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Articles 601 - 630 of 1237
Full-Text Articles in Early Childhood Education
Childminding In Ireland: Attitudes Towards Professionalisation, Miriam O'Regan, Ann Marie Halpenny, Noirin Hayes
Childminding In Ireland: Attitudes Towards Professionalisation, Miriam O'Regan, Ann Marie Halpenny, Noirin Hayes
Articles
In light of rapid changes in the early years sector in Ireland since 2000, questions arise about the professionalism of childminders (family day carers), the vast majority of whom are exempt from regulation. Fewer than 0.1% (<120) of childminders are registered with Tusla, the national regulator, despite the National Childminding Initiative, (NCMI) which has promoted professional, high quality childminding. To investigate current attitudes to NCMI’s process of professionalisation (Brannen and Moss [2003]), among childminders and parents, a cross-sectional study was designed using a mixed-method approach. Specifically an anonymous online survey was conducted with 325 participants, followed by a qualitative World Café forum for 40 members of Childminding Ireland, the national childminding body. Findings from both phases of research revealed many of these childminders were well-qualified and engaged, with a sense of professional identity, seeking a distinctive approach to support childminding. Moreover, both childminder and parent participants value the distinctive characteristics of childminding – close relationships, a nurturing pedagogy, a rich, home environment – to a greater extent than markers of professionalism. These findings call for an innovative approach to childminding in Ireland, one that facilitates an organic development of agentic, professional childminding as part of a competent ECEC system.
Digital Storytelling And Young Children: Transforming Learning Through Creative Use Of Technology, Jessica Lantz
Digital Storytelling And Young Children: Transforming Learning Through Creative Use Of Technology, Jessica Lantz
Libraries
Using Puentedura’s framework for transformative use of technology for learning, and the guidelines for developmentally appropriate practice, practitioner vignettes, and practical strategies highlight the possibilities for integrating digital storytelling activities in the PK-3 classroom in support of literacy learning. The chapter explores ways in which digital storytelling can be a transformational way for young children to develop an array of literacy skills. The vignettes share examples of teachers integrating digital storytelling activities in transformative ways to enhance children’s learning. The chapter provides suggestions for lesson ideas and digital tools for engaging young children in a variety of storytelling projects.
Preparing Socially And Emotionally For Preschool With Little J And Big Cuz: Case Study 2: One Tree Community Centre Yera Children's Service, Kathryn Moyle
Little J and Big Cuz
The Yera Children’s Service in the Northern Territory is located within the campus of Batchelor Institute of Indigenous Tertiary Education (BIITE) in the township of Batchelor, 98 kilometres south of Darwin. Yera Children’s Service at Batchelor has 34 places for children from birth to three years of age and a ‘kindy’ room that caters for children aged three to six years of age. The early childhood educators prepare development programs for the children, including programs to develop children’s social and emotional wellbeing and prepare them for their transition to junior primary school. Keiryn Christodoulou has been an educator at the …
Is Little J And Big Cuz Suitable For Children In Preschool? Case Study 6: Wulagi Family Centre, Wulagi School, Kathryn Moyle
Is Little J And Big Cuz Suitable For Children In Preschool? Case Study 6: Wulagi Family Centre, Wulagi School, Kathryn Moyle
Little J and Big Cuz
The Wulagi Family Centre and Wulagi Preschool in Darwin in the Northern Territory provide programs for children and adults that emphasise the importance of language development and high quality interactions between children and adults, informed by the Abecedarian Approach. This case study of the Wulagi Preschool asks the question: is the Little J and Big Cuz television program suitable for children in preschool? At Wulagi Preschool Little J and Big Cuz was trialled with 40 children, aged between 3 and 4 years of age. About a third of these children identify as being Indigenous. Due to the timing of this …
Indigenous Early Childhood Education, School Readiness And Transition Programs Into Primary School: Literature Review, Kathryn Moyle
Indigenous Early Childhood Education, School Readiness And Transition Programs Into Primary School: Literature Review, Kathryn Moyle
Little J and Big Cuz
This literature review identifies, evaluates and synthesises academic, grey and other literature about transition to school programs for Australia’s Indigenous children. It draws on both international and Australian research. Its purpose is to provide an overview of current research about factors that support effective transitions to school by Indigenous children, and to consider the role that educational television can play in those transitions. This literature review was also prepared to inform the development of the case studies about how the first season of the television program, Little J & Big Cuz had been used in various remote, regional and urban …
Sr. Lucille And Sr. Mary Anne: Choice In Ministry, Chris Ray
Sr. Lucille And Sr. Mary Anne: Choice In Ministry, Chris Ray
Ask a Sister: Interview Wisdom from Catholic Women Religious
I interviewed Sisters Lucille and Mary Anne regarding their experience as women religious within the Church. This paper highlights a portion of the interview dedicated to the changes for women religious relating to the choice in ministry and the decreasing number of women entering the church.
