WorldWideScience

Sample records for early years education

  1. Early Years Education and the Value for Money Folklore

    Science.gov (United States)

    Campbell-Barr, Verity

    2012-01-01

    This article is intended as a contribution to the debate on the role of human capital in determining value for money in early years education. The article explores how the idea that early years education offers value for money has become folklore amongst policymakers and more widely. However, drawing on both interview data and existing literature…

  2. Building multilingual learning environments in early years education

    Directory of Open Access Journals (Sweden)

    Martin Dodman

    2016-07-01

    Full Text Available This paper examines the early language development of children with particular reference to the importance of personal multilingualism and the reasons why this should be promoted in early years education. It is argued that such an objective is best achieved by building multilingual learning environments at the level of nursery and infant schools. The characteristics of such environments are described and ways of evaluating projects designed to build them are presented.

  3. Learning from Children: Learning from Caroline Pratt (1867-1954). Early Progressives in Early Years Education

    Science.gov (United States)

    Drummond, Mary Jane

    2014-01-01

    This review of Caroline Pratt's life and work in early years education includes an account of how a six-year-old boy taught a woman in her thirties what she needed to know in order to open a school--in 1914--that continues to this day, a school that was, in the founder's own words, fitted to the child and not the other way around. It finds a clear…

  4. Exploring Pedagogical Leadership in Early Years Education in Saudi Arabia

    Science.gov (United States)

    Alameen, Lubna; Male, Trevor; Palaiologou, Ioanna

    2015-01-01

    The empirical research for this paper was undertaken with leaders of early years setting in the Kingdom of Saudi Arabia (KSA). The investigation sought to establish to what extent it was possible to behave in line with the concept of pedagogical leadership in the twenty-first century in an Arab Muslim monarchy, dominated by Islam, where directive…

  5. Combating Educational Disadvantage through Early Years and Primary School Investment

    Science.gov (United States)

    Frawley, Denise

    2014-01-01

    In 1965, following a review of second-level education in Ireland, the report "Investment in Education" was published. While a concern with educational inequality and disadvantage pre-dates this report, it clearly identified the significant socio-economic disparities in educational participation at the time and emphasised an urgent need…

  6. Supporting Child Participation in the Early Years of Education

    Science.gov (United States)

    Sturges, Marion

    2015-01-01

    This paper aims to contribute to conversations around child participation within early childhood settings in Australia. Ethnographic approach was used for this study to explore child participatory workshops in Early Childhood Centers. The center in which this study took place was chosen as one of the sites of analysis for a broader PhD research…

  7. Margaret and Rachel McMillan: Their Influences on Open-Air Nursery Education and Early Years Teacher Education

    Science.gov (United States)

    Liebovich, Betty

    2014-01-01

    Rachel and Margaret McMillan created an open-air nursery in Deptford, London that has influenced early years education for 100 years. Their vision for young children living in poverty and deprivation to have access to fresh air through outdoor learning, nutritious meals, and an enriching environment to explore and develop has been embraced and…

  8. Early Years Educators' Perceptions of Professional Development in England: An Exploratory Study of Policy and Practice

    Science.gov (United States)

    Ingleby, Ewan

    2018-01-01

    This article explores the perceptions of professional development held by a selection of early years educators who have experience of working in statutory and private early years settings in the north of England. The research participants (n = 20) reflected on their experiences of professional development in early years. The research process is…

  9. Learning One's Place and Position through Play: Social Class and Educational Opportunity in Early Years Education

    Science.gov (United States)

    Stirrup, Julie; Evans, John; Davies, Brian

    2017-01-01

    Drawing on the theoretical work of the British sociologist Basil Bernstein, this paper documents how learning is structured and organised through play in three Early Years Education (EYE) settings catering for children aged three to five in England, UK. Its data address current issues raised within EYE research relating to "quality and high…

  10. The social representations of dance in physical education classes in the early years of primary education

    Directory of Open Access Journals (Sweden)

    Fabíola Schiebelbein Capri

    2011-12-01

    Full Text Available This paper presents a survey of social representations of dance in the context of School Physical Education. The survey was conducted in two city schools and two private schools in Ponta Grossa, Paraná, Brazil. The observation and the questionnaire were the instruments used to collect data. Five teachers of Physical Education and 331 students of Primary Education (5th year of Primary Education took part in the research. The results indicate that the social representations of dance teachers are related to holidays and anniversaries of the school and students, to pleasure and to musical preference. The practice of dance in the school has room for choreographic creations, June Festival rehearsals, and school presentations.

  11. Introducing Bruner: A Guide for Practitioners and Students in Early Years Education

    Science.gov (United States)

    Smidt, Sandra

    2011-01-01

    Sandra Smidt takes the reader on a journey through the key concepts of Jerome Bruner, a significant figure in the field of early education whose work has spanned almost a century. His wide-ranging and innovative principles of early learning and teaching are unpicked here using everyday language and the links between his ideas and those of other…

  12. Using Computers in Early Years Education: What Are the Effects on Children's Development? Some Suggestions Concerning Beneficial Computer Practice

    Science.gov (United States)

    Theodotou, Evgenia

    2010-01-01

    Technology in education is considered in empirical and theoretical literature as both beneficial and harmful to children's development. In the field of the early years settings there is a dilemma whether or not early childhood teachers should use technology as a teaching and learning resource. This paper has a pedagogical focus, discussing the…

  13. Active Early: one-year policy intervention to increase physical activity among early care and education programs in Wisconsin

    Directory of Open Access Journals (Sweden)

    Tara L. LaRowe

    2016-07-01

    Full Text Available Abstract Background Early childcare and education (ECE is a prime setting for obesity prevention and the establishment of healthy behaviors. The objective of this quasi-experimental study was to examine the efficacy of the Active Early guide, which includes evidenced-based approaches, provider resources, and training, to improve physical activity opportunities through structured (i.e. teacher-led activity and environmental changes thereby increasing physical activity among children, ages 2–5 years, in the ECE setting. Methods Twenty ECE programs in Wisconsin, 7 family and 13 group, were included. An 80-page guide, Active Early, was developed by experts and statewide partners in the fields of ECE, public health, and physical activity and was revised by ECE providers prior to implementation. Over 12 months, ECE programs received on-site training and technical assistance to implement the strategies and resources provided in the Active Early guide. Main outcome measures included observed minutes of teacher-led physical activity, physical activity environment measured by the Environment and Policy Assessment and Observation (EPAO instrument, and child physical activity levels via accelerometry. All measures were collected at baseline, 6 months, and 12 months and were analyzed for changes over time. Results Observed teacher-led physical activity significantly increased from 30.9 ± 22.7 min at baseline to 82.3 ± 41.3 min at 12 months. The change in percent time children spent in sedentary activity decreased significantly after 12 months (−4.4 ± 14.2 % time, −29.2 ± 2.6 min, p < 0.02. Additionally, as teacher led-activity increased, percent time children were sedentary decreased (r = −0.37, p < 0.05 and percent time spent in light physical activity increased (r = 0.35, p < 0.05. Among all ECE programs, the physical activity environment improved significantly as indicated by multiple sub-scales of

  14. Practitioner Research in Early Childhood Education and Care: A 21-Year Review of the Literature

    Science.gov (United States)

    Shannon, Darbianne; Smith, Sara; Dana, Nancy

    2016-01-01

    Practitioner research has the potential to facilitate the ongoing knowledge and skill development of preservice and in-service early childhood education and care teachers. The purpose of this systematic literature review is to describe the landscape of practitioner research conducted in the United States. This study synthesizes more than 20 years…

  15. Beyond a Logic of Quality: Opening Space for Material-Discursive Practices of "Readiness" in Early Years Education

    Science.gov (United States)

    Evans, Katherine

    2016-01-01

    This article is an exploration of the possibilities encountered through shifting from a "logic of quality" to a "space of meaning-making" within early years education. Focusing on ideas of "readiness", this discussion aims to challenge normative understandings that relate this concept to the predictable achievement of…

  16. The Role of Computer Technology in Supporting Children's Learning in Jordanian Early Years Education

    Science.gov (United States)

    Alkhawaldeh, Mustafa; Hyassat, Mizyed; Al-Zboon, Eman; Ahmad, Jamal

    2017-01-01

    The current research investigated early years teachers' perspectives regarding the role of computer technology in supporting children's learning in Jordanian kindergartens. Thirty semistructured interviews were conducted with preschool teachers. The sample of kindergartens in this study was purposefully selected from the targeted population of…

  17. Qatar's K-12 Education Reform Has Achieved Success in Its Early Years. Research Brief

    Science.gov (United States)

    Larson, Judy

    2009-01-01

    To evaluate progress made in the first years of Qatar's implementation of K-12 education reform, RAND analyzed data from school-level observations, national surveys, and national student assessments. The study found that students in the new, Independent schools were performing better than those in Ministry schools, and there was greater student…

  18. Astronomy in the early years of elementary education: a partnership between university and school

    Science.gov (United States)

    Barai, A.; Carvalho Neto, J. T.; Garrido, D.; Ityanagui, G.; Navi, M.

    2016-12-01

    This paper describes the interaction and partnership experience between a school and one of the Federal University of São Carlos (UFSCar)campi, both located in Araras, SP, aiming to teach and promote astronomy and astronautics knowledge among students of the first five years of Elementary Education. This initiative made use of Brazilian Olympiad of Astronomy and Astronautics as a motivating event for the theme exploration. The actions were divided into two fronts: an improvement course for the school teachers conducted by university professors and lectures for students by UFSCar students under the guidance of university teachers and the school coordinators. By the observed results, we noticed the importance of narrowing the distance school-university, promoting learning for both institutions and helping to raise the level of education from elementary school to college.

  19. A Critical Examination of Education Reforms Implemented in the Early Years of the Turkish Republic

    Directory of Open Access Journals (Sweden)

    Kaya Yılmaz

    2011-05-01

    Full Text Available A wide variety of fundamental reforms in different spheres of Turkey’s institutions were swiftly implemented in a top-down manner in the early years of the Turkish Republic under Atatürk’s leadership. The purpose of this article is to critically examine the alphabet and language reforms put into practice in the years between the 1920s and 1930s. Since an analysis of socio-cultural and socio-political context is fundamental to understanding any reform initiatives, the article examines the alphabet and language reforms within the larger social, cultural, and political context within which they were carried out. In order to evaluate these reforms from a broader perspective, the article also scrutinizes the assumptions, beliefs, ideologies, and goals of those politicians or reformers who implemented them.

