Дисертації з теми "Early childhood"
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1
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.
Анотація:
The purpose of this research study is to identify teachers&rsquoperceptions 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.
2
McKenzie, Patricia Jay. "Early childhood : special education." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26874.
Анотація:
This study examines the growth and development of a program for the preparation of special education teachers in Early Childhood Education, Following an overview of historical perspectives in Early Childhood and Special Education, including international influences, models which would aid in the development of such a program are discussed.
The Provincial Child Care Facilities Licensing Board and the Ministry of Education, of British Columbia expressed a wish for the development of post-basic special education programs in Early Childhood Education and their willingness to fund several programs in the province. Their critieria and support is included in a description of the development, implementation and evaluation of the Early Childhood: Special Education Program at Vancouver Community College? Langara Campus.
The purpose of this study is, therefore, to provide
information on the development of such a program and to examine
the needs and possible future directions of teacher preparation
in special education for Early Childhood Education.Education, Faculty of
Graduate
3
Swerlander, Agneta. "Imitation in early childhood /." Göteborg, Sweden : Dept. of Psychology, Göteborg University, 2001. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=009582023&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
4
Keramidas, Cathy Galyon. "Assessment in Early Childhood." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4157.
5
Fox, James J., John Wheeler, Pamela J. Mims, Cathy Galyon Keramidas, Kimberly D. Hale, and M. Michaels. "Issues in Early Childhood/Early Childhood Special Education: Questions, Answers, & Discussion Forum." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/212.
6
Evanshen, Pamela, Rebecca Isbell, and C. Willis. "ETSU’s Doctorate in Early Childhood." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/4387.
7
Alasimi, 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.
8
Parlak, Rakap Asiye. "In-service Early Childhood Teachers." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613250/index.pdf.
Анотація:
The aim of this research study was to investigate the early childhood teachers&rsquoperceptions 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.
9
Akdag, Zeynep. "Beginning Early Childhood Education Teachers." Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615312/index.pdf.
Анотація:
The aim of this study was to scrutinize perceptions, expectations and concerns of pre-service early childhood education (ECE) teachers before they start their careers and their challenges in their first year as they became beginning teachers. This study also focused on documenting public school contexts where beginning teachers have been either supported and given the opportunity to develop as successful teachers or discouraged and left alone with the challenges in their first year of teaching.
In order to investigate this phenomenon, 16 pre-service early childhood education teachers studying at the same teacher education program were interviewed about their perceptions, expectations and concerns on their future profession immediately before their graduation. Participating teachers started to teach in public schools at different cities after their graduation. They were interviewed at the end of the first and the second semester they taught about their experiences and difficulties, and positive aspects of working in public schools.
Moustakas&rsquos 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.
10
Bremner, Andrew J. "Object representation and early childhood." Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398104.
11
Jervis, Ortiz Pamela. "Essays on early childhood development." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10058970/.
Анотація:
Recent research demonstrates that the effects of early childhood environments last a lifetime. There is a vast literature on how parental characteristics and household environment affect investment in children's human capital, but little about how parents' investment decisions and the structure of family dynamics behave. The pathways linking parental characteristics to long-term child outcomes remain unclear. A better understanding of these relationships requires novel modes of inquiry that transcend those of any particular discipline. In this thesis dissertation, I study early skill formation and which factors motivate parental human capital investments by using dynamic behavioural models. Over the four chapters of this dissertation, I address some crucial and unknown research questions as What are the processes (biological, neurological, psychological) that govern the components of human flourishing? How do acquired skills generate new skills and how do they vary at different stages of early ages? What are the determinants of parental investments in children and what are the constraints they face? What are the channels, if any, through which parents' decisions affect child outcomes? Do their decisions respond to incentives/stimulation? Can parents' decisions/behaviour be affected through public policies and by doing so change child outcomes? Doing this, I aim to expand the scope of research on child development to explicitly account for the dynamic interpersonal relationships of attachment, interaction, and scaffolding emphasised in the literature on early child development as well as the fact that it is indispensable to develop more complex economic analysis where preferences, technologies, parental decisions and the importance of dynamics are simultaneously considered in a model. Using models as the ones that I develop in this thesis dissertation it is possible to understand the mechanisms behind decision-making and use them to simulate policies ex-ante that are crucial to addressing all these questions.
12
Lloyd, Mandy. "Virginia Woolf and early childhood." Thesis, University of Newcastle upon Tyne, 2009. http://hdl.handle.net/10443/3143.
