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Статті в журналах з теми "Cross-cultural early childhood learning"
MacNaughton, Glenda. "Silenced Voices: Learning about Early Childhood Programs in the South East Asian Region." Australasian Journal of Early Childhood 21, no. 3 (September 1996): 33–40. http://dx.doi.org/10.1177/183693919602100308.
Повний текст джерелаCastellani, John, and Linda Tsantis. "Cross-Cultural Reactions to Using Computers in the Early Childhood Education Classroom." Contemporary Issues in Early Childhood 3, no. 2 (June 2002): 274–88. http://dx.doi.org/10.2304/ciec.2002.3.2.8.
Повний текст джерелаCheng, Jingyi, and Jianjun Cheng. "Empirical Analysis of Early Childhood Enlightenment Education Using Neural Network." Computational Intelligence and Neuroscience 2022 (August 29, 2022): 1–9. http://dx.doi.org/10.1155/2022/3601941.
Повний текст джерелаNinsiana, Widhiya. "PENDEKATAN MULTIKULTURAL DALAM PEMBELAJARAN BAHASA INGGRIS MELALUI MEDIA DONGENG PADA ANAK USIA DINI." Elementary: Jurnal Ilmiah Pendidikan Dasar 3, no. 1 (June 15, 2017): 41. http://dx.doi.org/10.32332/elementary.v3i1.787.
Повний текст джерелаMudiappa, Michael, and Katharina Kluczniok. "Visits to cultural learning places in the early childhood." European Early Childhood Education Research Journal 23, no. 2 (March 9, 2015): 200–212. http://dx.doi.org/10.1080/1350293x.2015.1016805.
Повний текст джерелаMaher, Marguerite, and Lisa Buxton. "Early Childhood Education at the Cultural Interface." Australian Journal of Indigenous Education 44, no. 1 (April 13, 2015): 1–10. http://dx.doi.org/10.1017/jie.2015.5.
Повний текст джерелаAsghar Abbas and Dr. Asad Abbas Rizvi. "Analysis of Cultural Diversity in Preschool Education." sjesr 3, no. 3 (September 29, 2020): 332–37. http://dx.doi.org/10.36902/sjesr-vol3-iss3-2020(332-337).
Повний текст джерелаJorgenson, Christabel B., David E. Jorgenson, Carolyn M. McCall, and M. K. Gillis. "Early Childhood Testing and School Learning Problems: A Cross-Validation." International Journal of Neuroscience 54, no. 3-4 (January 1990): 297–300. http://dx.doi.org/10.3109/00207459008986647.
Повний текст джерелаWood, Elizabeth Ann. "Play and learning in early childhood education: tensions and challenges." Child Studies, no. 1 (September 12, 2022): 15–26. http://dx.doi.org/10.21814/childstudies.4124.
Повний текст джерелаPrince, Heather, Linda Allin, Ellen Beate Hansen Sandseter, and Eva Ärlemalm-Hagsér. "Outdoor play and learning in early childhood from different cultural perspectives." Journal of Adventure Education & Outdoor Learning 13, no. 3 (September 2013): 183–88. http://dx.doi.org/10.1080/14729679.2013.813745.
Повний текст джерелаДисертації з теми "Cross-cultural early childhood learning"
Adam, Helen Joanne. "Cultural diversity and children’s literature: Kindergarten educators’ practices to support principles of cultural diversity through book sharing." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2245.
Повний текст джерелаKalinde, Bibian. "Cultural play songs in early childhood education in Zambia : in and outside of classroom practice." Thesis, University of Pretoria, 2016. http://hdl.handle.net/2263/60369.
Повний текст джерелаThesis (DMus)--University of Pretoria, 2016.
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DMus
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Burton, Lindsay Julia. "Community-based early learning in Solomon Islands : cultural and contextual dilemmas influencing program sustainability." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:b9c96049-ea5d-47e3-b74c-951cd22bb090.