  20. Understanding the Steiner Waldorf Approach: Early Years Education in Practice. Understanding the... Approach

    Science.gov (United States)

    Nicol, Janni; Taplin, Jill

    2012-01-01

    Understanding the Steiner Waldorf Approach is a much needed source of information for those wishing to extend and consolidate their understanding of the Steiner Waldorf High Scope Approach. It will enable the reader to analyse the essential elements of the Steiner Waldorf Approach to early childhood and its relationship to quality early years…

  1. Sentiments, Attitudes, and Concerns about Inclusion: Early Years in Teacher Education Programs

    Science.gov (United States)

    Cansiz, Mustafa; Cansiz, Nurcan

    2018-01-01

    This study aims to examine preservice teachers' sentiments toward students with special needs, attitudes, and concerns about inclusive education in terms of a number of demographic variables. These demographics included major area, grade level, gender, interaction with disabled people, training for inclusive education, self-confidence for teaching…

  2. Using computers in early years education: What are the effects on children’s development? Some suggestions concerning beneficial computer practice

    OpenAIRE

    Theodotou, Evgenia

    2010-01-01

    Technology in education is considered in empirical and theoretical literature as both beneficial and harmful to children’s development. In the field of the early years settings there is a dilemma whether or not early childhood teachers should use technology as a teaching and learning resource. This paper has a pedagogical focus, discussing the advantages and the potential problems of computer practice to children’s learning and behaviour in the early years settings and also suggests teaching ...

  3. The Brookline Early Education Project: a 25-year follow-up study of a family-centered early health and development intervention.

    Science.gov (United States)

    Palfrey, Judith S; Hauser-Cram, Penny; Bronson, Martha B; Warfield, Marji Erickson; Sirin, Selcuk; Chan, Eugenia

    2005-07-01

    Clinicians, scientists, and policy makers are increasingly taking interest in the long-term outcomes of early intervention programs undertaken during the 1960s and 1970s, which were intended to improve young children's health and educational prospects. The Brookline Early Education Project (BEEP) was an innovative, community-based program that provided health and developmental services for children and their families from 3 months before birth until entry into kindergarten. It was open to all families in the town of Brookline and to families from neighboring Boston, to include a mixture of families from suburban and urban communities. The goal of the project, which was administered by the Brookline Public Schools, was to ensure that children would enter kindergarten healthy and ready to learn. Outcome studies of BEEP and comparison children during kindergarten and second grade demonstrated the program's effectiveness during the early school years. The goal of this follow-up study was to test the hypotheses that BEEP participants, in comparison with their peers, would have higher levels of educational attainment, higher incomes, and more positive health behaviors, mental health, and health efficacy during the young adult period. Participants were young adults who were enrolled in the BEEP project from 1973 to 1978. Comparison subjects were young adults in Boston and Brookline who did not participate in BEEP but were matched to the BEEP group with respect to age, ethnicity, mother's educational level, and neighborhood (during youth). A total of 169 children were enrolled originally in BEEP and monitored through second grade. The follow-up sample included a total of 120 young adults who had participated in BEEP as children. The sample differed from the original BEEP sample in having a slightly larger proportion of college-educated mothers and a slightly smaller proportion of urban families but otherwise resembled the original BEEP sample. The demographic features of

  4. Early Years Students' Relationships with Mathematics

    Science.gov (United States)

    Takeuchi, Miwa Aoki; Towers, Jo; Plosz, Jennifer

    2016-01-01

    Early years mathematics experiences have been shown to be a significant predictor for students' school readiness and future mathematics achievement. Previous research also indicates an important connection between emotion and mathematics learning. How do students in early years education in Alberta describe their emotional relationship with…

  5. "Someone Had to Have Faith in Them as Professionals": An Evaluation of an Action Research Project to Develop Educational Leadership across the Early Years

    Science.gov (United States)

    Henderson, Linda

    2017-01-01

    This article reports on an evaluation of three action research projects developed by a group of teachers working across the early years in three independent schools. The article examines the role of action research in developing educational leadership capabilities. Drawing on the educational leadership literature, concepts and ideas of action and…

  6. Informing Educational Decisions in the Early Years: Can Evidence for Improving Pedagogy for Children with Autistic Spectrum Disorder Be Found from Neuroscience?

    Science.gov (United States)

    Peters, Brenda; Forlin, Chris

    2011-01-01

    It is possible that many benefits may be found for all concerned in education and child development in understanding how knowledge of the brain and its development can inform early years practice. This article, written by Brenda Peters and Chris Forlin, both from the Hong Kong Institute of Education, reviews literature based on neuroscience to…

  7. Low maternal education is associated with increased growth velocity in the first year of life and in early childhood: the ABCD study

    NARCIS (Netherlands)

    van den Berg, Gerrit; van Eijsden, Manon; Galindo-Garre, Francisca; Vrijkotte, Tanja; Gemke, Reinoud

    2013-01-01

    The objective of this study is first to examine the relation of maternal education and growth velocity during the first year of life and early childhood (1-5 years). The second objective is to determine the potential explanatory role of standardized birth weight, maternal smoking during pregnancy,

  8. Towards Collaborative Professional Learning in the First Year Early Childhood Teacher Education Practicum: Issues in Negotiating the Multiple Interests of Stakeholder Feedback

    Science.gov (United States)

    Brown, Alice; Danaher, Patrick

    2008-01-01

    This paper analyses data from two sources of stakeholder feedback--first year pre-service teachers and supervising teachers/centre directors--about the issues involved in creating more collaborative approaches to the first year early childhood teacher education practicum at an Australian regional university. The collection of this feedback was…

  9. PHOBOS, the Early Years

    Science.gov (United States)

    Stephans, George S. F.; Back, B. B.; Baker, M. D.; Barton, D. S.; Betts, R. R.; Ballintijn, M.; Bickley, A. A.; Bindel, R.; Budzanowski, A.; Busza, W.; Carroll, A.; Decowski, M. P.; Garcia, E.; George, N.; Gulbrandsen, K.; Gushue, S.; Halliwell, C.; Hamblen, J.; Heintzelman, G. A.; Henderson, C.; Hofman, D. J.; Hollis, R. S.; Holynski, R.; Holzman, B.; Iordanova, A.; Johnson, E.; Kane, J. L.; Katzy, J.; Khan, N.; Kucewicz, W.; Kulinich, P.; Kuo, C. M.; Lin, W. T.; Manly, S.; McLeod, D.; Michalowski, J.; Mignerey, A. C.; Nouicer, R.; Olszewski, A.; Pak, R.; Park, I. C.; Pernegger, H.; Reed, C.; Remsberg, L. P.; Reuter, M.; Roland, C.; Roland, G.; Rosenberg, L.; Sagerer, J.; Sarin, P.; Sawicki, P.; Skulski, W.; Steadman, S. G.; Steinberg, P.; Stephans, G. S. F.; Stodulski, M.; Sukhanov, A.; Tang, J.-L.; Teng, R.; Trzupek, A.; Vale, C.; van Nieuwenhuizen, G. J.; Verdier, R.; Wadsworth, B.; Wolfs, F. L. H.; Wosiek, B.; Wozniak, K.; Wuosmaa, A. H.; Wyslouch, B.

    2002-06-01

    The PHOBOS detector, one of the two small experiments at RHIC, focuses on measurements of charged particle multiplicity over almost the full phase space and identified particles near mid-rapidity. Results will be presented from the early RHIC gold--gold runs at nucleon--nucleon center of mass energies of 56 and 130 GeV as well as the recently concluded run at the full RHIC energy of 200 GeV.

  10. Continuing education of teachers in the early years: "Good Practices Seminar" as a proposal for teacher education and integration

    Directory of Open Access Journals (Sweden)

    Mariana Vaitiekunas Pizarro

    2017-12-01

    Full Text Available There are many studies that show challenges, demands and needs in the search for improvement of teacher education. Seeking to break with the teacher's view that "always plays the same practices", the present study aimed to evaluate the placement of teachers on a proposal for training in school through socialization of pedagogical practices considered successful by teachers called "Good Seminar Practices" and to assess the extent of this situation as a proposal for continuing education. The research, qualitative, made use of semi-structured questionnaires to map the perceptions of teachers regarding this formative proposal. The results highlight the importance of qualifying the teacher do to not summarize a make devoid of purpose and criticism, valuing teachers' ideas in order to legitimize the faculty knowledge and refine their practices surpassing the understanding of teacher as mere executor of tasks.

  11. Continuous education of teachers of elementary school (early years key in the context of meeting and intergenerational exchanges

    Directory of Open Access Journals (Sweden)

    Tiago Henrique da Silva Ramos

    2017-03-01

    This study is based on a Master’s research in progress thataims to analyze that formative relationships are established betweenbeginning young teachers, recently graduated or with a maximum of fiveyears of teaching experience - and experienced teachers - aged forty yearsor more and about fifteen or more years of teaching, within an elementaryschool (early years, conceived as a training space. It has been hypothesized

  12. Early Years Education: Are Young Students Intrinsically or Extrinsically Motivated Towards School Activities? A Discussion about the Effects of Rewards on Young Children's Learning

    Science.gov (United States)

    Theodotou, Evgenia

    2014-01-01

    Rewards can reinforce and at the same time forestall young children's willingness to learn. However, they are broadly used in the field of education, especially in early years settings, to stimulate children towards learning activities. This paper reviews the theoretical and research literature related to intrinsic and extrinsic motivational…

  13. THE CHALLENGES OF INSTITUTIONALIZATION AND IMPLEMENTATION OF HISTORY-CRITICAL PEDAGOGY IN EARLY YEARS OF BASIC EDUCATION ITAIPULÂNDIA-PR

    Directory of Open Access Journals (Sweden)

    Celso Sidinei Balzan

    2013-12-01

    Full Text Available This paper is situated within the history of education and its purpose is to investigate the challenges of institutionalization of historical-critical pedagogy (PHC at the early elementary school years in municipal network Itaipulândia-PR. In it, we try to analyze briefly articulated with the proposals and actions carried out over several years, especially in 2010 itaipulandiense educational trajectory. These achievements currently make up the municipal public education policy that includes training programs that articulate with better working conditions, teaching and learning. Based on documents and literature review, discuss and seek to understand how the teachers of this county propositions developed from the study of the major challenges that the historical-critical pedagogy faces in Brazilian education, using experiences, educational programs and projects of State Governments and federal. In addressing the specific conditions that focus on education, the school and the organization of the teaching work through the analysis of its historical and educational history, we intend to analyze the process of institutionalization and implementation of this pedagogical trend in the early years of basic education in the municipality of Itaipulândia.

  14. Early emotional and behavioral difficulties and adult educational attainment: an 18-year follow-up of the TEMPO study.

    Science.gov (United States)

    Zbar, Ariella; Surkan, Pamela J; Fombonne, Eric; Melchior, Maria

    2016-10-01

    Children who experience behavioral difficulties often have short and long-term school problems. However, the relationship between emotional difficulties and later academic achievement has not been thoroughly examined. Using data from the French TEMPO study (n = 666, follow-up 1991, 1999, 2009, mean age = 10.5, sd = 4.9 at baseline), we studied associations between internalizing and externalizing symptoms in: (a) childhood and (b) adolescence and educational attainment by young adulthood (educational attainment; however, in multivariate models only the association with childhood internalizing symptoms remained statistically significant (OR = 1.75, 95 % CI 1.00-3.02). Supporting children with internalizing problems early on could help improve their long-term educational attainment.

  15. Improving lifetime trajectories for vulnerable young children and families living with significant stress and social disadvantage: the early years education program randomised controlled trial.