Анотація:
The chapters of this thesis analyse Virginia Woolf's novels and private writing, concentrating largely on the representation of early childhood symbols and language in her work. The aim of this thesis was to try to discover why Woolf used the perambulator motif so frequently in her novels. Counting the frequency of images in literary texts is usually one aspect of scholarship which can be fruitless but there are occasions when the results can be startling; for example the fact that the motif of the perambulator dominates almost all of her novels. In her novels, there is generally a surface narrative but I have looked beneath the surface at the multitude of symbols and language from early childhood that she uses. Underpinning all of this is the fact that Woolf never had children of her own. Chapter one begins with a description of Woolf's own early childhood, which she wrote extensively about, using various sources, most notably Hyde Park Gate News. An indispensable reference for trying to glean an understanding of Woolf's early development is 'A Sketch of the Past' which can be found within the collection entitled Moments of Being. Memoirs such as this, her diaries and letters, also provided useful evidence to assist me in the analysis of her childhood. Moments of Being was central to Woolf's fiction and experience and it is within her memoirs, in particular that we discover the remembered world of childhood, both in 22 Hyde Park Gate, London and Talland House, St. Ives. Woolf's relationship with her father and mother will be examined and a separate discussion will explore the effect her parents had on her writing, focusing mainly on The Years and To the Lighthouse. Interwoven with this will be an examination of the concept of memory; the fallibility of memory, current psychological theories of memory as well as Freud's notion of screen memories and their importance in relation to Woolf's own childhood memories. Chapter two focuses exclusively on childhood language and Woolf's use of pre-verbal language and nursery rhymes in her fiction. Three of her later novels show the prominence of pre-verbal language and provide the best examples of the nursery rhyme motif. The Waves is considered as it was this novel that Woolf used to break free from the constraints of plot and characterisation: she began to experiment with pre-verbal rhythms. Two other novels The Years and Between the Acts are analysed in relation to the nursery rhyme motif. Chapter three begins with an examination of the reasoning behind Leonard Woolf's decision for the couple not to have children. Reading Virginia Woolf's work alongside her letters and diaries reveals how closely related the theme of children/childhood was in her own life. This is an area of her writing which warrants investigation in relation to the prominence of the perambulator motif and which advances our understanding of Woolf's own experience as a writer, sister, wife, aunt, daughter and childless woman. The final chapter is divided into two sections allowing discussion of the nursemaid and the perambulator: both significant motifs from early childhood that Woolf utilises in her novels. The two fictional nursemaids focused on in this section are Mrs Constable in The Waves and the figure of the nurse in Mrs Dalloway who is found on a bench in Regent's Park. The short story 'Nurse Lugton's Golden Thimble' will also be examined. Chapter four looks in closer details at the technologies of childhood and the reoccurrence of the perambulator motif in her novels. Starting with Night and Day this section considers, in chronological order, each reference to the perambulator and suggests why Woolf has given prominence to this particular symbol. There will also be a brief discussion of The Voyage Out and why this is the only book that has no perambulator motif. My thesis presents a new way of approaching Woolf's work and a small glimpse into the wishes and regrets of this renowned literary figure.
13
Lyndon, Sandra Jacqueline. "Early years practitioners' narratives of poverty in early childhood." Thesis, University of Sussex, 2019. http://sro.sussex.ac.uk/id/eprint/81407/.
Анотація:
This thesis focuses on Early Years Practitioners who are working with young children and families in early years provision in England. Adopting a narrative approach the study sought to explore how their understandings of poverty in early childhood are shaped by dominant discourses of poverty and professional and personal experiences. Poverty as a concept is multi-dimensional and dynamic including both the experience of poverty as well as absolute and relative understandings. Under the New Labour Government, Early Years Practitioners were positioned as part of a long-term strategy to alleviate child poverty. Successive government policies have resulted in cuts to early years funding under austerity measures and an increasing focus on children and families with the greatest need. Early Years Practitioners hold a contradictory position, being part of a strategy to address poverty in early childhood, whilst at the same, time being part of a workforce which is to a large extent highly gendered, low status and low paid. The research was conducted as a case study in two integrated settings consisting of a maintained nursery school, children's centre and daycare provision in the south-east of England during November 2015 to June 2016. Although the settings were in areas of overall relative affluence, they both served areas of deprivation. Therefore, Early Years Practitioners were working with children and families on low incomes. Thirty-eight Early Years Practitioners took part in focus groups to explore how narratives of poverty might be shaped by dominant discourses of poverty and sixteen Early Years Practitioners took part in follow-up interviews to explore how narratives of poverty might be shaped by their personal and professional experiences. The 'subject' of the case was the Early Years Practitioners and the analysis and theorisation of their narratives of poverty the 'object'. Foucault's concept of regimes of truth was used to explore how Early Years Practitioners' understandings of poverty might be shaped by dominant policy discourses. The concept of 'small stories' was used to explore how Early Years Practitioners' narratives of poverty are co-constructed within interaction, and understandings of how they position themselves in relation to 'other' were explored through I-positions. Five participants took part in a final presentation and discussion of the initial findings, providing an opportunity to comment on and contribute to the analysis of the data.
14
Jung, Myoungwhon. "Professional development in early childhood mathematics examining professional growth in two early childhood teachers through collaboration /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215198.
Анотація:
Thesis (Ph.D.)--Indiana University, School of Education, 2006.Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1216. Adviser: Mary B. McMullen. "Title from dissertation home page (viewed May 14, 2007)."
15
Billheimer, Bradley Carroll. "Perceived Teacher Self-Efficacy in Early Childhood Settings: Differences between Early Childhood and Elementary Education Candidates." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2200.