Sr. Irene: Teacher And Friend, Mary Ade
Sr. Irene: Teacher And Friend, Mary Ade
Ask a Sister: Interview Wisdom from Catholic Women Religious
This paper includes a short piece from interview conducted in December 2018 with Sr. Irene, who has worked in education for 40 years. She recalls her experiences as a sister in her congregation since entry.
Sr. Sara: 21st Century Catholic Education, Molly Bastida
Sr. Sara: 21st Century Catholic Education, Molly Bastida
Ask a Sister: Interview Wisdom from Catholic Women Religious
This paper gives a snippet of the life, discernment, and practices of Sr. Sara. Within this paper, Sr. Sara wrestles with her own discernment story and discusses how she believes Catholic education today should look like.
Investigating Early Childhood Teachers’ Perceptions Of A Preschool Yoga Program, Kenya Wolff, Alicia Stapp
Investigating Early Childhood Teachers’ Perceptions Of A Preschool Yoga Program, Kenya Wolff, Alicia Stapp
Faculty and Student Publications
© The Author(s) 2019. Yoga for young children has become a growing area of interest in early childhood settings across the United States. Evidence suggests that yoga has the ability to improve young children’s physical development, executive functioning, self-regulation, and can aid in decreasing stress and anxiety. While the scope of research on yoga for young children has primarily focused on the experiences and outcomes of the children who participate, far less is known about the experiences and perceptions of teachers who have engaged in such programs with their students. This study utilized a qualitative case study to investigate teachers’ …
New York State Birth Through Five (Nysb5) Preschool Development Grant Needs Assessment Executive Summary, Center For Human Services Research, University At Albany
New York State Birth Through Five (Nysb5) Preschool Development Grant Needs Assessment Executive Summary, Center For Human Services Research, University At Albany
Education & Early Childhood Development Reports and Research Briefs
No abstract provided.
Reducing Racial And Gender Implicit Biases: The Effects Of Multicultural Education On A Child’S Preferences And Occupational Aspirations, Bryanna Paskowitz
Reducing Racial And Gender Implicit Biases: The Effects Of Multicultural Education On A Child’S Preferences And Occupational Aspirations, Bryanna Paskowitz
Human Development Honors Papers
This project explored the effect of reducing implicit racial and gender bias and the impact on children’s occupational preferences and aspirations. Participants included fifty-two children aged three, four, and five years old from the Connecticut College Children’s Program in New London, Connecticut. The initial hypothesis theorized that children, regardless of race and gender, would have a preference towards White and male individuals as being “good or nice,” and for most occupational roles. The children would also have a prejudice against individuals of color as being “naughty or bad,” and for most occupational roles. The other hypothesis theorized that after children …
Effective Child-Focused Education And Nurturing Care Interventions, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Effective Child-Focused Education And Nurturing Care Interventions, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Monitoring Learning
Child-focused education and nurturing care interventions provide learning support directly to the child. In line with the International Standard Classification of Education (ISCED Level 0), the support is typically provided by either centre- or home-based Early Childhood Education and Care (ECEC) services outside the child’s family and includes an educative and caring component with an active child development element. The 35 child-focused interventions in this review (of a total of 109 studies; see further details under background) occurred in 29 countries in five regions – the widest geographical spread of all intervention types under consideration. The most frequently represented countries …
Income Supplementation Interventions In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Income Supplementation Interventions In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Monitoring Learning
Income supplementation interventions provide cash transfers directly to the parents/families of young children, with the objective of improving learning and other outcomes. Interventions of this type directly address poverty as the origin of many of the challenges to children’s learning in economically developing contexts. Such programs seek to affect positively child wellbeing and readiness to learn as well as the home learning environments. These effects can be achieved by using the additional income, for example, to support centre-based childcare or school attendance, to buy more nutritious food or to enable parents to spend more time with their children. The eight …
Parent-Focused Interventions In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Parent-Focused Interventions In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Monitoring Learning
The authors conducted a scoping review of Early Childhood Education and Care (ECEC) interventions in economically developing countries between 1998 and 2017, aimed at improving children’s learning in the years before school. The review identified 37 parent-focused studies from 19 countries which provide an evidence base for parent-focused interventions that have both depth and geographical breadth. This policy note outlines characteristics of these interventions which contribute to changes in developmental outcomes for children. It found that of all ECEC interventions, the largest body of effectiveness evidence is available for parent-focused programs.