    Science.gov (United States)

    Jordan, Brigid; Tseng, Yi-Ping; Coombs, Nichola; Kennedy, Anne; Borland, Jeff

    2014-09-17

    Children who experience neglect and abuse are likely to have impaired brain development and entrenched learning deficiencies. Early years interventions such as intensive education and care for these children are known to have the potential to increase their human capital. The Early Years Education Program (EYEP) is a new program offered by the Children's Protection Society (CPS) in Melbourne, Australia. EYEP is targeted at the needs of children who have been or are at risk of being abused or neglected. It has the dual focus of seeking to address the consequences of abuse and neglect on children's brain development and redressing their learning deficiencies. Our objective is to determine whether EYEP can improve school readiness by conducting a randomised controlled trial (RCT) of its impacts. The RCT is being conducted with 90 participants (45 intervention and 45 control). Eligible children must be aged under three years and assessed as having two or more risk factors as defined in the Department of Human Services Best Interest Case Practice Model. The intervention group participate for three years (or until school entry) in EYEP. The trial does not provide any early years education or care to the control group. Data are being collected on outcome measures for participants in EYEP and the control group at the baseline, at yearly intervals for three years, and six months after commencing the first year of school. Outcome measures encompass children's health and development, academic ability and emotional and behavioural regulation; and quality of parenting practices. The study will evaluate the impact of EYEP on these outcomes, and undertake a benefit-cost analysis of the program. Findings from the study have the potential to influence the quality of care and education for the large population of children in Australia who are at risk of abuse and neglect, as well as for children in mainstream childcare. The study will provide up-to-date evidence on the impact of an

  16. Early Childhood Education in Taiwan.

    Science.gov (United States)

    Barclay, Lisa K.

    1989-01-01

    Describes early childhood education in Taiwan, focusing on living patterns and child care arrangements, the position of the individual within the family and community, and the application of cultural norms to early childhood education. Compares the behavior of Chinese preschool children to that of American preschool children. (RJC)

  17. Early Childhood Education in Scandinavia.

    Science.gov (United States)

    Austin, Gilbert R.; Dittman, Laura

    This article discusses the move toward greater equality of educational opportunity in Scandinavia with particular emphasis on early childhood education. The increasing demand for preschool education in Denmark, Finland, Norway and Sweden is related to low birth rates together with increased employment of women and the general demand for equality…

  18. NEET adolescents grown up: eight-year longitudinal follow-up of education, employment and mental health from adolescence to early adulthood in Mexico City.

    Science.gov (United States)

    Gutiérrez-García, Raúl A; Benjet, Corina; Borges, Guilherme; Méndez Ríos, Enrique; Medina-Mora, María Elena

    2017-12-01

    The purpose is to examine the socio-demographic and mental health outcomes in early adulthood of those who as adolescents were not in education, employment or training, termed NEET, compared to their counterparts who studied, worked, or both. One thousand and seventy-one youth residing in Mexico City participated in a representative, prospective, longitudinal 8-year two-Wave cohort study. At Wave I the participants were aged 12-17 and at Wave II aged 19 and 26. The Composite International Diagnostic Interview assessed psychiatric disorders, substance use and abuse, suicidal behavior, interpersonal relationships, employment and education. The main finding of this study is that being NEET in adolescence was associated with several socio-demographic and mental health outcomes in early adulthood, above and beyond baseline socioeconomic disadvantage and mental health compared to their peers, particularly their peers who studied only or studied and worked. NEET youth were not that different from their peers who worked exclusively highlighting the protective value of keeping youth in school. The strongest differences between NEET youth and all their peer groups were their increased risks of incident suicidal behaviors. Social policies are needed for creating more educational opportunities, greater support for retention of students, and programs to facilitate the transition from school to the labor market considering cultural attitudes towards life trajectory expectations.

  19. Policy and Ideologies in Schooling and Early Years Education in England: Implications for and Impacts on Leadership, Management and Equality

    Science.gov (United States)

    Robertson, Leena Helavaara; Hill, Dave

    2014-01-01

    In this article we begin by discussing "ideology" as a theoretical construct, and the interconnections between policy and ideology in the education system in England. We analyse the main principles of education policies that can be broadly defined from Left to Right, according to the following ideologies: Marxism/Socialism/Radical…

  20. Parents' education and child body weight in France: The trajectory of the gradient in the early years.

    Science.gov (United States)

    Apouey, Bénédicte H; Geoffard, Pierre-Yves

    2016-03-01

    This paper explores the relationship between parental education and offspring body weight in France. Using two large datasets spanning the 1991-2010 period, we examine the existence of inequalities in maternal and paternal education and reported child body weight measures, as well as their evolution across childhood. Our empirical specification is flexible and allows this evolution to be non-monotonic. Significant inequalities are observed for both parents' education--maternal (respectively paternal) high education is associated with a 7.20 (resp. 7.10) percentage points decrease in the probability that the child is reported to be overweight or obese, on average for children of all ages. The gradient with respect to parents' education follows an inverted U-shape across childhood, meaning that the association between parental education and child body weight widens from birth to age 8, and narrows afterward. Specifically, maternal high education is correlated with a 5.30 percentage points decrease in the probability that the child is reported to be overweight or obese at age 2, but a 9.62 percentage points decrease at age 8, and a 1.25 percentage point decrease at age 17. The figures for paternal high education are respectively 5.87, 9.11, and 4.52. This pattern seems robust, since it is found in the two datasets, when alternative variables for parental education and reported child body weight are employed, and when controls for potential confounding factors are included. The findings for the trajectory of the income gradient corroborate those of the education gradient. The results may be explained by an equalization in actual body weight across socioeconomic groups during youth, or by changes in reporting styles of height and weight. Copyright © 2015 Elsevier B.V. All rights reserved.

  1. Educational outcomes associated with early immersion of second-year student pharmacists into direct patient care roles in health-system practice.

    Science.gov (United States)

    Sanders, Kimberly A; McLaughlin, Jacqueline E; Waldron, Kayla M; Willoughby, Ian; Pinelli, Nicole R

    2018-02-01

    To assess the educational impact of engaging second professional year student pharmacists in active, direct patient care experiences in health system practice. Student pharmacists in their second professional year completed a redesigned, skill-based four-week introductory pharmacy practice experience in health system practice. The immersion consisted of experiences in both operational and clinical pharmacy environments. Students were assessed with skill development checklist assessments. Pre-post surveys were also collected. Data were analyzed using a mixed methods approach. Twenty-eight student pharmacists were included; of those, 26 completed both surveys (92.9% response rate). Survey results revealed significant increases in 81.8% of operational and 100% of clinical self-efficacy statements (psystem practice while identifying additional areas for emphasized learning. Student pharmacists engaged in early, hands-on, direct patient care experiences enhanced their skill development in operational and clinical pharmacy practice. Copyright © 2017 Elsevier Inc. All rights reserved.

  2. The Early Years: Pondering Strawberries

    Science.gov (United States)

    Ashbrook, Peggy

    2013-01-01

    Understanding the needs of plants, the function of their structures, and plant reproduction, is part of the National Science Education Content Standard C: Life science (NRC 1996). "A Framework for K-12 Science Education" (NRC 2012) states that by the end of grade 2, students should understand that plants have external parts, used to help…

  3. THE IMPORTANCE OF INVESTMENTS IN EARLY EDUCATION

    OpenAIRE

    DUMITRESCU Alexandra; CONSTANTINESCU Adrian; TACHE Ileana

    2012-01-01

    The early education is analyzed as being the most profitable investment in education (R. Cuhna). early education supports later learning opportunities. The economic dimension of early education takes into account the fact that the necessary investment for a child to benefit from early education services is rather low when looking at the cost (both economic and social) generated by a child who misses this education level, not necessarily because of the late education start but because of the l...

  4. Implementing Children's Rights in Early Education

    Science.gov (United States)

    Te One, Sarah

    2011-01-01

    Recent research (Te One, 2009) investigated perceptions of children's rights in a New Zealand early childhood care and education service (the Creche) for under-two-year-olds. Focus group interviews, interviews with teachers, observational field notes, photographs and a researcher's journal were used to generate data. Findings revealed that…

  5. Dyslexia in the Early Years: A Handbook for Practice

    Science.gov (United States)

    Reid, Gavin

    2017-01-01

    Research has shown that early identification and intervention is crucial and can in fact minimise, and may even prevent, the challenges of dyslexia from becoming too detrimental at later stages of education. This book offers both research insights and practical guidance for teachers working in Early Years settings on how to create resource…

  6. Internationalism in Early Adult Education.

    Science.gov (United States)

    Keane, Patrick

    1985-01-01

    Explores the nature and scope of internationalism in early 19th century adult education, using as a context the lyceums and mechanics' institutes of Britain and North America. The contacts involved newspaper and journal accounts, the personal advocacy of former members, written advice from promoters and administrators, and the contributions of…

  7. Australian Early Childhood Educators: From Government Policy to University Practice

    Science.gov (United States)

    Davies, Sharon; Trinidad, Sue

    2013-01-01

    This article provides an overview of the Australian Federal Government initiatives in the area of early childhood with regard to the provision of early childhood education and care. These changes have influenced a Western Australian university to develop an innovative birth to 8 years preservice educator education curriculum. Using an ecological…

  8. CRITICAL BOOK REVIEW: Dating and Enchantment in Early Childhood Education

    Directory of Open Access Journals (Sweden)

    Fabrícia S.

    2000-01-01

    Full Text Available Meetings and Enchantment in Early Childhood Education, a work that brings us to the fantasy world of magic, without forgetting the commitment to the education of children aged 0 to 6 years.

  9. EARLY CHILDHOOD CARE & EDUCATION: AN ICT PERSPECTIVE

    Directory of Open Access Journals (Sweden)

    Pradeep Kumar Mishra

    2012-03-01

    Full Text Available In the 21st century, technology serves to reinforce the educational bedrock of any country. Technology has revolutionized the teaching learning process by integrating different source of knowledge - clearly visible from primary to post-tertiary level. This paper examines the introduction of ICT in early childhood years centred on the relationship of ICT with the cognitive, emotional and social development of children. The paper discusses various aspects of the ongoing debate around ICT usage in the early years and tries to answer some of the relevant issues namely, the rationale for early introduction of ICT, the perceived risks and benefits involved in its usage, the role of the parents, and fostering appropriate application of ICT in the early childhood classrooms.

  10. Incredible Parenting with "Incredible Years"?: A Foucauldian Analysis of New Zealand Government Perspectives on Parenting and Their Implications for Parents and Educators in Early Childhood Education

    Science.gov (United States)

    Bae, Shil

    2017-01-01

    This paper takes a post-structural approach, examining what and how issues are framed in the parenting policy, "Incredible Years," through Foucault's (1977, 1980, 1991, 2003, 2004) notion of "governmentality and discursive normalisation." By unpacking discourses of parenting produced by Incredible Years as an accepted parenting…

  11. Problem Solving in the Early Years

    Science.gov (United States)

    Diamond, Lindsay Lile

    2018-01-01

    Problem solving is recognized as a critical component to becoming a self-determined individual. The development of this skill should be fostered in the early years through the use of age-appropriate direct and embedded activities. However, many early childhood teachers may not be providing adequate instruction in this area. This column provides a…

  12. Understanding the Early Years (UEY) Initiative

    Science.gov (United States)

    Human Resources and Social Development Canada, 2007

    2007-01-01

    Internal Audit Services conducted an Early Implementation Review of the Understanding the Early Years (UEY) Initiative in 2006-07. This review is intended to provide assurance to senior management that program delivery has been established appropriately in order to meet its objectives and highlight any areas that require focused management…

  13. Early Education for Asian American Children.

    Science.gov (United States)

    Kitano, Margie K.