Анотація:
This study examined the degree of perceived teacher self-efficacy between early childhood preservice teachers and elementary education pre-service teachers. There were 88 participants: 44 elementary education pre-service teachers and 40 early childhood pre-service teachers. Participants were mostly white, female pre-service teachers enrolled at East Tennessee State University. Using Bandura's 30-item "Teacher Self-Efficacy Scale" pre-service teachers rated their perceived self-efficacy on 7 subscales: decision-making, influence on school resources, instructional efficacy, disciplinary efficacy, enlisting parent involvement, enlisting community involvement, and creating a positive school climate. Significant differences were found between groups for 3 of the 7 subscales. Early childhood education pre-service teachers reflected higher levels of efficacy in influencing decision making, t(86)=3.36, p<.001; enlisting parental involvement, t(86)= 2.14, p < .05; and creating a positive school climate, t(86) = 3.01, p < .01. No significant differences between groups were found in overall perceived teacher self-efficacy, t(86)=1.44, n.s.
16
Evanshen, Pamela, and L. Phillips. "Environments That Work!" Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/4395.
17
Evanshen, Pamela, and B. Clark. "Maximizing Early Childhood Practices by Incorporating Constructivist Principles in an Elementary School." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/4465.
Анотація:
In most public schools, children begin school in kindergarten. Recently, many school systems have begun to implement programs for preschoolers, ages three and four. Georgia introduced the first statewide universal pre-K program in 1995 which offers all 4 year old children free preschool. New York, Oklahoma and Florida have followed (Barnett & Hustedt, 2003). Tennessee recently passed a bill to use $25 million of lottery money to fund preschool for children considered "at risk" ("Latest Pre-Kindergarten News," n.d.). The substantial amount of research involving brain development has stressed the importance of quality experiences in the early years of life (birth-8 years). Why not house these programs along with childcare in a public school? And, better yet, why not design a program and building for children six weeks through II years of age (traditional grade five age) which is based upon early childhood practices and incorporates constructivist principles? That is exactly what educators in a small, diversified school district in Northeast Tennessee did when the system committed to creating a "21st Century" elementary school.
18
Broderick, Jane Tingle, and Seong Bock Hong. "Planning Inquiry Based Early Childhood Curriculum." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/4211.
19
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.
20
Morris, Joanne B. "Reflective thinking in early childhood education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ55529.pdf.
21
Guariglia, Dana Gemma. "Inclusion in the early childhood years /." Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_guari_inclu.pdf.
22
Koulnazarian, Manouchak. "Help-seeking behavior in early childhood." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103206.
Анотація:
In the literature on adults, there is an abundance of studies in which there are clear gender differences in the overt expression of vulnerability. Significantly more females than males have been found to express vulnerability. Similar findings have been reported in the adolescence literature, indicating that these gender differences begin much earlier than adulthood. However, the age at which these gender differences occur is not known because few studies have investigated these behaviors in early or middle childhood. The primary focus of this study was to determine if there are gender differences in young children's help-seeking behavior and at what age these differences emerge. The type of help children sought and the orientation of their statements were also examined. Sixty-four preschoolers and kindergarteners from lower and upper-middle socioeconomic status (SES) backgrounds were engaged by 1 male or 1 female researcher on 4 non-sex-typed tasks. Key variables that were examined were the number of requests for help, latency to request help, types of request, and types of orientation. The results of this study revealed that, between 3 and 6 years of age, girls sought help more often and more rapidly than boys. Children from lower SES backgrounds sought significantly more help than children from upper-middle SES backgrounds. Similarly, preschoolers sought help more often and more rapidly than kindergarteners. Females made significantly more direct requests whereas males made significantly more references of having difficulty with the tasks. Furthermore, preschoolers made significantly more statements that were oriented to the experimenter and task. Lastly, the results revealed clear gender differences that emerge as early as 3 years of age. These findings are important because help-seeking behavior is related to achievement (Lee, 1997; Ryan, Patrick, & Shim, 2005). Therefore, training boys who are avoidant help-seekers to seek appropriate help as well as training psychologists, teachers, and parents to identify those who are avoidant help seekers may help children increase their academic performance and experience success in school.
23
EYZAGUIRRE, SORAYA ADIVA ROMAN. "ESSAYS ON CULTURE AND EARLY CHILDHOOD." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=31803@1.
Анотація:
PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
FUNDAÇÃO DE APOIO À PESQUISA DO ESTADO DO RIO DE JANEIRO
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
BOLSA NOTA 10
Esta tese contém três ensaios sobre cultura e infância. O primeiro ensaio estuda o efeito das crenças/preferências étnicas sobre as práticas de amamentação no Peru e na Bolívia. Comparando as práticas de aleitamento materno de migrantes rurais para urbanos e seus descendentes por etnia, descobrimos que as mães indígenas Aymaras amamentam mais do que as que não são indígenas. Os ensaios segundo e terceiro estudam a eficácia de Chile crece Contigo - ChCC a seguir - uma política de desenvolvimento da primeira infância em escala nacional, implementada no Chile. Esta política segue todas as crianças no sistema de saúde pública desde a gestação até os quatro anos de idade. Tem um forte componente pré-natal, e se concentra na detecção precoce e na melhoria das vulnerabilidades bio-psico-sociais no ambiente familiar. De acordo com os objetivos da política, mostramos que o ChCC aumenta as habilidades sócio-emocionais de crianças entre 18 e 47 meses de idade, e é mais eficaz quando a criança está exposta à política desde a gestação. Além disso, estimamos uma função de produção de habilidades para as coortes expostas ao ChCC antes e após de sua expansão e descobrimos que os aumentos nas habilidades não estão apenas associadas com maiores níveis de investimento parental, mas também com um aumento no produto marginal médio desta variável. a a Do manuscrito não publicado (1), escrito com Marina Aguiar Palma.