Повний текст джерелаSampaio, Patricia da Silva. "Aprendizagem social e resolução de conflitos em ambientes democráticos e autocráticos: um estudo com pré-escolares." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-20042012-122710/.
Повний текст джерелаThe present work was dedicated to the investigation of the theme social learning by means of a cultural psychological approach of the phenomenon, allied to contributions from Moral Psychology. We attempted to identify differences in preschool children\'s representations with respect to the strategies that they utilize to resolve interpersonal conflicts, as a function of the different relations they experience in a more democratic and cooperative environment compared to a more authoritarian and coercive ambient. To attend this purpose, 27 children aged between 4 and 5 years and attending two public day care centers with the abovementioned characteristics were interviewed. The teachers that were in charge of the investigated groups also participated in the study by answering a questionnaire about their values, representations, and attitudes regarding their mediation of the events of interpersonal conflicts experienced by their pupils. The collected data was basically analyzed from a qualitative approach, on the basis of content analysis and, in the case of the children, on the basis of categories such as aggression, submission, and assertiveness, besides other ambivalent categories. The obtained results indicated that there is a relationship between a more democratic environment and more sophisticated and adequate social skills for the resolution of conflicts, as reported by the children. Conversely, an authoritarian ambient resulted in less developed social skills in terms of conflict resolution, as indicated by children\'s reports
Berglund, Shashi-Rekha. "Enable Emergent Literacy by Including ICT in Preschool class : A socio cultural approach to ensure a positive learning atmosphere." Thesis, Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-11756.
Повний текст джерелаUtgångspunkten i detta examensarbete är en jämförande studie mellan gamla skolan och dess undervisningsätt vilken anses vara tråkig och utan sammanhang bland många elever och nya skolans undervisning med IT och IKT som didaktisk undervisningsmetod. Dess konsekvenser för att skapa en positiv relation mellan lärare och elev från första början för att främja framväxande och skrivkunnighet inom förskoleklass.En etnografisk undersökning av hur två förskoleklasslärare gagnar både de gamla och nya metoderna för att skapa intresse för lärande och meningsskapande bland sina elever i enlighet med nationella målen för ett livslångt lärande och hållbar utveckling. Hur främjar IT och IKT lärandet i förskoleklassen? På vilka sätt införlivar lärare upplevelser i klassrummet. Vad är gruppdynamik mellan lärare och elev, samt gruppdynamik mellan eleverna i ett klassrumsscenario med den konventionella papper/penna och tekniska stöd? Med dessa centrala frågor genomfördes studien som en deltagande observation. Detta resulterade i att förskoleklassbarnen tycker att det är mycket lättare att kommunicera inte bara med lärare utan även med sina klasskamrater under klassrumsaktiviteter där IT och IKT ingår än när lärare tar på sig rollen i den så kallade gamla skolan som tenderar att bli ensidig. Resultaten visar att skapa meningsfullhet bland elever till stor del baseras på lärarnas eget intresse i fokusgruppen. Ur ett sociokulturellt perspektiv är det uppenbart att begrepp som interaktion, meningsfullhet, symboler och artefakter blir central. Resultaten från studien visar att det finns ett stort intresse och ambitioner från rektor och lärare att införa bland annat IT och IKT i undervisningen. På grund av tvetydigheten i de nationella målen och normer när man talar om förskoleklass har detta orsakat många lärare och skolor att misslyckas med att uppfylla elevernas förväntningar och krav, vilket i sin tur kan vara en av de stora orsakerna till det ökande antalet gymnasieelever som inte uppfyller de nationella kunskapsmålen i Sverige.
Lee, Eun Young. "Perceptions about Student Diversity and Equity in Early Childhood Science Education: A Teacher Preparation Study." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157635/.
Повний текст джерелаMcCloskey, Tricia A. "“To Tie Both Hands Behind Your Back . . . is Really Unjust and Disheartening”: Neoliberalism, Expansive Learning, and the Contradictions of Kindergarten Readiness." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1588870718156486.