    1980-01-01

    A review of early education for Asian American children (Japanese, Chinese, Filipinos, Vietnamese, Koreans, Hawaiians, and Samoans) focuses on the 1975 Asian American Education Project, a study of the learning characteristics of preschool age children and its educational implications. (CM)

  14. Incredible parenting with Incredible Years?: A Foucauldian analysis of New Zealand Government Perspectives on Parenting and their Implications for Parents and educators in Early Childhood Education

    Directory of Open Access Journals (Sweden)

    Shil Bae

    2017-09-01

    Full Text Available This paper takes a post-structural approach, examining what and how issues are framed in the parenting policy, Incredible Years, through Foucault’s (1977, 1980, 1991, 2003, 2004 notion of governmentality and discursive normalisation . By unpacking discourses of parenting produced by Incredible Years as an accepted parenting programme, it aims to reveal the norm of parenting that is promoted by the current system, and explores how this concept of truth in parenting influences the everyday life of families. The critical analysis of Incredible Years shows that the programme (reproduces the economic/neoliberal discourses as the normal/desirable norm of parenting, thus maintaining/reinforcing the existing power relations in society. The author argues that this notion of a curriculum for parents provides only a limited understanding of the issue, and intensifies inequality and injustice in the milieu. This paper aims to provide the insights for reconceptualising our understanding of parenting for future policy decisions and effective pedagogy.

  15. The Early Years: Composting with Children

    Science.gov (United States)

    Ashbrook, Peggy

    2016-01-01

    "Composting" is a way to purposefully use the process of decay to break down organic materials in a location where the resulting mixture can be harvested for enriching garden soil. The large body of literature about the science of composting provides many options for early childhood educators to choose from to incorporate into their…

  16. The effect of early childhood education on social and emotional ...

    African Journals Online (AJOL)

    This causal comparitive study examined the effect of early childhood education on social and emotional development in children ages 3-6 years old in Kwara State of Nigeria. Sixty children who were exposed to early childhood education were selected through cluster sampling from six different schools, that is, 30 boys and ...

  17. Democratic and Participatory Approaches: Exemplars from Early Childhood Education

    Science.gov (United States)

    Luff, Paulette; Webster, Rebecca

    2014-01-01

    The argument presented in this paper is that understanding and appreciating participatory approaches in early childhood education may serve as a basis for further development of such practices within the early years sector, and also provide examples and challenges for the leadership and management of schools and other educational institutions.…

  18. Shared-Reading Volume in Early Childhood Special Education Classrooms

    Science.gov (United States)

    Dynia, Jaclyn M.; Justice, Laura M.

    2015-01-01

    This study describes book reading practices occurring in early childhood special education (ECSE) classrooms in comparison to early childhood education (ECE) classrooms. Reading logs submitted by 19 ECSE teachers and 13 ECE teachers over one academic year included all books read in whole class settings; these logs were analyzed to assess the…

  19. Early Childhood Care and Education: A Child Perspective Paradigm

    Science.gov (United States)

    Sommer, Dion; Pramling Samuelsson, Ingrid; Hundeide, Karsten

    2013-01-01

    From research we know that there is no specific early childhood education programme that is superior to other approaches (National Research Council. 2001). At the same time, historically it looks like people think there is a specific programme that will solve all problems and guarantee a high quality in early years education, since different…

  20. Three-Year-Old Photographers: Educational and Parental Mediation as a Basis for Visual Literacy via Digital Photography in Early Childhood

    Science.gov (United States)

    Friedman, Arielle

    2016-01-01

    The study examines two years of an educational program for children aged three to four, based on the use of digital cameras. It assesses the program's effects on the children and adults involved in the project, and explores how they help the youngsters acquire visual literacy. Operating under the assumption that formal curricula usually…

  1. Early Learning and Educational Technology Policy Brief

    Science.gov (United States)

    Lee, Joan

    2016-01-01

    Recognizing the growth of technology use in early learning settings, the U.S. Department of Education and U.S. Department of Health and Human Services collaborated in the development of the "Early Learning and Educational Technology Policy Brief" to promote developmentally appropriate use of technology in homes and early learning…

  2. Early Smoking, Education, and Labor Market Performance

    NARCIS (Netherlands)

    Palali, Ali

    2015-01-01

    This study investigates the effects of early smoking on educational attainment and labor market performance. The results show that early smoking adversely affects educational attainment and initial labor market performance, but only for males. The effect of early smoking on initial labor market

  3. Strengthening Parents and Families during the Early Childhood Years.

    Science.gov (United States)

    Swick, Kevin J.

    This book provides early childhood educators with perspectives and tools that will enable them to strengthen parents and families during the child's earliest year of development. The 25 chapters are divided into 6 parts or themes. Part one focuses on understanding families as learners from an ecological and empathetic perspective, with the premise…

  4. An early start to STEM education among year 1 primary students through project-based inquiry learning in the context of a magnet

    Science.gov (United States)

    Safiee, N.; Jusoh, Z. M.; Noor, A. M. H. M.; Tek, O. E.; Salleh, S. M.

    2018-01-01

    For the needs of the 21st century, the Government of Malaysia has conceptualized the Malaysia Education Blueprint 2013-2025 which embodies 11 strategic and operational shifts. In Shift 1, it is emphasized that the quality of Science, Technology, Engineering, and Mathematics (STEM) Education will be enhanced. This study employed the mixed-method approach using the “one-group pre-test and post-test design”. Accordingly, this paper describes the pedagogical practice of Project-based Inquiry Learning (PIL) which promotes STEM Education among Year 1 students in the move to progress in tandem with Shift 1. Specifically, using the context of a magnet which has been stipulated in the Primary School Standard Curriculum, Year 1 students experienced the STEM Education through the STEM Pedagogy in which they raised questions upon the presentation of a relevant stimulus (Inquiry Phase), explored the ways in which a train carriage or coach could be assembled by means of recycled materials and magnets (Exploration Phase), designed a train carriage (Design Phase), and ultimately reflected on their inventions (Reflection Phase). The cognitive and affective impacts through the use of this Project-based Inquiry Learning are presented. Implications for the teaching and learning of science are discussed within the context of STEM Education.

  5. Early Childhood Education: History, Theory, and Practice

    Science.gov (United States)

    Morgan, Harry

    2006-01-01

    In this book, the author covers the history, theory, and practices that influence early childhood education along with an emphasis on infant and toddler care and education. He also presents a comparison of the conflict between education planners who support early childhood studies and state school systems whose cost-saving measures are dismantling…

  6. Fostering Effective Early Learning (FEEL) through a professional development programme for early childhood educators to improve professional practice and child outcomes in the year before formal schooling: study protocol for a cluster randomised controlled trial.

    Science.gov (United States)

    Melhuish, Edward; Howard, Steven J; Siraj, Iram; Neilsen-Hewett, Cathrine; Kingston, Denise; de Rosnay, Marc; Duursma, Elisabeth; Luu, Betty

    2016-12-19

    A substantial research base documents the benefits of attendance at high-quality early childhood education and care (ECEC) for positive behavioural and learning outcomes. Research has also found that the quality of many young children's experiences and opportunities in ECEC depends on the skills, dispositions and understandings of the early childhood adult educators. Increasingly, research has shown that the quality of children's interactions with educators and their peers, more than any other programme feature, influence what children learn and how they feel about learning. Hence, we sought to investigate the extent to which evidence-based professional development (PD) - focussed on promoting sustained shared thinking through quality interactions - could improve the quality of ECEC and, as a consequence, child outcomes. The Fostering Effective Early Learning (FEEL) study is a cluster randomised controlled trial for evaluating the benefits of a professional development (PD) programme for early childhood educators, compared with no extra PD. Ninety long-day care and preschool centres in New South Wales, Australia, will be selected to ensure representation across National Quality Standards (NQS) ratings, location, centre type and socioeconomic areas. Participating centres will be randomly allocated to one of two groups, stratified by centre type and NQS rating: (1) an intervention group (45 centres) receiving a PD intervention or (2) a control group (45 centres) that continues engaging in typical classroom practice. Randomisation to these groups will occur after the collection of baseline environmental quality ratings. Primary outcomes, at the child level, will be two measures of language development: verbal comprehension and expressive vocabulary. Secondary outcomes at the child level will be measures of early numeracy, social development and self-regulation. Secondary outcomes at the ECEC room level will be measures of environmental quality derived from full

  7. Elementary particle physics in early physics education

    CERN Document Server

    Wiener, Gerfried

    2017-01-01

    Current physics education research is faced with the important question of how best to introduce elementary particle physics in the classroom early on. Therefore, a learning unit on the subatomic structure of matter was developed, which aims to introduce 12-year-olds to elementary particles and fundamental interactions. This unit was iteratively evaluated and developed by means of a design-based research project with grade-6 students. In addition, dedicated professional development programmes were set up to instruct high school teachers about the learning unit and enable them to investigate its didactical feasibility. Overall, the doctoral research project led to successful results and showed the topic of elementary particle physics to be a viable candidate for introducing modern physics in the classroom. Furthermore, thanks to the design-based research methodology, the respective findings have implications for both physics education and physics education research, which will be presented during the PhD defen...

  8. Early Tracking or Finally Leaving? Determinants of Early Study Success in First-Year University Students

    Science.gov (United States)

    Brouwer, Jasperina; Jansen, Ellen; Hofman, Adriaan; Flache, Andreas

    2016-01-01

    Two theoretical approaches underlie this investigation of the determinants of early study success among first-year university students. Specifically, to extend Walberg's educational productivity model, this study draws on the expectancy-value theory of achievement motivation in a contemporary university context. The survey data came from 407…

  9. Transforming the Early Care and Education Workforce

    Science.gov (United States)

    Vecchiotti, Sara

    2018-01-01

    There is ample opportunity for state boards to improve outcomes for children by strengthening the early care and education workforce and thereby improving the quality of early care and education. Ensuring that ECE professionals have the knowledge, supports, and resources they need to support children's learning is one avenue to improving the…

  10. Language at preschool in Europe: Early years professionals in the spotlight

    NARCIS (Netherlands)

    Michel, M.C.; Kuiken, F.

    2014-01-01

    Over the past few decades early years education throughout Europe has experienced many changes due to higher numbers of children attending centres for early childhood education and care (ECEC), a growing linguistic and cultural diversity in society and a shift from care to education with the focus

  11. Enhance ONE Year of Education.

    Science.gov (United States)

    Longhurst, Max L.; Smith, Geoffrey G.; Sorenson, Blaine L.