This thesis contains three essays on culture and early childhood. The first essay studies the effect of ethnic beliefs/preferences on breastfeeding practices in Peru and Bolivia. Comparing the breastfeeding practices of rural-to-urban migrants and their descendants by ethnicity, we find that Aymara indigenous mothers breastfeed longer than non-indigenous ones. The second and third essays study the effectiveness of Chile crece Contigo - ChCC hereinafter -, a national-scale early childhood development policy implemented in Chile. This policy follows all children in the public health system from gestation until they are four years old. It has a strong prenatal component, and focuses on the early detection and amelioration of bio-psycho-social vulnerabilities in the family environment. Consistent with the policy objectives, we show that ChCC increases socio-emotional skills of children between 18 and 47 months of old, and it is more effective when the child is exposed to the policy since gestation. Furthermore, we estimate a production function of skills for cohorts exposed to ChCC before and after its expansion, and find that the increased abilities are not only associated with higher levels of parental investment but also with an increase in the average marginal product of this variable a. a From the unpublished manuscript (1), written with Marina Aguiar Palma.
24
Jording, Cathy S. "Management Guide for Early Childhood Programs." TopSCHOLAR®, 1988. http://digitalcommons.wku.edu/theses/1723.
Анотація:
Relying upon many years of experience as an early childhood educator and consultant, and utilizing examples of programs and forms during the past thirteen years while serving as the Director of Peace Lutheran Preschool/Kindergarten in Owensboro, Kentucky, and as a regional/national early childhood consultant. The author has proposed a manuscript whose purpose is to assist early childhood professionals in the development and implementation of quality, needs-appropriate preschool programs.
The eleven chapters are divided into seven areas of concern: program survey, development, purpose, regulation requirements, administration, financing, enrollment, curriculum and day-care. (Within each area are varied appropriate methods of implementation relating to specific outcomes of each desired program.) Curriculum is discussed with emphasis given to programs which are both age and developmentally appropriate for the early childhood area. Day-care materials are discussed in detail in the final chapter, although there are references throughout the manuscript that help explain overlaps in the two types of programs.
Since the entire manuscript is based on experiences of the author and was developed from working programs, materials are of a research basis, but they have also been used and tested. Therefore it will be useful to professionals in their existing or planned programs.
The author hopes the experiences within this manuscript prove invaluable to the novice in developing and implementing quality early childhood programs. This manuscript’s purpose is to assist those who dedicate their lives to meeting these needs of the young by providing a working guide for early childhood program development.
25
Almeida, Ana Paula Ramos da Rocha. "Embodied musical experiences in early childhood." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/21039.
Анотація:
Embodied Music Cognition is a recently developed theoretical and empirical framework which in the last eight years has been redefining the role of the body in music perception. However, to date there have been very few attempts to research embodied musical experiences in early childhood. The research reported in this thesis investigated 4- and 5-year-olds’ self-regulatory sensorimotor processes in response to music. Two video-based observation studies were conducted. The first, exploratory in nature, aimed to identify levels of musical self-regulation in children’s actions while ‘playing’ in a motion-based interactive environment (Sound=Space). The interactive element of this system provided an experiential platform for the young ‘players’ to explore and develop the ability to recognise themselves as controlling musical events, and to continuously adapt their behaviour according to expected auditory outcomes. Results showed that low-level experiences of musical self-regulation were associated with more random trajectories in space, often performed at a faster pace (e.g. running), while a higher degree of control corresponded to more organised spatial pathways usually involving slower actions and repetition. The second study focused on sensorimotor synchronisation. It aimed to identify children’s free and individual movement choices in response to rhythmic music with a salient and steady beat presented at different tempi. It also intended to find the similarities and differences between participants’ repertoire and their adjustments to tempo changes. The most prominent findings indicate that children’s movements exhibited a resilient periodicity which was not synchronised to the beat. Even though a great variety of body actions (mostly non-gestural) was found across the group, each child tended to use a more restricted repertoire and one specific dominant action that would be executed throughout the different tempi. Common features were also found in children’s performance, such as, the spatial preference for up/down directions and for movements done in place (e.g. vertical jump). The results of both studies highlight the great deal of variability in the way preschoolers regulate their own sensorimotor behaviour when interacting with music. This variety of responses can be interpreted as underlining the importance of the physical nature of the cognitive agent in the perception of music. If this is indeed the case, then it will be crucial to create and develop embodied music learning activities in early years education that encourage each child to self-monitor their own sensorimotor processes and, thus, to shape their experiences of linking sound and movement in a meaningful and fulfilling way.
26
Evans, Katherine Louise. "Deconstructing 'readiness' in early childhood education." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/27258.
