Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Early childhood education (2)
- Constructivism (Education) (1)
- Early childhood education -- Activity programs (1)
- Early childhood educators (1)
- English language -- Study and teaching -- Foreign speakers (1)
-
- Group identity in art (1)
- Identity (Psychology) in children (1)
- Kindergarten -- Oregon (1)
- Literacy programs (1)
- Preschool teachers -- Training of (1)
- Public librarians -- In-service training (1)
- Readiness for school (1)
- Readiness for school -- Oregon (1)
- Reggio Emilia approach (Early childhood education) (1)
- Self-perception (1)
- Publication
- Publication Type
Articles 1 - 4 of 4
Full-Text Articles in Education
Experiences Of Early Childhood Educators Working With Teaching Strategies Gold®: A Narrative Inquiry, Sarah Kathryn Guyon
Experiences Of Early Childhood Educators Working With Teaching Strategies Gold®: A Narrative Inquiry, Sarah Kathryn Guyon
Dissertations and Theses
Research regarding the effects of positive early childhood experiences on long term learning and success is drawing more attention to early childhood education programs than ever before. Promises on the federal and state level of better pay for early childhood educators and "high quality" publicly funded early childhood education programs is an exciting and long-awaited vision by both families and early childhood educators. However, with federal and state funding comes the need for justification of those funds through different measurement structures. One of the widely used measurement structures is the Teaching Strategies GOLD® preformatted, portfolio style assessment system. Teaching Strategies …
Identifying With Remida: Early Childhood Educators’ Experiences With Reuse Materials In Reggio Emilia Inspired Identity Studies, Michelle Angela Domingues
Identifying With Remida: Early Childhood Educators’ Experiences With Reuse Materials In Reggio Emilia Inspired Identity Studies, Michelle Angela Domingues
Dissertations and Theses
Mainstream approaches to identity studies in early childhood education (ECE) are problematic from both social constructivist and early childhood education for sustainability perspectives. Mainstream approaches are influenced by behaviorist theories of developmental psychology literature which privilege individual identity, whereas emerging discourses in identity theory trend toward discussing the multiplicity of social identities. Alternatively, and in contrast to traditional behaviorist and cognitive learning theories, cultural centers like Reggio Emilia, Italy’s Remida Creative Recycling Center promote reuse material projects that socially construct identities in Reggio’s Municipal Infant/Toddler Centers and Preprimary Schools by giving value to waste materials through offering such materials in …
Impact Of Professional Development On Accessible Early Literacy Content For Preschool Children With Disabilities In Public Library Storytime, Melissa Pebly
Dissertations and Theses
Library storytime programs provide opportunities for preschool children to develop readiness skills in early literacy that are linked in research to later success in learning to read and write. Children with disabilities that do not demonstrate school readiness skills upon entry to kindergarten are often placed in self-contained special education settings where opportunities to learn to read and write are diminished. English Language Learners (ELL) who have disabilities face additional challenges in benefiting from the models of language that are optimal for learning literacy when placed in self-contained settings. Despite the critical role that storytime programs play in equalizing the …
Building The Case For Culturally Specific P-3 Strategies In Oregon: Listening To Voices From The Field, Callie H. Lambarth, Amanda Cross-Hemmer, Lorelei Mitchell, Beth L. Green, Kate Normand
Building The Case For Culturally Specific P-3 Strategies In Oregon: Listening To Voices From The Field, Callie H. Lambarth, Amanda Cross-Hemmer, Lorelei Mitchell, Beth L. Green, Kate Normand
Early Childhood
Oregon’s early learning and K-12 systems require transformative changes to address racial disparities in school readiness and success. Prenatal-through-Grade-3 (P-3) initiatives are an innovative way to align, strengthen and expand supports for this goal.
Culturally specific organizations (CSOs) are uniquely poised and expertly prepared to meet the needs of communities of color while helping Oregon achieve its goals for reducing disparities in kindergarten readiness and other educational outcomes.
The proposed Early Childhood Equity Fund, which is included in the governor’s recommended 2019 budget, would move Oregon closer to eliminating the opportunity gap in kindergarten readiness and school success by investing …