    Substitute teachers are responsible for over 1 full year of every child's education, but research shows that only 10 percent of school districts provide more than 2 hours of substitute teacher training, and 53 percent of school districts provide no training. There is a tremendous need to implement effective training programs that will ultimately…

  12. Artful Dodgers: An Arts Education Research Project in Early Education Settings

    Science.gov (United States)

    Hayes, Nóirín; Maguire, Jackie; Corcoran, Lucie; O'Sullivan, Carmel

    2017-01-01

    Artful Dodgers is an arts education project developed by two artists and delivered in two early years settings located in two areas of urban disadvantage. It is a music and visual arts programme designed and implemented with early years teachers of children aged 3-5 years. It explored whether the provision of high-quality arts experiences could…

  13. Early Childhood Education and Care in Austria: Challenges and Education Policies

    Science.gov (United States)

    Smidt, Wilfried

    2018-01-01

    After a first peak in the late 1960s and early 1970s, early childhood education and care (ECEC) again plays an important role in the educational system in Austria. Over 90% of 3-5-year-old children attend non-familial institutions such as preschools. A consequence of this development is that new challenges arise, which have become the subject of…

  14. Feminist Pedagogy in Early Childhood Teachers' Education

    Science.gov (United States)

    Ziv, Haggith Gor

    2015-01-01

    This article discusses the theory and practice of applying critical feminist pedagogy in a teacher's training college. It is based on an analysis of the education of students in an early childhood teaching program (BEd) that seeks to promote social justice through education. This article discusses the areas of the student's education that…

  15. Teaching Science in the early years of primary education from the perspective STS: a work proposal facing the technological artifacts that guide the daily lives of students

    Directory of Open Access Journals (Sweden)

    Fabiane Fabri

    2013-05-01

    Full Text Available This article presents the results of a study with sixteen students of 2nd year 2nd cycle of the early years of the School Municipal Network of the city of Ponta Grossa in relation to the technological artifacts of everyday life. The study objective was to provide students with a scientific and technological literacy, an approach STS (Science, Technology and Society, starting from the main theme proposed by Resources Technology proposed by the National Curriculum in Sciences. The methodological approach was qualitative interpretative with participant observation. Among the organized activities can be mentioned: a visit to a recycling cooperative, interview with a scientist, presentations, mini-lessons for students, making folders, written productions, as well as a Technology Fair where students made presentations to the community school and parents. At the end of the study, it was noticed that students already could make reflections on social issues of scientific and technological development, but we emphasize the need to continue these discussions taking place during their school life, since it is believed that only this way the reflective stance on Science and Technology will be internalized. Please note that these are data of a dissertation in the Graduate Program in Teaching Science and Technology of the Technological Federal University of Paraná, Campus Ponta Grossa (UTFPR, Brazil.

  16. Educating Latino Children: International Perspectives and Values in Early Education

    Science.gov (United States)

    Souto-Manning, Mariana

    2009-01-01

    To implement culturally responsive early education that is developmentally appropriate for Latino children, it is important to look at values that permeate education in Latin America. Therefore, the author draws on ethnographic data (interviews, observations, artifacts, and field notes) from early childhood centers and schools in Mexico, Brazil…

  17. Early education - strategic field of the educational reform

    Directory of Open Access Journals (Sweden)

    Claudiu Marian Bunaiasu

    2014-12-01

    Full Text Available Nowadays, early education represents the educational area that benefits from a multitude of researches and theoretical and practical contributions, pursuant to acknowledging the necessity in order to holistically approach pre-scool pupil's development and to report to education's European dimension. The managerial approach of the early education implies strategic decisions regarding the: a plan, organization and implementation of the school curriculum, by referring to legislative documents and in the spirit of focusing activities on pre-school pupil's global development; b institutional development of pre-school educational units, regarding all functional fields and managerial activity's efficiency, for reasons related to optimal organization of the pre-school pupils' learning and development conditions. The article approaches early education issues from multiple perspectives: a theoretical, legislative and conceptual premises; b strategic orientations and finalities of the curriculum for early education; c educational management as part of the early education area. The above mentioned premises, strategies and directions represent elements that supply new reflections and points of view as part of future studies and backgrounds of some empiric researches we foresee as part of early education field.

  18. Early Childhood Physical Education. The Essential Elements.

    Science.gov (United States)

    Gabbard, Carl

    1988-01-01

    Details are presented regarding the essential elements of an effective early childhood physical education curriculum. Components include movement awareness, fundamental locomotor skills, fundamental nonlocomotor skills, fundamental manipulative skills, and health-related fitness. (CB)

  19. THE LONG REACH OF EDUCATION: EARLY RETIREMENT.

    Science.gov (United States)

    Venti, Steven; Wise, David A

    2015-12-01

    The goal of this paper is to draw attention to the long lasting effect of education on economic outcomes. We use the relationship between education and two routes to early retirement - the receipt of Social Security Disability Insurance (DI) and the early claiming of Social Security retirement benefits - to illustrate the long-lasting influence of education. We find that for both men and women with less than a high school degree the median DI participation rate is 6.6 times the participation rate for those with a college degree or more. Similarly, men and women with less than a high school education are over 25 percentage points more likely to claim Social Security benefits early than those with a college degree or more. We focus on four critical "pathways" through which education may indirectly influence early retirement - health, employment, earnings, and the accumulation of assets. We find that for women health is the dominant pathway through which education influences DI participation. For men, the health, earnings, and wealth pathways are of roughly equal magnitude. For both men and women the principal channel through which education influences early Social Security claiming decisions is the earnings pathway. We also consider the direct effect of education that does not operate through these pathways. The direct effect of education is much greater for early claiming of Social Security benefits than for DI participation, accounting for 72 percent of the effect of education for men and 67 percent for women. For women the direct effect of education on DI participation is not statistically significant, suggesting that the total effect may be through the four pathways.

  20. Transforming early childhood education for sustainable development

    African Journals Online (AJOL)

    This paper examined the ways in which early childhood education needs to be transformed for sustainable development. These ways include teaching children environmental security through play, personal hygiene, appropriate waste use and disposal, and nature awareness. It was recommended that early childhood ...

  1. Early Childhood Education in Saudi Arabia: Report

    Science.gov (United States)

    Rabaah, Alqassem; Doaa, Dashash; Asma, Alzahrani

    2016-01-01

    This paper reviewed the development of early childhood education (ECE) in Saudi Arabia and its strengths and weaknesses. The paper discusses the contextual background of Saudi Arabia, including its geography, demographics, social system, economy, political system and religion. In addition, the paper investigated the education system at large in…

  2. Can Sex Education Delay Early Sexual Debut?

    Science.gov (United States)

    Erkut, Sumru; Grossman, Jennifer M.; Frye, Alice A.; Ceder, Ineke; Charmaraman, Linda; Tracy, Allison J.

    2013-01-01

    In this study, we examine whether a nine-lesson sex education intervention, "Get Real: Comprehensive Sex Education That Works," implemented in sixth grade, can reduce the number of adolescents who might otherwise become "early starters" of sexual activity (defined as heterosexual intercourse) by seventh grade. Participants were…

  3. The Effect of Early Entrepreneurship Education

    DEFF Research Database (Denmark)

    Huber, Laura Rosendahl; Sloof, Randolph; Van Praag, Mirjam

    2014-01-01

    The aim of this study is to analyze the effectiveness of early entrepreneurship education. To this end, we conduct a randomized field experiment to evaluate a leading entrepreneurship education program that is taught worldwide in the final grade of primary school. We focus on pupils׳ development...... or negative effects. Because these earlier studies all pertain to entrepreneurship education for adolescents, our result tentatively suggests that non-cognitive entrepreneurial skills are best developed at an early age. As the entrepreneurship program has various features besides its entrepreneurship content...

  4. Science in early childhood education

    DEFF Research Database (Denmark)

    Broström, Stig

    2015-01-01

    Bildung Didaktik, and a learning approach based on a Vygotskian cultural-historical activity theory. A science-oriented dynamic contextual didactical model was developed as a tool for educational thinking and planning. The article presents five educational principles for a preschool science Didaktik......Based on an action research project with 12 preschools in a municipality north of Copenhagen the article investigates and takes a first step in order to create a preschool science Didaktik. The theoretical background comprises a pedagogical/didactical approach based on German critical constructive....... Several problems are discussed, the main being: How can preschool teachers balance children’s sense of wonder, i.e. their construction of knowledge (which often result in a anthropocentric thinking) against a teaching approach, which gives children a scientific understanding of scientific phenomena....

  5. Early conduct problems, school achievement and later crime: findings from a 30-year longitudinal study

    DEFF Research Database (Denmark)

    Jakobsen, Ida Skytte; Fergusson, David; Horwood, John L.

    2012-01-01

    This study used dato from a 30-year longitudinal study to esamine the associations between early conduct problems, school achievement and later crime. The analysis showed that, even following extensive adjustment for confounding, both early conduct problems and later educational achievement made...... experimental research is required to ascertain the extent that: a) the educational achievement of young people with early-onset conduct problems can be improved; and b) the extent to which any such improvements translate into reductions in subsequent antisocial behviour....

  6. Design Application Early Childhood Education Based Mobile

    Directory of Open Access Journals (Sweden)

    Annah

    2016-02-01

    Full Text Available This study aims to make learning media for Early Childhood Education in the form especially its mobile applications for Android-based smartphones. In the process of teaching and learning for Early Childhood Education is still often found constraints experienced teaching force is limited props so that learners are less eager to learn. In addition, parents also have difficulty returning to guide or teach the learning materials at home because it has no alternative instructional media. In compiling this research report author uses the Android-based Mobile Devices Applications created using the Java programming language through the Eclipse editor. Based on the results of the research, concluded that these applications can be applied in the latest version of the Android platform to its current platform version of Jellybean. Application of Learning can be used as an alternative way of learning for Early Childhood Education so as to overcome the lack of props in institutions of Early Childhood Education, can be used to be taught at home, and provide new teaching methods to early childhood so that a form of learning that is obtained is not the monotony of one form of learning how.

  7. Globalization and Chinese Education in the Early 20th Century

    Science.gov (United States)

    Bailey, Paul J.

    2013-01-01

    With China's growing significance in the global economy ever more evident, studies in recent years have highlighted multiple aspects of China's "Globalization" (or global connections) that predate the contemporary period. This article focuses on educational reform in the late Qing and early Republic as a way of illuminating a significant…

  8. The Challenges of Creativity in Norwegian Early Childhood Teacher Education

    Science.gov (United States)

    Meyer, Grete Skjeggestad; Eilifsen, Margareth

    2017-01-01

    Based on many years' work designing introductory, immersive, aesthetic experiences that lead to problem-based learning (PBL) tasks for student teachers (called "INTRO"), we problematize the concept of creativity and playfulness in Early Childhood Teacher Education (ECTE). The article reports on our analysis of students' experiences of…

  9. Early Childhood Care and Education (ECCE) in Ethiopia ...

    African Journals Online (AJOL)

    Early childhood care and education has been for many years in Ethiopia. However, these experiences were not systematized, reflected up on and, hence, efforts were not made to extract lessons and delineate future directions. This paper has made a modest attempt to bring to light developments registered, gaps noted and ...