Анотація:
In the context of early childhood education, in England and internationally, ideas and practices of ‘readiness’ have been of interest within research, policy and practice for some time. Much critical research, scholarship and activism has focused on exploring developmental aspects of this phenomenon arguing for: more ‘appropriate’ standards of ‘readiness’ against which to judge children’s learning and development; closer relationships between schools, preschools and communities that produce culturally responsive concepts of ‘readiness’; and the critical examination of the relationship between early childhood and compulsory school education. Within this body of work there is significant emphasis on developing and articulating alternative ideas and approaches that can unsettle dominant, normalizing practices of teaching and learning. Within these critical explorations of ‘readiness’ however, there is an avenue of scholarship that, seemingly, is as yet unexplored – one that addresses the concept of ‘readiness’ itself and asks how it may be possible to conceptualize ‘readiness’ in a way that is consistent with, and responsive to, complex processes of teaching and learning. This is not just a shift in practice, or in policy narratives, but is an ontological and epistemological change – a reconceptualization of ‘readiness’ that takes as its starting point a fundamental assumption of the positive and productive force of difference, in learning and in life. This thesis explores the ontological and epistemological shifts required to move away from ideas of ‘readiness’ that attach progression to a mechanistically linear movement. It develops and articulates an approach that embraces the emergent and unpredictable nature of learning, from which a concept of ‘readiness’ emerges which works with open, non-linear and emergent dimensions of education as necessary aspects of the complex systems within which we work. The thesis works with the concept of a ‘diffractive methodology’, exploring the concept of ‘readiness’ through ideas and theories drawn from complexity theory, from the immanent philosophy of Deleuze, and Deleuze and Guattari, and through onto-epistemological ideas of materiality and the entanglement of matter and meaning explored in particular by Barad. Methodologically, this study works within the space opened up by recent developments within ‘post-qualitative’ approaches to research. Working with concepts of ‘sensation’ and ‘affect’ it engages critically with often taken for granted concepts and practices such as: assumptions concerning empirical/theoretical research; ideas of ‘data collection’ and ‘data analysis’; and the production of knowledge in and through experience. Deleuzian philosophy (among other influences) is approached in this methodological context as an open system, as opposed to a totalizing structure. Concepts including ‘sensation’ and ‘affect’ are approached as potentialities, the methodological value of which is affirmed through the ways in which they have been productively put to work in the context of this study in order to produce spaces in which it is possible to think and act in ways that challenge conventional structures. What is developed in this thesis is a concept of ‘readiness’ as an ‘active-affective-ethical-relation’, as opposed to a fixed and normalizing identity. It is argued that, through this reconceptualization of ‘readiness’ as a central concept within early childhood education, other taken for granted concepts are unsettled, in particular ideas and practices of assessment. In exploring these concepts, the original ideas produced within this thesis, in relation to both early childhood education and research methodology, aim to contribute to the creation of more ethical and inclusive spaces of early childhood education and educational research.
27
Ryan, Deborah M. "Parent involvement in early childhood education." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998ryand.pdf.
28
Anick, Jill A. "'Education as democracy' in early childhood /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/3728.
29
Paunio, Päivi. "Dental health habits in early childhood." Turku : Turun yliopisto, 1993. http://catalog.hathitrust.org/api/volumes/oclc/29573655.html.
30
Parry, Melinda Ann. "Little Machiavellians: Deception in Early Childhood." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194285.
Анотація:
The analyses in this dissertation were designed to identify 1) whether there is an age effect among three-, four-, and five-year-old preschool children for false-belief understanding, deceptive ability, and deception detection ability, 2) whether there is a gender effect among preschool children for false-belief understanding, deceptive ability, and deception detection ability, 3) whether there is a relationship between false-belief understanding, deceptive ability, and deception detection ability in preschool children, and 4) whether there is a relationship between peer acceptance and false-belief understanding, deceptive ability, and deception detection ability among preschool children. Participants were 78 (34 male, 44 female) preschool children of mixed ethnicity who were between three to five years of age. All subjects completed four tasks that assessed false-belief understanding, deceptive ability, deception detection ability, and peer acceptance. Results from the four-way repeated measures mixed-model analysis of variance (2 Gender x 3 Age x 2 False-Belief Understanding x 2 Deception) suggest that there is a task effect, age effect, gender effect, and false-belief understanding effect for deception among preschool children. Children received significantly higher scores on the deception detection ability task than they did on the deceptive ability task. This indicates that young children find deception detection to be easier than deceptive ability. In addition, this also provides evidence that deceptive ability and that deception detection are two separate constructs. This is further supported by the principal components analysis, which extracted two separate components for deception intelligence. In addition, three-year-old children perform significantly lower than four- and five-year-old children on deception tasks. However, there is not a significant difference between the performances of four- and five-year-old children on deception tasks. This supports previous research that four years of age appears to be the critical age for the emergence of Machiavellian Intelligence (Peskin, 1992; Peterson, 2003). Moreover, males perform significantly better on deception tasks than females. Furthermore, there is a significant positive correlation between deception detection ability and peer acceptance. Children who obtain higher deception detection ability scores are ranked as being more liked by their peers.
31
Hill, Gemma Modell. "The demography of early childhood caries." Thesis, Boston University, 2013. https://hdl.handle.net/2144/21174.
