 21–35. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2718-2_2.

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Aylward, Glen P. "Development of the Central Nervous System". In Infant and Early Childhood Neuropsychology, 21–34. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4615-5927-6_3.

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Dunst, Carl J., e Marilyn Espe-Sherwindt. "Family-Centered Practices in Early Childhood Intervention". In Handbook of Early Childhood Special Education, 37–55. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28492-7_3.

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Gilutz, Shuli. "Child-Centered Design". In Exploring Key Issues in Early Childhood and Technology, 49–54. New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429457425-9.

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Atti di convegni sul tema "Early childhood centres"

1

Tyilo, Nonzukiso. "IMPLEMENTING INCLUSIVE EDUCATION IN EARLY CHILDHOOD DEVELOPMENT CENTRES". In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0904.

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Tyilo, Nonzukiso. "PEDAGOGICAL FUNDAMENTALS OF PLAY-BASED LEARNING IN EARLY CHILDHOOD CARE AND EDUCATION (ECCE) CENTRES: LESSONS FROM THE LITERATURE". In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2573.

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Fourie, Elsa. "Implementing and managing processes that can encourage resilience in HIV and AIDS affected female teachers in township Early Childhood Development (ECD) centres". In 8th International Conference on Advances in Social Science, Management and Human Behaviour - SMHB. Institute of Research Engineers and Doctors, 2019. http://dx.doi.org/10.15224/978-1-63248-168-9-07.

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Dirks, Judith, Namhla Sotuku, Joyce Mathwasa, Syden Mishi e Tshepo Morake. "PARENTS’ PERSPECTIVES ON THE ROLE AND RELEVANCE OF EARLY CHILDHOOD CARE AND EDUCATION (ECCE) AND THEIR INVOLVEMENT IN ECCE CENTRES IN THE EASTERN CAPE". In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2458.

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Gajawelli, Niharika, Sean Deoni, Holly Dirks, Douglas Dean, Jonathan O'Muircheartaigh, Yalin Wang, Marvin D. Nelson, Olivier Coulon e Natasha Lepore. "Central sulcus development in early childhood". In 2017 39th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC). IEEE, 2017. http://dx.doi.org/10.1109/embc.2017.8036787.

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Pirjo, Suvilehto. "“Puppetry and Opera Are Striking.” Students’ Experiences of Collaboration and Curiosity in Puppetry Opera as a Case Study". In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.794.

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This paper will focus on the possibilities of puppetry and opera in early childhood education studies (ECE), and among children in day care in a class of twenty 4−5-year-olds. The research centres around 200 university students in the middle of a project on opera and puppetry in their ECE programme. Opera is about strong emotions (see Trevarthen 2012, 263), and puppetry is a vehicle to make feelings visible (Lintunen, 2009, Majaron 2012, 11, Scheel, 2012). Puppetry and opera can be used in collaboration, and they are combined in this ECE programme as a part of the university studies in drama and literary arts. A method called Pritney has been created to realize the project. The theoretical background consists of puppetry and literary arts. The paper will present some findings from cases in which puppetry and opera have been used experimentally with ECE students, and subsequently with kindergarten children. There is a need for collaborative encounters during the processes of puppetry and opera. Based on the observations and remarks of university students doing their puppetry and opera project, this paper considers the value of conveying puppetry and opera to a child audience as a stimulation for curiosity and emotions. All this reflection is followed by the examples of practice in ECE studies. Performing opera with puppets is beneficial. In summary, the artistic experiments created by puppetry and opera are valuable in transferring cultural heritage and creating aesthetic and pedagogical moments. There is also a short consideration of a project called “Rinnalla−Hand in Hand” (2018−2020) funded by Finnish ministry of education, in which the Pritney method is further developed (see also Suvilehto 2019).
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Saquib, Nazmus, e Deb Roy. "Children-Centered Sensing in Early Childhood Classrooms". In CHI '18: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3170427.3188559.

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Misrayeti e Nenny Mahyuddin. "The Implementation of Mathematics Learning in the Preparation Center Islamic Kindergarten Raudhatul Jannah City of Payakumbuh". In International Conference of Early Childhood Education (ICECE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200715.017.

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Feofanov, Vasiliy. "Cognitive Functions Dynamics In Preschoolers With Autism Disorders Under Rehabilitation Centre Conditions". In ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.45.

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Arifin, Imron, e Agustinus Hermino. "The Role of Church and Parent in Early Childhood Education in the Central Highlands of Papua". In 1st International Conference on Early Childhood and Primary Education (ECPE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ecpe-18.2018.21.

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Rapporti di organizzazioni sul tema "Early childhood centres"

1

Hauth, Nancy. Special Focus Programs, Magnet Programs and Schools, and Early Childhood Education Centers: Equal Access in Portland Public School's Elementary Options. Portland State University Library, gennaio 2000. http://dx.doi.org/10.15760/etd.7461.

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Carneiro, Pedro, Sofía Castro Vargas, Yyannú Cruz-Aguayo, Gregory Elacqua, Nicolás Fuertes e Norbert Schady. Medium-Term Impacts of Access to Daycare on School Outcomes: Experimental Evidence from Rio de Janeiro. Inter-American Development Bank, aprile 2021. http://dx.doi.org/10.18235/0003236.

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In this document we analyze the impacts of a large-scale intervention that provided access to daycare centers for children in low-income neighborhoods in the city of Rio de Janeiro. Our results suggest that the intervention had a positive impact on enrollment rates and on the number of years children were enrolled to daycare during early childhood. We also find that winning the lottery had a positive effect on how regularly children attended primary school during the academic year. Because of the high attrition rates in the sample, we are unable to conclude whether the lottery had a positive impact on medium-term academic outcomes like standardized tests scores and overall grades.
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Berlinski, Samuel, María Marta Ferreyra, Luca Flabbi e Juan David Martin. Child Care Markets, Parental Labor Supply, and Child Development. Inter-American Development Bank, novembre 2020. http://dx.doi.org/10.18235/0002872.

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We develop and estimate a model of child care markets that endogenizes both demand and supply. On the demand side, families with a child make consumption, labor supply, and child-care decisions within a static, unitary household model. On the supply side, child care providers make entry, price, and quality decisions under monopolistic competition. Child development is a function of the time spent with each parent and at the child care center; these inputs vary in their impact. We estimate the structural parameters of the model using the 2003 Early Childhood Longitudinal Study, which contains information on parental employment and wages, child care choices, child development, and center quality. We use our estimates to evaluate the impact of several policies, including vouchers, cash transfers, quality regulations, and public provision. Among these, a combination of quality regulation and vouchers for working families leads to the greatest gains in average child development and to a large expansion in child care use and female labor supply, all at a relatively low fiscal cost.
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Highlighting High Performance: Michael E. Capuano Early Childhood Center; Somerville, Massachusetts. Office of Scientific and Technical Information (OSTI), marzo 2006. http://dx.doi.org/10.2172/878568.

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