Повний текст джерелаFerreira, Maria Clemência Pinheiro de Lima. "EDUCAÇÃO FÍSICA NA EDUCAÇÃO INFANTIL: ENSINO DO CONCEITO DE MOVIMENTO CORPORAL NA PERSPECTIVA HISTÓRICO-CULTURAL DE DAVYDOV." Pontifícia Universidade Católica de Goiás, 2010. http://localhost:8080/tede/handle/tede/1040.
Повний текст джерелаThe following study seeks elements for a proposal for the organization of teaching Physical Education to elementary school students based on mechanistic and instrumental models present in the conceptions that base the pedagogical practices relative to corporal movement at this educational level. Starting from the specificity of early childhood education, this research is based on the studies of Vygotsky, Leontiev, Elkonin and on the theory of developmental teaching proposed by Davydov. From a theoretical standpoint, the principal question was: What elements can be extracted in the utilization of the theory of developmental teaching ldren of early childhood education? The study also seeks to clarify the following: What actions of learning can be proposed, in the conceptual teaching of corporal movement, considering the phase of formation of concepts and the principal activity in which these children are found? What repercussions will developmental teaching have on the individuals involved? What are the advantages and possible difficulties of the use of this theory for the teaching of the concept of corporal movement in early childhood education? The overall objective was to analyze the practical application of the principles of the theory for teaching of the concept of corporal movement to children of four to five years of age, observing the learning process of the content. The specifics were as follows: 1 analyze the utilization of the principal activity of the children in the activity of learning of the concept of corporal movement; 2 analyze the repercussions of developmental teaching for the children considering socio-cultural factors in the learning process, and the impressions of the professor of Physical Education; 3 identify the advantages and possible difficulties of the use of this theory for teaching the concept of corporal movement in early childhood education. The qualitative research consisted of a didactical experiment performed in the context of an educational institution with the children of factory workers in the municipality of Anápolis. The data was collected through interviews with the mothers of the participating children, with the professor of Physical Education, and in observation of the didactical experiment. The analysis of the data revealed the following: The majority of the children advanced in the comprehension of the concept of corporal movement, varying according to the context of social relations of each; - the activity of play, the principal activity of this age group, should be employed in this learning process because through it one finds the motives of children; - the applicability of developmental teaching depends on favorable conditions linked to the theoretical and practical formation of the professor, and the structural conditions of the ambient in which he works; - The principal contribution of this work is in the reflection of the need for change in the area of Physical Education on the elementary level, as well as in the concept of teaching, since body and mind are inseparable, thus the need for attention to this fact on the part of acting professors of Physical Education, principally in the schools.
O presente estudo buscou elementos para uma proposta de organização do ensino da Educação Física na Educação Infantil frente aos modelos mecanicistas e instrumentais, presentes nas concepções que embasam as práticas pedagógicas relativas ao movimento corporal neste nível de ensino. A partir da especificidade da Educação Física na escola, tendo o movimento corporal como conteúdo desta área para a Educação Infantil, esta pesquisa baseou-se nos estudos de Vygotsky, Leontiev, Elkonin e na teoria do ensino desenvolvimental proposto por Davydov. Com apoio no referencial teórico, a principal questão foi: que elementos podem ser extraídos na utilização da teoria do ensino desenvolvimental como contribuição para a aprendizagem -se também esclarecer: Que ações de aprendizagem podem ser propostas no ensino conceitual do movimento corporal, considerando-se a fase de formação de conceitos e a atividade