Анотація:
Thesis (M.A.) PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.Early childhood caries (ECC) is a rampant, infectious dental disease that affects children up to age six, with effects lasting well into their adulthood. ECC predicts high rates of morbidity in adulthood, is one of the most frequently found childhood illnesses, and is theoretically preventable. Lesion formation follows a particular pattern based in part on the pattern of primary tooth eruption, and is similar to caries formation at any age, with the balance of demineralization and remineralization. Commonly observed effects of ECC include failure to thrive due to pain and discomfort with eating, decreased attentiveness and socialization, and increased number of missed school days. The lesions associated with ECC are often very painful and frequently remain untreated in high-risk populations. Unfortunately, children’s oral health needs are often overlooked in research and public health practices, leaving many untreated and suffering. Risk indicators for ECC include socioeconomic status and race or ethnicity. One of the most critical risk factors for the disease is dietary quality, which has been studied to some extent in attempts to discern the epidemiology of ECC, and which has been shown to have causative effects on the disease process. What has not been studied, however, is how these risk indicators and risk factors interrelate to contribute to the high prevalence of ECC in the United States. Without studying the effect that an overlap in associated risks for these problems has, it is not possible to create a truly comprehensive public health prevention program that will efficaciously decrease the incidence of early childhood caries. Multiple studies have shown the effects of poor diet quality on the development of ECC. When studying nutritional intake alone, ECC is far more common in groups consuming a less healthful diet. Not only does dietary intake affect the formation of caries, caries experience also affects the ability to consume a nutritious diet. Socioeconomic status has also been cited as a crucial determinant of risk for developing ECC. Those children living at or below the Federal Poverty Line are at high risk for disease, regardless of their race or ethnicity. This is hypothesized to relate to nutrition, as healthier diets are frequently found to be more costly than cariogenic diets, which rely heavily on refined and processed grain products. Nutrition is the single risk factor that bridges the risk indicators of socioeconomic status and race or ethnicity. For this reason, improving dietary quality and nutritional status may prove to be the most effective method of decreasing the prevalence of ECC in the United States. Future studies should focus on effective methods to educate the population to alter the quality of the American diet as a whole. By doing so, the prevalence of this disease can be reduced, and more children can have successful, happier, and healthier childhood years. Creating better oral health in children will decrease morbidity for both oral and systemic disease in adulthood, ultimately improving the overall health of the population of the United States.
2031-01-01
32
Moser, Michele R., and Janet Todd. "Infant and Early Childhood Mental Health." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/4982.
33
Kull, William Anthony. "Insulating effects of early childhood education." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3064.
Анотація:
The purpose of this study was to ascertain if formal early childhood education was related to the likelihood of later criminal activity. The secondary data analysis within this study did support inferences for four specific crime factors. This study found that preschool attendance lessened the incurrence of future criminal activity in crime categories of total numbers of damage offenses, total numbers of theft offenses, total numbers of damage alone offenses, and total numbers of injury and theft offenses.
34
Sharp, L. Kathryn. "Examining the Precepts of Early Childhood Education: The Basics or the Essence?" Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4484.
Анотація:
The purpose of this article is to encourage early childhood educators and the related professional development and research communities to become the leading voices in determining the direction of early childhood education. To support this vital, and complicated transition, this discussion revisits fundamental aspects of what is meant by early childhood education and intends to spark discussion and the direction needed to guide thought and action as nations begin a shift towards more affordable, universal and, most importantly, high-quality early childhood education.
35
Lawrence, Karen A. "Early Intervention/Early Childhood Special Education (EI/ECSE) and early childhood mental health services : a qualitative study of programs in Oregon /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8549.
Анотація:
Thesis (Ph. D.)--University of Oregon, 2008.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 230-244). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
36
Lawrence, Karen A. 1952. "Early Intervention/Early Childhood Special Education (EI/ECSE) and early childhood mental health services: A qualitative study of programs in Oregon." Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/8549.
Анотація:
xv, 244 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.Incorporation of a mental health focus into Early Intervention/Early Childhood Special Education (EI/ECSE) services is considered critical by many professionals due to the vulnerability of young children with disabilities to developing behavior problems, mental health disorders, and to experiencing maltreatment. This qualitative research study investigated ways personnel in EI/ECSE agencies in Oregon are addressing the mental health needs of the children and families they serve. How mental health is conceptualized by EI/ECSE providers, how well prepared providers are in addressing the needs, what kinds of strategies are used to serve children and families, and how adequately EI/ECSE families and children are served by the mental health system were explored. The study was divided into two parts, which included a state-wide study of 14 EI/ECSE agencies in five regions in Oregon, and an in-depth study of one EI/ECSE agency that has employed a mental health consultant. State-wide agencies were mainly located in rural parts of the state, although two education service districts in metropolitan areas were included. The perspectives of 10 mental health providers from community mental health centers were also collected. The most salient issues that surfaced in the state-wide study included the focus of EI/ECSE concern on behavioral and mental health problems in children ages three through five and strategies for related behavior management in classroom settings, the importance of collaboration with community agencies, and a desire for increased partnership with mental health. Interviews with both EI/ECSE and mental health agencies revealed problems in the mental health system including training of therapists in working with very young children, gaps in services for children who were not Medicaid-eligible and in services for parents with their own psychological issues, and in the capacity to serve all of the children who were referred. The in-depth study focused on one EI/ECSE agency that was developing staff competence in relationship-based work with families through support from a mental health consultant employed by the agency. Salient issues included funding for a mental health consultant in an educational agency, development of mental health services for early childhood through community collaboration, and supporting staff through reflective supervision.