Nebline, January 2019
NEBLINE Newsletter Archive from Nebraska Extension in Lancaster County
2018 Extension highlights
Benefit to people
Teaching, growing and making a difference
36,520 youth engaged in 4-H programs
Extension’s volunteers worth nearly $700,000
New Year, new you: Nutrition tips to a healthier you
RECIPE OF THE MONTH
Pesticide applicator 2019 training dates
Ag Estate and Succession Planning workshop, Jan. 23 & March 5
Successful Farmer Series
Upcoming green industry conferences
Extension’s 2019 Master Gardener trainings, two sites available
Garden Guide Things to Do This Month
Sticky situation: Using glue boards to monitor pests
HEART OF 4-H Volunteer Award: Susan Bulling
IT’S TIME TO RE-ENROLL IN 4-H!
Meet 2018–2019 4-H Council …
Does Leadership Exist In Early Childhood Education In Tanzania?, Fortidas Bakuza
Does Leadership Exist In Early Childhood Education In Tanzania?, Fortidas Bakuza
Institute for Educational Development, East Africa
Early Childhood Education (ECE) is the part of basic education that lays the foundation to the other levels of education. It is an area that requires leadership specialization based on the importance of this level and the age of children served and the current literature suggest that the nature and context of ECE makes it unique and worthy of independent examination and support mechanisms for quality improvement. This paper presents findings from a larger study conducted in Tanzania, East Africa to assess the differences between stated and implemented policies in Early Childhood Education leadership and it identifies issues such as …
Is It Who Am I Or Who Do You Think I Am? Identity Development Of Adolescents With Substance Use Disorders, Danielle N. Treiber
Is It Who Am I Or Who Do You Think I Am? Identity Development Of Adolescents With Substance Use Disorders, Danielle N. Treiber
Antioch University Full-Text Dissertations & Theses
The purpose of this study was to unearth how adolescents with substance use disorders achieve the task of identity formation and the construction of self-concept in the midst of the drug culture and society that exists. It sought to uncover the social constructs designed to ignore and/or remove human complexities and allow an intersectional approach to be brought to a study on this population. Historically, there has been a failure to investigate the underlying social attitudes and behaviors that impact the very delicate and vulnerable process of finding self. Psychosocial and relational adjustment are strongly influenced by the extent to …
Sliding Into An Equitable Lesson, Kelley E. Buchheister 6872059, Christa Jackson, Cynthia E. Taylor
Sliding Into An Equitable Lesson, Kelley E. Buchheister 6872059, Christa Jackson, Cynthia E. Taylor
Department of Child, Youth, and Family Studies: Faculty Publications
A kindergarten teacher uses Gutierrez's four dimensions of equity to design and facilitate geometry instruction.
Equitable instruction is reflected in how students are positioned in the classroom and how their identities evolve through purposeful interactions that value and recognize the intellectual capacity of each student (Gutiérrez 2013; Lemons-Smith 2008). These integral interactions occur when teachers and students exchange problem-solving strategies, discuss relations among various mathematical representations, and listen to the viewpoints of others (NCTM 2000; 2014).