principal em que se encontram estas crianças? Que repercussões terão o ensino desenvolvimental nos sujeitos envolvidos? Quais as vantagens e possíveis dificuldades no uso desta teoria para o ensino do conceito de movimento corporal na Educação Infantil? O objetivo geral foi analisar a aplicação prática de princípios da teoria para o ensino do conceito de movimento corporal a crianças de quatro e cinco anos, observando o processo de aprendizagem deste conteúdo, por meio de um experimento didático. Os específicos foram: 1- analisar a utilização da atividade principal das crianças na atividade de aprendizagem do conceito de movimento corporal; 2 analisar as repercussões do ensino desenvolvimental para as crianças considerando os fatores socioculturais no processo de aprendizagem, e as impressões da professora de Educação Física sobre sua participação no experimento didático, 3- identificar as vantagens e possíveis dificuldades no uso desta teoria para o ensino do conceito de movimento corporal na Educação Infantil. A pesquisa de abordagem qualitativa foi realizada no contexto de uma unidade de ensino com os filhos das funcionárias de uma fábrica na região de Anápolis. Os dados foram coletados por meio de entrevistas com as mães das crianças participantes, com a professora de Educação Física e observação do experimento didático. A análise dos dados permitiu observar que: - a maioria das crianças avançou na compreensão do conceito de movimento corporal, variando conforme o contexto das relações sociais de cada uma; - o lúdico, atividade principal nesta idade, deve fazer parte das ações de ensino dentro da atividade de aprendizagem, pois nelas se encontram os motivos das crianças; - a aplicabilidade do ensino desenvolvimental depende de condições favoráveis ligadas à formação teórica e prática do professor, e às condições estruturais do ambiente de trabalho; -configurou-se como um elemento da . A principal contribuição deste trabalho está na reflexão sobre a necessidade de mudança no ensino da Educação Física na Educação Infantil, quanto à concepção de ensinar, uma vez que corpo e pensamento são indissociáveis, fator este que merece atenção por parte dos professores de Educação Física que atuam, sobretudo na escola.
Ni, Young-Chih. "American parents' and Taiwanese parents' perceptions of quality standards for early childhood programs." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1001184.
Повний текст джерелаDepartment of Elementary Education
Mopidevi, Janbee Shaik. "A socio-cultural analysis of early childhood educators' roles in fostering peer relationships : cross-cultural insights from India and England." Thesis, Anglia Ruskin University, 2016. http://arro.anglia.ac.uk/702196/.
Повний текст джерелаКниги з теми "Cross-cultural early childhood learning"
Pramling, Samuelsson Ingrid, and Fleer Marilyn, eds. Play and learning in early childhood settings: International perspectives. [New York]: Springer, 2008.
Знайти повний текст джерелаFleer, Marilyn. Early learning and development: Cultural-historical concepts in play. Melbourne: Cambridge University Press, 2010.
Знайти повний текст джерелаEarly learning and development: Cultural-historical concepts in play. Melbourne: Cambridge University Press, 2010.
Знайти повний текст джерелаLillemyr, Ole Fredrik. Varied perspectives on play and learning: Theory and research on early years education. Charlotte, NC: Information Age Pub., 2013.
Знайти повний текст джерелаFichtner, Bernd, Christoph Wulf, and Michalis Kontopodis. Children, development and education: Cultural, historical, anthropological perspectives. Dordrecht: Springer, 2011.
Знайти повний текст джерелаPapatheodorou, Theodora, and Janet Moyles. Cross-Cultural Perspectives on Early Childhood. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications Ltd, 2012. http://dx.doi.org/10.4135/9781446251225.
Повний текст джерелаEve, Gregory, Long Susi 1952-, and Volk Dinah, eds. Many pathways to literacy: Young children learning with siblings, grandparents, peers, and communities. London: RoutledgeFalmer, 2004.
Знайти повний текст джерела1939-, Eldering Lotty, and Leseman Paul, eds. Effective early education: Cross-cultural perspectives. New York: Falmer Press, 1999.
Знайти повний текст джерелаOrganisation for Economic Co-operation and Development., ed. Starting strong: Early childhood education and care. Paris: OECD, 2001.