Adviser: Jane Squires
37
Argabright, Michael D. "State funding for early childhood education in rural Kansas: perceptions of policymakers, early childhood advocates, and superintendents." Diss., Wichita State University, 2014. http://hdl.handle.net/10057/10930.
Анотація:
The benefits of early childhood education have been empirically supported. Early childhood education programs in Kansas are not fully funded and available in all communities. Some rural communities in Kansas do not offer a state supported four year old programs.
The purpose of this study was to understand what and who influences the development of early childhood education policy in Kansas. The study sought to understand the political environment and how elected policymakers, superintendents, and advocacy groups affect policy decisions in funding early childhood education.
Participants in this study included members of the House of Representatives, State Senators, State Board of Education members, Advocacy groups, and Superintendents. Twenty six individual interviews were conducted across four geographical quadrants in Kansas.
The findings delivered conclusions that were analyzed through the theoretical framework of Advocacy Coalition Framework (ACF), and provides implications for advancing early childhood policy development in rural Kansas. An increased interest in early childhood education was noted by elected officials. Professional educators had a significant influence on elected policymakers. Advocacy groups provided technical and scientific information but rural areas were not impacted by these groups.
Implications of this study included a need for collaboration of stakeholders to market and advance rural early childhood initiatives. There is a need for internal and external shocks to move early childhood education forward. Rural communities could benefit by utilizing partnerships to strengthen community buy-in and sustain early childhood programs. A collective support of participants in the study indicates a growing interest in early childhood education for all children in Kansas.Thesis (Ed.D.)-- Wichita State University, College of Education, Dept. of Counseling, Educational Leadership, Education and School Psychology
38
Synodi, Evanthia. "Early childhood education and professionalism : a comparative study of early childhood educators' perspectives in England and Greece." Thesis, University of Newcastle Upon Tyne, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366539.
39
Gallard, Diahann. "Anthrozoology in early childhood education : a multiphase mixed methods study of animal-related education in early childhood." Thesis, Liverpool John Moores University, 2015. http://researchonline.ljmu.ac.uk/4494/.
Анотація:
This study is about the features of educational experience in early childhood linked to animals, with a particular emphasis on the role and perspectives of early education practitioners (EEPs) in England. It includes a consideration of the influences of the earlier scholars and philosophers and a shift in pedagogy and methods for young children’s education; about animals, with animals and ‘as nature’. The study ‘maps’ the status of animal-related education in early childhood and it notes a decline in animal-assisted learning which has occurred as an outcome of particular political activities, legislation, and other factors. The research is both exploratory and confirmatory and utilised a mixed methods bricolage as a methodology, method and philosophy. There are three phases of research; an evaluation of the status of animal-assisted and animal-related learning in early childhood education, an inquiry into the attitudes and perspectives of early education practitioners and the development and piloting of a framework to support early education practitioners for animal-related education. The action-oriented final phase includes the piloting of an ‘Animal Aware School’ scheme and a number of dissemination activities and these are evaluated. An outcome of the research is the identification of the association between animal-related education and the global agenda for a Sustainable Future (SF) and the emergence of the notion of ‘noticing animals’. The findings of this thesis make an original contribution to knowledge in the field in three ways; 1) There has been a collection of new data – predominantly the perspectives of early education practitioners about animal-related education in early childhood – and a first systematic review of relevant texts and discourse, 2) This is a first inquiry at the intersection of the anthrozoology, early childhood education and psychology fields of study about animal-related education in early childhood, and 3) There has been the creation of a new term ‘Early Childhood Educational Anthrozoology’ which has not been in usage before and will help with future discourse.
40
Evanshen, Pamela A., E. Edokhamhan, P. Mensah-Bonsu, O. Olubowale, F. Rubayii, and S. Alkaabi. "Early Childhood Leadership: Good Leaders, Bad Leaders, How Best to Lead!" Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6013.
41
Isbell, Rebecca, and Sonia Akiko Yoshizawa. "Nurturing Creativity: An Essential Mindset for Young Children's Learning." Digital Commons @ East Tennessee State University, 2017. https://www.amzn.com/1938113217.
Анотація:
Creativity is a cornerstone of complex, unconventional thinking, and developing creativity begins at a young age. With this book, early childhood teachers will discover how to tap into and scaffold children's natural curiosity and creative abilities.https://dc.etsu.edu/etsu_books/1154/thumbnail.jpg
42
Evanshen, Pamela, and Tyler Cook. "Readiness: What Early Childhood Educators Need to Know." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/4398.
43
Zippie, Kimberly Justham Zippie. "The Early Learning Harvest: The Relationship between Teacher Educational Levels and Child Outcomes." Youngstown State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1464378368.
44
Broderick, Jane Tingle. "Interpreting Observations in the Early Childhood Environment." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4239.