Risk Factors For Depression Among Early Childhood Teachers, Amy Roberts, Kathleen C. Gallagher, Alexandra Daro, Iheoma U. Iruka, Susan Sarver
Risk Factors For Depression Among Early Childhood Teachers, Amy Roberts, Kathleen C. Gallagher, Alexandra Daro, Iheoma U. Iruka, Susan Sarver
Buffet Early Childhood Institute Reports and Publications
This study examined possible risk factors associated with teachers’ depression in a variety of early childhood settings. Teachers with lower pay, no health insurance, multiple jobs, greater job stress, and more adult-centered beliefs reported more symptoms of depression. To reduce these symptoms, efforts should be made to support teachers’ mental health at multiple levels, including individual, environmental, and policy.
Researchers used data collected in 2015-16 from a large survey of early childhood educators in Nebraska. Four early childhood settings were sampled: licensed family child care homes (home-based), licensed child care centers (center-based), state-funded PreK programs, and elementary schools serving children …
A Promising Start For Early Childhood Development And The Law, Clare Huntington
A Promising Start For Early Childhood Development And The Law, Clare Huntington
Faculty Scholarship
Examining the role of the law in early childhood development is not new; several legal scholars have engaged in such an inquiry, including scholars at this symposium. But this engagement has not led to a sustained debate about how the legal system can foster early childhood development, nor has it yet led to the integration of legal scholars into the interdisciplinary research on, and policy debates about, early childhood. I have argued that the creation of a new subdiscipline in family law — early childhood development and the law — would achieve these goals, sparking debate within law, bringing a …
Training Recommendations From Early Childhood Education Providers, Teresa Gallanti, Brooke Hachey, Dawn Johnson
Training Recommendations From Early Childhood Education Providers, Teresa Gallanti, Brooke Hachey, Dawn Johnson
Psychology and Community Studies | Student Scholarship
Early childcare education providers are seen as having many training needs. Training needs concur with the challenges most providers face, but not always. A series of focus groups conducted in Hancock County by Hanson (2017) provided an estimation of the resources present; the challenges early childcare providers faced; and the trainings that individuals would like to see. The school districts in the neighboring county, Washington County, were asked if the county was interested in having a similar audit. Washington County school districts declined suggesting that the county had all the services they needed. Instead this research was conducted to see …
Opportunities To Respond In An Inclusive Early Childhood Classroom, Courtney Schauf
Opportunities To Respond In An Inclusive Early Childhood Classroom, Courtney Schauf
Master's Theses & Capstone Projects
The purpose of this study was to determine if providing students with opportunities to respond resulted in positive student behavior. The researcher conducted the study in an inclusive preschool classroom including students on Individualized Education Plan’s (IEP) and English Language Learners (ELL). The intent of the study was to reduce the amount of negative behaviors in order to provide students with more instructional time and less time addressing unwanted behaviors.