Знайти повний текст джерелаPeter, Milward, Milward Peter donor, and Milward Peter former owner, eds. T.S.Eliot and cross-cultural interactions: His early American years. Nagoya: Kougaku Press, 1999.
Знайти повний текст джерелаЧастини книг з теми "Cross-cultural early childhood learning"
Fleer, Marilyn, and Niklas Pramling. "Knowledge Construction in Early Childhood Science Education." In A Cultural-Historical Study of Children Learning Science, 67–93. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9370-4_5.
Повний текст джерелаRoth, Wolff-Michael, Maria Inês Mafra Goulart, and Katerina Plakitsi. "Creating the Potential for Learning in Early Childhood Education." In Cultural Studies of Science Education, 139–60. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5186-6_7.
Повний текст джерелаFleer, Marilyn. "A Cultural-Historical Model of Early Childhood Science Education." In A Cultural-Historical Study of Children Learning Science, 199–213. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9370-4_13.
Повний текст джерелаHedegaard, Mariane. "Children’s Cultural Learning in Everyday Family Life Exemplified at the Dinner Setting." In International Handbook of Early Childhood Education, 1525–40. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-024-0927-7_79.
Повний текст джерелаNelson, Regena Fails, Evelyn Winfield-Thomas, and Moi Mooi Lew. "Academic Service Learning and Cultural Competence in Teacher Education." In Service Learning as Pedagogy in Early Childhood Education, 47–57. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42430-9_4.
Повний текст джерелаPramling, Niklas, and Elin Eriksen Ødegaard. "Learning to Narrate: Appropriating a Cultural Mould for Sense-Making and Communication." In Educational Encounters: Nordic Studies in Early Childhood Didactics, 15–35. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1617-9_2.
Повний текст джерелаCaplan, Rachel, Aurelia Di Santo, and Colleen Loomis. "Integrating Community-Based Values with a Rights-Integrative Approach to Early Learning Through Early Childhood Curricula." In Handbook of Theory and Research in Cultural Studies and Education, 241–59. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-56988-8_58.
Повний текст джерелаCaplan, Rachel, Aurelia Di Santo, and Colleen Loomis. "Integrating Community-Based Values with a Rights-Integrative Approach to Early Learning Through Early Childhood Curricula." In Handbook of Theory and Research in Cultural Studies and Education, 1–19. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-01426-1_58-1.
Повний текст джерелаHedegaard, Mariane. "Children’s Exploration as a Key in Children’s Play and Learning Activity in Social and Cultural Formation." In International Perspectives on Early Childhood Education and Development, 11–27. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36271-3_2.
Повний текст джерелаGrindheim, Liv Torunn, Hanne Værum Sørensen, and Angela Rekers. "Outdoors and Nature in Pedagogical Practices and in Cultural Historical Theory." In International Perspectives on Early Childhood Education and Development, 1–21. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_1.
Повний текст джерелаТези доповідей конференцій з теми "Cross-cultural early childhood learning"
Afrin, Tahera. "Inquiring About Cultural Components of Early Childhood Education." In Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2206005.
Повний текст джерелаHardilla, Dinda Septiani, Harsono Salimo, and Eti Poncorini Pamungkasari. "THE Effects of Nutrition Status and Breastfeeding on Child Development Aged 3-6 Years: Evidence From Tanjung Jabung Timur, Jambi." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.88.
Повний текст джерелаA. Buzzetto-Hollywood, Nicole, Austin J. Hill, and Troy Banks. "Early Findings of a Study Exploring the Social Media, Political and Cultural Awareness, and Civic Activism of Gen Z Students in the Mid-Atlantic United States [Abstract]." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4762.
Повний текст джерелаLiu, Miao, and Hongzhao Qi. "Product Design for Children's Life Education from the Perspective of Social Control Theory." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001739.
Повний текст джерелаЗвіти організацій з теми "Cross-cultural early childhood learning"
Hall, Mark, and Neil Price. Medieval Scotland: A Future for its Past. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.165.
Повний текст джерела