  10. Profile of the National Association of Early Childhood Educators.

    Science.gov (United States)

    Renard, Rosamunde

    This profile describes various facets of Saint Lucia's National Association of Early Childhood Educators (NAECE), whose mission is "to stand up for the rights of children." The profile first presents the association's 5-year action plan, which includes goals for: (1) technical assistance, for example scholarships for the poor to attend…

  11. Challenges of Early Years Leadership Preparation: A Comparison between Early and Experienced Early Years Practitioners in England

    Science.gov (United States)

    Mistry, Malini; Sood, Krishan

    2012-01-01

    Leadership has been under-researched in the Early Years (EY) sector of primary schools in England, especially in leading change for professional development. The aim of this paper is to theorise what the leadership culture for EY practitioners looks like, and how Initial Teacher Training providers and schools are preparing practitioners for…

  12. Inclusive discourses in early childhood education?

    DEFF Research Database (Denmark)

    Warming, Hanne

    2011-01-01

    This article explores the discursive formation of inclusion in early childhood education and after-school (recreation) centres in a Danish municipality. While inclusion has been a central educational issue in research and practice for well over quarter of a century, with continuing emphasis...... worldwide on 'initiatives by governments', this interest has centred on the school environment and institutions of higher education. Thus, despite increasing recognition of the significance of preschool and after-school-care, inclusion in these environments remains peripheral to the main debate....

  13. "Queerying" Gender: Heteronormativity in Early Childhood Education

    Science.gov (United States)

    Robinson, Kerry H.

    2005-01-01

    This paper explores heteronormativity and argues for the "queerying" of gender in early childhood education. The author argues, utilising Butler's theory of performativity and heterosexual matrix, that the construction of gender in young children's lives requires an analysis of the normalising practices in which gendered identities are…

  14. Understanding Early Educators' Readiness to Change

    Science.gov (United States)

    Peterson, Shira M.

    2012-01-01

    Researchers in the fields of humanistic psychology, counseling, organizational change, and implementation science have been asking a question that is at the heart of today's early care and education quality improvement efforts: When it comes to changing one's behavior, what makes a person ready to change? Although the concept of readiness to…

  15. Early Childhood Music Education Research: An Overview

    Science.gov (United States)

    Young, Susan

    2016-01-01

    This article offers a short commentary on the "state of play" in early childhood music education research to accompany the articles published in this special issue. It provides an international overview of recent research trends in this field, with examples drawn from Europe, the Americas, Asia, the Middle East, East and South Africa and…

  16. Bullying Prevention Strategies in Early Childhood Education

    Science.gov (United States)

    Saracho, Olivia N.

    2017-01-01

    Bullying is a serious problem that affects the young children's well being. Early childhood educators find it difficult to manage bullying in the classroom. Preschool is the first environment outside of the home setting where children encounter difficulties when they socially interact with their peers. Based on the principles of protecting and…

  17. Young Children's Everyday Concepts of the Internet: A Platform for Cyber-Safety Education in the Early Years

    Science.gov (United States)

    Edwards, Susan; Nolan, Andrea; Henderson, Michael; Mantilla, Ana; Plowman, Lydia; Skouteris, Helen

    2018-01-01

    Young children from around the world are accessing the internet in ever increasing numbers. The rapid increase in internet activity by children aged 4-5 years in particular is due to the ease access enabled them by touchscreen internet-enabled tablet technologies. With young children now online, often independently of adult supervision, the need…

  18. The Early Years: Becoming Attuned to Sound

    Science.gov (United States)

    Ashbrook, Peggy

    2014-01-01

    Exploration of making and changing sounds is part of the first-grade performance expectation 1-PS4-1, "Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate" (NGSS Lead States 2013, p. 10; see Internet Resource). Early learning experiences build toward…

  19. Early-Years Absenteeism Seen as Critical

    Science.gov (United States)

    Sparks, Sarah D.

    2010-01-01

    While efforts to reduce chronic absenteeism typically focus on adolescents, experts say that the early grades are the place to start. Statistics show that rates of absenteeism in kindergarten and 1st grade can rival those in high school. An average of one in 10 pupils in grades K-12 nationwide is considered chronically absent, defined as missing…

  20. The Early Years: Navigating Natural Disasters

    Science.gov (United States)

    Ashbrook, Peggy

    2016-01-01

    Keeping track of the weather is especially important in communities where severe weather endangers property and lives. Science education may mean talking with children about scary or tragic events. Although teachers should not avoid teaching about severe weather events, they can be sensitive to students' fears and stress by first asking families…

  1. A Study on the Early Education of the Infant : Focus on the position of Bruner's theory in early childhood education

    OpenAIRE

    Imai, Yasuharu

    2009-01-01

    The purpose of this paper is to clarify the Bruner's early childhood education. This paper examined an education theory of Bruner in the change of early education as the clue. In section 1, it clarified about the history of Japanese early education. In section 2, it not only clarified about the hypothesis of Bruner which affected early childhood education, but it clarified about the error with Bruner by hypothetical understanding. A hypothesis of Bruner is "We begin with the hypothesis that s...

  2. Interrogating "Belonging" in Belonging, Being and Becoming: The Early Years Learning Framework for Australia

    Science.gov (United States)

    Sumsion, Jennifer; Wong, Sandie

    2011-01-01

    In this article, the authors interrogate the use of "belonging" in "Belonging, Being and Becoming: the Early Years Learning Framework for Australia" (EYLF), Australia's first national curriculum for early childhood education and care settings and, from the authors' interrogation, possibilities are offered for thinking about and…

  3. Reframing Leadership as a Participative Pedagogy: The Working Theories of Early Years Professionals

    Science.gov (United States)

    Murray, Janet; Clark, Rory McDowall

    2013-01-01

    Traditional notions of leadership are at odds with the pedagogy and ethos of Early Childhood Education and Care (ECEC), prompting increasing international concern to develop new understandings which are better suited and create greater leadership capacity. The introduction of the Early Years Professional (EYP) in England, as a leader of practice…

  4. Forty years of radiochemistry education

    International Nuclear Information System (INIS)

    Preiss, I.L.

    1990-01-01

    Overman and Clark began filling the need for the formal education of nuclear scientists versed in chemistry, at the Oak Ridge Institute. In 1947 Clark began the program at Rensselaer that has continued through to today. The evolution of course content, the laboratory programs and complementary course work in other disciplines will be discussed. Educational and logistical concerns will be addressed. The prospects for continuation of both theory and laboratory programs, the student interest and financial support for course development and equipment needs are concerns that will be presented

  5. The Authority of "Bildung": Educational Practices in Early Childhood Education

    Science.gov (United States)

    Thompson, Christiane

    2015-01-01

    This paper is concerned with the transformation of the field of early education in Germany. It poses the question whether these changes can be generally related to the German concept of "Bildung"--as denoting the children's autonomous activity of engaging themselves and the world. Investigating film material on practices of documentation…

  6. El juego entre el nacimiento y los 7 anos: Un manual para ludotecarias. Investigacion-accion sobre la Familia y la Primera Infancia. UNESCO Sector de Educacion Monografia (Play between Birth and 7 Years: A Manual for Preschool Teachers. Action Research in Family and Early Childhood. UNESCO Education Sector Monograph).

    Science.gov (United States)

    Grellet, Carolina

    The purpose of this Spanish-language manual is to help preschool teachers better understand theoretical concepts related to children's play. Following a preface that discusses UNESCO's activities related to early childhood education, the two main sections of the manual discuss children's play between 0-2 years and 2-7 years. Each section includes…

  7. An Ecological Perspective on Early Years Workforce Competences in Italian ECEC Settings

    Science.gov (United States)

    Migliorini, Laura; Rania, Nadia; Tassara, Tatiana

    2016-01-01

    Based on an ecological perspective on competence, this study analyzed the attitudes, skills, and knowledge of practitioners in educational services for 0-6-years-old children in Italy, examining competence profiles in the Early Childhood Education and Care (ECEC) workforce. Our study considered three areas of competence, which previously have…

  8. Overview of Play: Its Uses and Importance in Early Intervention/Early Childhood Special Education

    Science.gov (United States)

    Lifter, Karin; Foster-Sanda, Suzanne; Arzamarski, Caley; Briesch, Jacquelyn; McClure, Ellen

    2011-01-01

    Play is a natural activity of early childhood, which has great relevance to the fields of early intervention, early childhood special education, and early childhood education. Within these fields, ongoing tensions persist in how play is described and used. These tensions compromise activities of assessment, intervention, and curriculum development…

  9. Recent Coverage of Early Childhood Education Approaches in Open Access Early Childhood Journals

    Science.gov (United States)

    Keskin, Burhanettin

    2016-01-01

    A content analysis of the coverage of the major approaches to early childhood education in the early childhood research journals, published between 2010 and 2014, that are early childhood research oriented and have free online access were investigated. Among 21 journals in early childhood education, two journals were selected for the content…

  10. Supporting Craft Sense in Early Education

    Directory of Open Access Journals (Sweden)

    Kalle Virta

    2013-10-01

    Full Text Available The research task was to describe and construct theoretical background for Craft Sense in early education. Craft Sense represents a learner’s skill for obtaining Sloyd (Craft, Design & Technology related knowledge, skills and understanding. The development of Craft Sense is based on producing artefacts and evaluating the production process. In this research, the concept of Craft Sense is based on the integration of Sloyd and meta-cognitive regulation of learning activities. Based on theoretical information, an empirical research question was formulated: “What kind of Craft Sense do children have in early education Sloyd?” The method of study was assessing picture supported learning on a Sloyd course for young children. The data was analyzed by qualitative content analysis and Child Behaviour Rating Scale (CBRS. Findings indicate that the development of children’s Craft Sense can be supported with pictures. Furthermore, the CBRS can be used to evaluate and understand children’s Craft Sense. Keywords: Craft Sense, Sloyd, Sloyd Education, Meta-cognition

  11. Early Childhood Education: History, Theory, and Practice. Second Edition

    Science.gov (United States)

    Morgan, Harry

    2010-01-01

    Harry Morgan lays the foundations of what early childhood education is by integrating the history of the field with the philosophy and theories behind this discipline. From birth to age eight, when children become integrated into society through their education at school and at home, "Early Childhood Education" examines the education of this age…

  12. Emotional education in Early Childhood Education teachers: a key aspect in teaching performance

    Directory of Open Access Journals (Sweden)

    María del Camino Escolar Llamazares

    2017-02-01

    Full Text Available Based on the importance of emotional education in Early Childhood students it is equally important that these skills are also present in the training of teachers. The objective is to analyze the training offered by the CFIEs of Burgos and Miranda de Ebro to Early Childhood teachers about emotional education. This is a descriptive cross-sectional study. In relation to the results, the analysis focuses on the study of frequencies using the SPPS statistical program v. 22. Results: We obtain that 69.9% of the courses taken include in the title a term related to emotional education or emotional intelligence, that such courses has tripled in recent years, public schools being mostly what carried them. The main beneficiaries are the teachers of the Early Childhood and primary education. In conclusion, the emotional education in the performance of teachers of Early Childhood it is a key aspect so that they can implement active methodologies that facilitate the overall development of students, so despite the continuing education program related to these aspects is increasing in recent years, it would require that responsible for CFIEs establish an action plan to develop in all areas of the province of Burgos.