Kagan Strategies In The Preschool Classroom And Their Effectiveness With Engagement And Academic Response, Megan Smith
Kagan Strategies In The Preschool Classroom And Their Effectiveness With Engagement And Academic Response, Megan Smith
Master's Theses & Capstone Projects
The purpose of this action research was to determine the impact of Kagan cooperative learning practices on academic growth in a preschool classroom. Participants were four and five year olds in a half-day preschool program in an urban setting. Students were a mix of household incomes as well as students who are English language learners. Quantitative data was collected using the Get Set for School assessment. Data was collected after ten small group sessions for 50 sessions. For each group of sessions, a different Kagan engagement strategy was utilized and the Get Set for School assessment was given to track …
Does Daily Exposure Through The Use Of Nursery Rhymes Better Support Students’ Phonological Awareness Skill Development?, Jordan Redig
Does Daily Exposure Through The Use Of Nursery Rhymes Better Support Students’ Phonological Awareness Skill Development?, Jordan Redig
Master's Theses & Capstone Projects
The purpose of this study is to determine the best way to help students develop phonological awareness skills. It seeks to answer these questions: Can the use of nursery rhymes help to develop phonological awareness skills in preschool? Will the use of nursery rhymes help students learn to listen and hear the play with words, and therefore understand the concepts of phonological awareness with ease? If there is phonological awareness practice that is routinely embedded daily into the classroom schedule, will student notice the key skills quicker and develop the concept deeper than students’ develop in the past who have …
The Power Of Intentional Planning, Brittany Busch
The Power Of Intentional Planning, Brittany Busch
Master's Theses & Capstone Projects
The purpose of this action research is to give teachers meaning and action to the word intentional. Interventions were used to support early childhood educators in improving the intentionality of their lesson planning and instruction. The interventions included a systematic planning tool, a resource binder, and a model through professional development. Qualitative and quantitative data was collected through an electronic survey of teachers both before and after the intervention. Quantitative data was collected through a rubric rating lesson plans on specific characteristics before, during, and after the intervention. Analysis of the data collected revealed when intentionality is well-defined and trained, …
Play In Early Childhood, Keri Griswold
Play In Early Childhood, Keri Griswold
Master's Theses & Capstone Projects
This literature review looks at play in early childhood education and why play is important for early learners. The review looks at the history of play and the benefits that play has on brain development, as well as defining play. Adults play an important role in play, as does the early childhood learning environment. Early learners develop their critical thinking skills and their social and emotional skills through play. The curriculum that is offered to early learners should revolve around play but should ensure that they are being provided the opportunity to learn about the outdoors, math, reading, and all …
Increasing Family Involvement With The Use Of Technology, Briana Riddle
Increasing Family Involvement With The Use Of Technology, Briana Riddle
Master's Theses & Capstone Projects
The purpose of this action research project was to determine if the use of an online application could increase parental involvement, more specifically communication, in a prekindergarten setting. Data was collected through quantitative means using a tally system for each occurrence of communication and which method was used. The classroom setting consist of two groups of students, an AM and a PM group. One class had the application made available to them, along with the other forms of communication, while the other class only had the basic forms of communication (e-mail, face-to-face, or phone calls) available. Analysis of the data …
Early Childhood Teacher Turnover In Nebraska, Amy M. Roberts, Kathleen C. Gallagher, Susan Sarver, Alexandra Daro
Early Childhood Teacher Turnover In Nebraska, Amy M. Roberts, Kathleen C. Gallagher, Susan Sarver, Alexandra Daro
Buffet Early Childhood Institute Reports and Publications
Teacher turnover is a serious challenge across early childhood settings. Turnover can be expensive for early childhood programs, burdensome to staff, and harmful to children throughout the nation. Nebraska is no exception. This research brief describes teacher turnover in the state’s early care and education settings, including licensed child care, state-funded PreK, and Kindergarten through Grade 3.
Research Questions The following research questions were asked across early childhood programs (licensed child care, state-funded PreK, and K-3): 1. What was the average rate of annual teacher turnover? 2. According to administrators, what was the most common reason teachers left their employment? …
Predictors Of Early Numeracy: Applied Measures In Two Childcare Contexts, Belinda Blevins-Knabe, Jacob Esplin, Ann Berhout Austin, Shawnee M. Hendershot
Predictors Of Early Numeracy: Applied Measures In Two Childcare Contexts, Belinda Blevins-Knabe, Jacob Esplin, Ann Berhout Austin, Shawnee M. Hendershot
Human Development and Family Studies Faculty Publications
The purpose of the current research was: (1) To assess differences in early numeracy, phonological awareness, receptive language, executive functioning, and working memory for children in two childcare settings (family and center); (2) To determine whether applied measures of phonological awareness and executive functioning could serve as predictors of numeracy performance. Children (N = 89) ranging in age from 39 to 75 months were recruited from state-licensed childcare centers and family childcare homes. Teacher ratings of executive functioning were significantly related to early number skills, phonological awareness, and receptive language, but none of the parent ratings were significantly related to …
Reading Robot Light-Up Bookmarks, Professional Field Services
Reading Robot Light-Up Bookmarks, Professional Field Services
Hands-on STEM Activities
Materials: Robot Bookmark Template, LED light, 3V Lithium Battery, 3 strips of copper tape (approx. 3 in. or 8 cm.)