45
Evanshen, Pamela. "Ph.D. In Early Childhood Education: Proposed Program Update." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/4383.
46
Sharp, L. Kathryn. "Prometric: Praxis II exam: Early Childhood Specialty Exam Series." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/4699.
47
Sharp, L. Kathryn. "Test Bank." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/4483.
Анотація:
Book Summary: The new edition integrates thirteen critical themes that are foundational to the field today: the importance of children’s literacy development, teaching in increasingly diverse classrooms, applying developmentally appropriate practice, closing the achievement gaps between children in poverty and those that are more economically advantaged, integrating special education and early childhood education, teaching in an inclusive classroom, closing school readiness gaps, meeting the challenges of teacher accountability, integrating STEM subjects into the curriculum, providing for children’s mental health, using technology to support learners, developing as a professional, and guiding children’s behavior to promote personal responsibility. The new edition retains the engaging style that has made the book so popular and provides practical examples of authentic teaching practices used by master teachers around the country. Its strong coverage of development in the age-specific chapters and its emphasis on diversity make it the leading book in the field. The Enhanced Pearson eText features embedded video, video analysis exercises, and assessments.
48
Riffin, 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.
49
York, Shizue. "A comparison of early childhood education systems in Japan and the United States." Huntington, WV : [Marshall University Libraries], 2004. http://www.marshall.edu/etd/descript.asp?ref=395.
50
Fernández, Barrés Sílvia. "Early life factors and childhood obesity development." Doctoral thesis, Universitat Rovira i Virgili, 2016. http://hdl.handle.net/10803/399640.
Анотація:
L’obesitat infantil és un dels majors problemes de Salut Pública i comença en edat primerenca. Per tant, identificar factor de risc podria ajudar en la prevenció del desenvolupament d’obesitat infantil. L’objectiu principal d’aquesta tesi va ser investigar les associacions prospectives entre factors de risc potencialment modificables de l’embaràs i la infància, i el desenvolupament d’obesitat infantil. Vam utilitzar dades de dues cohorts de naixement del projecte INMA (Espanya) i del Projecte Viva (Estats Units). Vam explorar les associacions entre varis factors de risc pre i postnatals i l’obesitat infantil general i abdominal, el risc metabòlic i les trajectòries de creixement infantil. Vam trobar que els factors de risc presents en l’edat primerenca i modificables juguen un paper important en el desenvolupament d’obesitat. Les combinacions de factors de risc modificables que prediuen més obesitat infantil difereixen segons la població. Tot i que, el guany ràpid de pes durant la infància és un factor de risc comú pel desenvolupament d’obesitat infantil, tal general com abdominal . Els nostres resultats suggereixen que prendre una Dieta Mediterrània durant l’embaràs podria tenir un efecte positiu en la mida del neonat, el patró de creixement i l’obesitat infantil abdominal. Tanmateix, aquest patró alimentari no deu estar associat amb l’obesitat general o el risc cardiometabòlic.La obesidad infantil es uno de los mayores problemas en Salud Pública y empieza en edad temprana. Por lo tanto, identificar factores de riesgo podría ayudar en la prevención del desarrollo de obesidad infantil. El objetivo principal de esta tesis fue investigar la asociación prospectiva entre factores de riesgo durante el embarazo y la primera infancia, y el desarrollo de obesidad infantil. Usamos datos de dos cohortes de nacimiento del Proyecto INMA (España) y del Proyecto Viva (Estados Unidos). Exploramos las asociaciones entre varios factores de riesgo pre y postnatales y la obesidad infantil general y abdominal, el riesgo cardiometabólico y las trayectorias infantiles de crecimiento. Encontramos que factores de riesgo modificables en etapas tempranas juegan un papel importante en el desarrollo de obesidad. Las combinaciones de factores de riesgo modificables que predicen mayor obesidad difieren entre poblaciones. Sin embargo, la rápida ganancia de peso en la infancia es un factor de riesgo común de obesidad infantil, tanto general como abdominal. Nuestros resultados sugieren que la Dieta Mediterránea durante el embarazo podría tener un efecto protector en el tamaño del recién nacido, en el patrón de crecimiento y en la obesidad abdominal en la infancia. Sin embargo, este patrón alimentario podría no estar asociado con la obesidad infantil general y el riesgo cardiometabólico.
Childhood obesity is one of the main public health problems and starts in early life. Thus identifying risk factors could help to prevent childhood obesity development. The main objective of this thesis was to investigate the prospective association between potentially modifiable factors in pregnancy and infancy, and offspring childhood obesity development. We used data from two birth cohorts studies INMA project (Spain) and Project Viva (USA). We explored the associations between several pre and postnatal risk factors and childhood general and abdominal obesity, cardiometabolic risk and child longitudinal growth trajectories. We found that modifiable early-life risk factors play an important role in obesity development. The combinations of modifiable risk factors that predict higher obesity differed across populations. However, rapid infant weight gain is a common risk factor of general and abdominal obesity in childhood. Our findings suggest that the Mediterranean diet during pregnancy may have a protective effect on birth size, growth pattern and childhood abdominal adiposity in early childhood. However, this dietary pattern may not be associated with childhood general obesity and cardiometabolic risk.