  13. Good practices in early childhood education:

    DEFF Research Database (Denmark)

    Sanders, Lise; Gregoriadis, Athanasis; Zachopoulou, Evridiki

    Good practices in early childhood education er en undersøgelse fortaget efter Early Childhood Environmental Rating Scale - R (ECERS-R). I undersøgelsen deltog Akademikere, pædagoger og kommunalt personale fra de 6 partnerlande bestående af Grækenland, Portugal, Finland, Danmark, Rumænien og Cypern....... Undersøgelsen fokuserede på indsamling af Good practice inden for 5 specifikke kategorier af daglig praksis i børnehaver og børnehaveklasser. Plads og Inventar Personlige omsorgsrutiner Sprog - Tænkning Aktiviteter Interaktioner Struktur Projektet er støttet af Lifelong learning programme of the European Union...

  14. Education concerning carcinoma of prostate and its early detection.

    Science.gov (United States)

    Dutkiewcz, Sławomir; Jędrzejewska, Sylwia

    2011-01-01

    Prostate cancer is the most common male cancer. Insufficient knowledge of PCa among men causes its low detection. Lack of essential actions in health education and widely understood prophylaxis, the need of the latter are maybe responsible for the increasing mortality rate. According to our assumption, educating men increase their awareness on the need of screening tests and results in increasing reporting to physical examinations. This in turn allows for an early detection of the disease. A research was conducted between the years 2003-2009 on the knowledge of PCa among 260 men. They were divided into two groups. Group A - 63 patients treated for carcinoma of prostate and group B - 197 men reporting spontaneously to screening tests. In order to check the adopted hypothesis, we prepared an educational material and test of knowledge - test with a questionnaire. Knowledge was evaluated before (test I) and after the education process (test II). Until 2009, we were monitoring the number of patients from group B reporting to screening tests and their knowledge was once again checked (test III). Two subgroups C and D were created from group B - 117 healthy men and 80 with diagnosed diseases respectively (70 with benign prostatic hyperplasia, 7 with prostatitis, and 3 with carcinoma of prostate). Patients with prostatitis and PCa and 3 patients from group C not reporting to the tests were excluded from further monitoring. Maths statistics with the use of SPSS 12.0 PL program and Statistica 6.0 constituted the base for working out the results. We observed a higher knowledge about carcinoma of prostate in group A than in group B (p 40 from groups C and D were interested in health care (p70 a lower level of motivation was observed. The interest was proportional to the level of education, and this was differentiating in an analogical way the motivation to extend knowledge about prostate cancer (padvanced state, and during 5 years in group C - in 4 men at an early development

  15. Comprehensive Sexuality Education: A pending matter in Early Childhood Education in Mexico

    OpenAIRE

    Salinas-Quiroz, Fernando; Rosales Mendoza, Adriana

    2016-01-01

    This paper stresses the need to incorporate Comprehensive Sexuality Education(CSE) during the Early Childhood and Preschool school stages in Mexico. Adetailed analysis of the content of strategies, courses of action and policies forearly education was made for both, the local and Latin-American level. Findingsindicate that there remains a need for CSE for 0 to 6-year-old Mexican children.The inclusion of a human rights and a sociocultural perspective of genderedsexuality is strongly recommend...

  16. Stories and narratives in early childhood education

    Directory of Open Access Journals (Sweden)

    Jacqueline de Fatima dos Santos Morais

    2014-06-01

    Full Text Available This article discusses the importance of oral and written narrative for the maintenance of tradition and history of each one of us, in a society that seems to valorize the information more than the stories lived and told. It stresses the need, at school, of the teachers to read stories to children from early childhood education to boys and girls love to the world of literature. The text also contains situations en countered in schools that show the value of reading and the magic that literature provides in the lives of children.

  17. Contributions of Early Work-Based Learning: A Case Study of First Year Pharmacy Students

    Science.gov (United States)

    Ting, Kang Nee; Wong, Kok Thong; Thang, Siew Ming

    2009-01-01

    Generally work-based learning opportunities are only offered to students in their penultimate year of undergraduate study. Little is known about the benefits and shortcomings of such experiential learning for students in the early stages of their undergraduate education. This is a mixed method study investigating first year undergraduate pharmacy…

  18. The Internationalisation of Early Childhood Education: Case Study from Selected Kindergartens in Bandung, Indonesia

    Science.gov (United States)

    Adriany, Vina

    2018-01-01

    For the past 20 years, early childhood education has undergone changes that have resulted from an alteration in Indonesian socio-political situations. One of the changes has resulted in the emergence of the internationalisation of early childhood education in Indonesia. This paper unpacks the complexity of the process. Three teachers from three…

  19. Infância e crianças de 6 anos: desafios das transições na educação infantil e no ensino fundamental Childhood and six-year-old children: challenges of the transitions in early childhood education and in Fundamental education

    Directory of Open Access Journals (Sweden)

    Sonia Kramer

    2011-04-01

    Full Text Available A inserção das crianças de 6 anos no ensino fundamental tem provocado indagações tanto para a educação infantil quanto para o ensino fundamental, especialmente no que tange às políticas e práticas pedagógicas e sua adequação à faixa etária das crianças. O objetivo deste texto é analisar e discutir questões que atravessam essas etapas a partir de pesquisa desenvolvida em creches, escolas de educação infantil e escolas de ensino fundamental. Pesquisar as práticas com crianças na educação infantil permitiu problematizar o trabalho com as crianças de 6 anos no ensino fundamental. Mais do que conceber as duas etapas de modo dicotômico, trata-se - na ótica deste texto - de pensar, para além, transições e desafios na organização dos sistemas de ensino e em termos de políticas e gestão pública, de propostas curriculares e de formação de professores e de todos os profissionais envolvidos neste trabalho. Com este objetivo, o primeiro item analisa as políticas da educação básica no contexto da expansão da obrigatoriedade e os desafios para trabalhar com as crianças de 6 anos. O segundo apresenta e problematiza a pesquisa no que diz respeito às práticas de leitura e escrita observadas. O terceiro sugere prioridades para o trabalho com a leitura e a escrita na educação infantil e nos anos iniciais do ensino fundamental, a formação e as transições.The insertion of six-year-olds into fundamental education has been raising questions both to early childhood education and to fundamental education, especially in what concerns the pedagogical policies and practices and their suitability to the children's age. The objective of the present text is to analyze and discuss some of the issues that permeate these stages of education, on the basis of a research carried out in crèches, early childhood education schools, and elementary schools. The study of practices applied to children in early childhood education made it

  20. Perspectives on Early Childhood Education in Egypt and Kuwait.

    Science.gov (United States)

    El-Beblawi, Viola F.

    Early childhood education is rooted in the Arab culture. Of particular importance for the implementation of early childhood education is the academic psycho-educational movement in the Arab world (initiated by Tsmail El Kabani and Dr. Abel Aziz El Koussy), which began in the 1920s. This movement, combined with rapid social change (including the…

  1. Sustaining Care: Cultivating Mindful Practice in Early Years Professional Development

    Science.gov (United States)

    Taggart, Geoff

    2015-01-01

    The practitioner's own self is a resource in early childhood education and care (ECEC). It is proposed that an experiential training focusing on the "professional self" helps to raise awareness of how psychological dispositions may impair or enhance quality of provision. A key concept in such training is emotional labour, explored with…

  2. Music in the Early Years: Pathways into the Social World

    Science.gov (United States)

    Ilari, Beatriz

    2016-01-01

    Two assumptions that underlie much research in early childhood music education are that music is a social endeavor and musical participation is beneficial to children's overall social development. As members of cultural and social groups, young children engage with music in a multitude of ways and with different companions. This article examines…

  3. iPads: Improving Numeracy Learning in the Early Years

    Science.gov (United States)

    Spencer, Peta

    2013-01-01

    The concept of mobile technologies is now an emergency theme in educational research, yet the playing of these edutainment applications and their impact on early childhood learning needs to be fully explored. This study highlights current research and explores how iPads improve student learning. It also examines how the introduction of iPads,…

  4. Early Childhood Educators' Perceived and Actual Metalinguistic Knowledge, Beliefs and Enacted Practice about Teaching Early Reading

    Science.gov (United States)

    Hammond, Lorraine

    2015-01-01

    Results of influential reports on early literacy have drawn attention to the need for early childhood educators to take up a more explicit, teacher-directed approach to beginning reading. Positive classroom results however are in part dependent upon teacher knowledge and this study investigated the relationship between early childhood educators'…

  5. Evaluation of two educational interventions regarding prevention of early childhood caries on self-reported practice of parents of 2-5-year-old children receiving dental treatment under general anesthesia

    Directory of Open Access Journals (Sweden)

    Samaneh Razeghi

    2017-02-01

    (pamphlet and pamphlet along with reminder on self-reported practice of parents of 2-5-years-old children receiving dental treatment under general anesthesia was assessed. Thirty seven couples of children and mothers in two groups were randomly selected. Before and three months after interventions, a standard questionnaire regarding self-reported practice of mothers on prevention of early childhood caries was completed by respondents. Moreover, oral examination including Simplified oral hygiene index (S-OHI, dmft, and white spot lesions were rerecorded at the beginning and three months after interventions. At this time in one of the groups reminder phone calls were made every month. Finally, the answers were scored and data were statistically analyzed to be compared in pre- and post-test. Results: Comparing each of the groups before and after interventions showed that in both groups there were significant differences in mothers’ perception of perceived ability to make child brush his teeth twice a day (P=0.001, and child’s tooth brushing frequency more than once a day (P=0.03. S-OHI had no significant difference after the intervention between two groups. But each group had a significant decrease three months after intervention (P=0.003. Also the mean number of white spots showed a significant decrease before and after intervention in each groups. Regarding mothers’ self-reported practice no significant difference was observed between two groups (P>0.05. Conclusion: Using pamphlets along with or without reminder as educational measures had similar enhancing effects on the mothers’ self-reported practice on oral health of children within three months.

  6. Delaying the Academy: A Gap Year Education

    Science.gov (United States)

    O'Shea, Joseph

    2011-01-01

    This investigation serves as one of the first empirical analyses to examine the international volunteering gap year from an educational perspective, concluding an in-depth case study of a prominent gap year organisation in the UK. Contrary to widespread industry promotion of international development, the findings suggest that the experience can…

  7. Professional choice early education teachers’ views

    Directory of Open Access Journals (Sweden)

    Ive Carina Rodrigues Lima Brasil

    2012-05-01

    Full Text Available This qualitative and exploratory research aimed at investigating the underlying reasons for the professional choice of teachers who work with early education. 17 teachers (7 from public schools and 10 from private schools were interviewed in depth in a semi-structured manner. Questions concerned the reasons that guided participants’ professional choice. According to the results, the main reasons for choosing to work with children were associated with love for children, family influence, opportunity, idealism, enchantment and special talent to work with children. Some of the interviewees’ had working with children as a professional option consciously made, whether others were merely taken by the circumstances. Stereotyped views of the profession (feminine profession are also addressed.

  8. Early Childhood Sexuality Education: Future Educators' Attitudes and Considerations

    Science.gov (United States)

    Brouskeli, Vasiliki; Sapountzis, Antonis

    2017-01-01

    Sexuality education is one of the most disputable health education programs as far as its inclusion in Early Childhood Education is concerned. This study was conducted in order to investigate early childhood future educators' attitudes and considerations about introducing sexuality education to their future pupils. We used a qualitative research…

  9. Early Years Learning, Play Pedagogy and Social Class

    Science.gov (United States)

    Stirrup, Julie; Evans, John; Davies, Brian

    2017-01-01

    Despite 50 years and more of "progressive education" in the United Kingdom, classed patterns of educational success and failure stubbornly prevail. So how, where and when does it all go wrong for the many children who continue to fail or underachieve? Drawing on the work of Basil Bernstein, this article centres processes within early…

  10. Early Years Swimming: A Way of Supporting School Transitions?

    Science.gov (United States)

    Jorgensen, Robyn

    2016-01-01

    Informal learning contexts may provide opportunities for adding capital to young children in their years prior to schooling. This paper explores the potential of the early-years swim context to add capital to young children that may position them favourably for the transition to school. Using Bourdieu's notion of capital, the paper discusses the…

  11. Practitioner Perspectives: Children's Use of Technology in the Early Years

    Science.gov (United States)

    Formby, Susie

    2014-01-01

    This research, a collaboration between Pearson and the National Literacy Trust, was designed to explore the use of technology by children in the early years. In 2013 Pearson and the National Literacy Trust invited practitioners who work with three to five-year-olds to take part in an online survey to explore how they support children's language…

  12. Innovators and Early Adopters of Distance Education in Social Work

    OpenAIRE

    Jo Ann Coe Regan

    2016-01-01

    This article highlights the innovators and early adopters of distance education in social work. The past, present and future is discussed as it relates to the evolution of technology innovation in social work education.

  13. Technology Education: Twenty-five years of progress

    OpenAIRE

    Miranda, Michael A. De; Miyakawa, Hidetoshi

    2005-01-01

    The past 25 years has brought significant changes in the field of technology education. Contributing to these changes has been the evolution of a curriculum from the early days of industrial arts that addressed human productive practice to an emerging contemporary technological curriculum shaped by the exponential growth of technology and its impact on the extension of human capabilities, society, and the environment. The recent literature that focuses on the exponential growth of technology ...

  14. Learning How to Do Up Buttons: Professionalism, Teacher Identity and Bureaucratic Subjectivities in Early Years Settings

    Science.gov (United States)

    Pupala, Branislav; Kascak, Ondrej; Tesar, Marek

    2016-01-01

    Early years education in Europe and elsewhere around the world is currently in the spotlight due to political and economical changes and subsequent promises of effective investment into its provision. In this article we analyse everyday preschool practices in Slovakia in terms of tensions between policies, the teachers workforce and the concept of…

  15. Better Communication Research Programme: Language and Literacy Attainment of Pupils during Early Years and through KS2: Does Teacher Assessment at Five Provide a Valid Measure of Children's Current and Future Educational Attainments? Research Brief. DFE-RB172a

    Science.gov (United States)

    Snowling, Margaret J.; Hulme, Charles; Bailey, Alison M.; Stothard, Susan E.; Lindsay, Geoff

    2011-01-01

    It is well-established that language skills are amongst the best predictors of educational success. Consistent with this, findings from a population-based longitudinal study of parents and children in the UK indicate that language development at the age of two years predicts children's performance on entering primary school. Moreover, children who…

  16. Effectiveness of a Danish early year preschool program

    DEFF Research Database (Denmark)

    Jensen, Bente; Holm, Anders; Bremberg, Sven

    2013-01-01

    A significant number of studies indicate that early year preschool programs lead to positive long-term effects. Systematic quality improvement of early year preschool may enhance these outcomes. The ASP Program was built on this principle. In this program preschool staff are supported...... in their efforts to critically reflect on current practices and to change these. A randomized controlled study was carried out in Denmark from September 2006 to May 2008. The study encompassed 2323 children in 59 preschools in two municipalities. Children were assessed using the Strength and Difficulties...

  17. Thrown Together: Incorporating Place and Sustainability into Early Literacy Education

    Science.gov (United States)

    Schmidt, Catarina

    2017-01-01

    The development of language and literacy abilities of young multilingual children is important to their future educational engagement and success in school. In this study, the value of taking account of place and sustainability in early literacy education is considered. This research provides ideas for practice-based research on early literacy in…

  18. Multicultural Teaching Competence of Korean Early Childhood Educators

    Science.gov (United States)

    Park, Sungok R.

    2016-01-01

    Discourse among early childhood education researchers increasingly emphasizes the need for teachers to better understand and support diversity in their classrooms. As part of a larger mixed-method study, this qualitative research illuminates Korean early childhood educators' multicultural teaching competence. While Korean classrooms are in…

  19. Teacher Preparation for Early Childhood: Special Education in Taiwan

    Science.gov (United States)

    Ho, Hua-Kuo

    2014-01-01

    The purpose of this paper is intended to present the current model of teacher preparation for early childhood special education in Taiwan. Documentary analysis was conducted in the study to collect and analyze the obtained data. The main features of teacher preparation policies for early childhood special education in Taiwan could be summarized…

  20. A Nordic Perspective on Early Childhood Education and Care Policy

    Science.gov (United States)

    Karila, Kirsti

    2012-01-01

    The national policies and historical roots of early childhood education (ECE) vary from society to society. In the Nordic countries, early childhood education and care (ECEC) policies have been built in the context of the welfare state. As such, they are closely connected to other welfare policy areas such as social policy, family policy and…

  1. Deconstructing Teacher Quality in Urban Early Childhood Education

    Science.gov (United States)

    Young, Jemimah L.; Butler, Bettie Ray; Dolzhenko, Inna N.; Ardrey, Tameka N.

    2018-01-01

    Purpose: The purpose of this paper is to deconstruct the extant scholarship on quality in early childhood education and to emphasize the importance of extending the literature to explore the potential influence that a teachers' educational background may have on kindergarten readiness for African American children in urban early learning settings.…

  2. 32 CFR Appendix E to Part 57 - DoD-CC on Early Intervention, Special Education, and Related Services

    Science.gov (United States)

    2010-07-01

    ... 32 National Defense 1 2010-07-01 2010-07-01 false DoD-CC on Early Intervention, Special Education... SECRETARY OF DEFENSE PERSONNEL, MILITARY AND CIVILIAN PROVISION OF EARLY INTERVENTION AND SPECIAL EDUCATION..., Special Education, and Related Services A. Committee Membership The DoD-CC shall meet at least yearly to...

  3. The national curriculum guidelines of early childhood education: In search of a job to educational quality

    Directory of Open Access Journals (Sweden)

    Alessandra de Carvalho Faria

    2014-08-01

    childhood education. This paper intends to discuss the National Curriculum Guidelines for Early Childhood Education, which define how they should be organized teaching practice, and examine how the activities should be developed in early childhood education institutions, to objectify the holistic development of children in seeking quality care this stage of basic education.

  4. Perinatal characteristics among early (10–14 years old and late (15–19 years old pregnant adolescents

    Directory of Open Access Journals (Sweden)

    Alves João

    2012-09-01

    Full Text Available Abstract Background Pregnancy in adolescents is a worldwide health problem and has been mostly common in poor populations. It is not clear if socioeconomic or biological factors are the main determinants of perinatal adverse outcomes in pregnant adolescents. Adolescents under 15 years old may present a high growth rate which may contribute to impair fetal growth. Our aim is to compare perinatal characteristics among early (aged 10 to 14 years and late (aged 15 to 19 years pregnant adolescents. Methods A cross-sectional study was performed using data from Pernambuco State 2009, obtained from DATASUS/SISNAC, a Brazilian Government, open-access public health database. Maternal and neonatal outcomes were compared between early (aged 10–14 years and late (aged 15–19 years pregnant adolescents. Family income was compared between early and late pregnant adolescents using a sample of 412 subjects evaluated at Instituto de Medicina Integral Prof. Fernando Figueira (IMIP during 2011. Statistical comparisons were made using the chi-square test was used with a significant level of 0.05; bivariate and multivariate analysis were performed. This project was approved by the Institutional Ethics Review Board. Results Data from 31,209 pregnant adolescents were analyzed. 29,733 (95.2% were aged 15 to 19 years and 1,476 (4.7% were aged 10 to 14 years. There were significant differences with respect to marital status, education level and number of prenatal visits of mothers aged 10 to 14 years compared to 15 to 19 years. Of importance, early adolescents had a greater rate of neonates born premature and with low birth weight. Prematurity and low birth weight remained statistically significant after multivariate analysis. Conclusions Early aged adolescents may have an increased risk of prematurity and low birth weight. These findings highlight the potential role of biological factors in newborn outcomes in pregnant adolescents.

  5. Quality Early Education and Child Care From Birth to Kindergarten.

    Science.gov (United States)

    Donoghue, Elaine A

    2017-08-01

    High-quality early education and child care for young children improves physical and cognitive outcomes for the children and can result in enhanced school readiness. Preschool education can be viewed as an investment (especially for at-risk children), and studies show a positive return on that investment. Barriers to high-quality early childhood education include inadequate funding and staff education as well as variable regulation and enforcement. Steps that have been taken to improve the quality of early education and child care include creating multidisciplinary, evidence-based child care practice standards; establishing state quality rating and improvement systems; improving federal and state regulations; providing child care health consultation; as well as initiating other innovative partnerships. Pediatricians have a role in promoting quality early education and child care for all children not only in the medical home but also at the community, state, and national levels. Copyright © 2017 by the American Academy of Pediatrics.

  6. Developing Early Undergraduate Research at a Two-Year College

    Science.gov (United States)

    Sibbernsen, Kendra

    2013-01-01

    Two-year college (TYC) physics teachers are not often required to provide student research experiences as a part of their contracted duties. However, some TYC physics faculty members are interested in developing research opportunities for their freshman- and sophomore-level students, often called "early undergraduate research" (EUR).…

  7. Waldorf Schools: Seventy-Six Years of Early Language Learning.

    Science.gov (United States)

    Navascues, Michael

    1997-01-01

    Describes the history, curriculum, and methodology of elementary school foreign-language (FL) learning within Waldorf schools, using information from Waldorf FL teachers, class observations, and research readings. Waldorf students study two FLs. An oral/choral method is used in the early years. Reading, writing, and formal grammar are introduced…

  8. Network contact changes in early and later postseparation years

    NARCIS (Netherlands)

    Terhell, E.L.; Broese Van Groenou, M.I.; van Tilburg, T.G.

    2007-01-01

    This study explains changes in contact frequency in relationships of the preseparation personal network in the early and later years after partners separate. The explanation includes general and separation-related characteristics of the network relationship and the individual. Personal interviews

  9. Math Anxiety and Math Ability in Early Primary School Years

    Science.gov (United States)

    Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus

    2009-01-01

    Mathematical learning disabilities (MLDs) are often associated with math anxiety, yet until now, very little is known about the causal relations between calculation ability and math anxiety during early primary school years. The main aim of this study was to longitudinally investigate the relationship between calculation ability, self-reported…

  10. A historiography of the Colombian education in the first years of independence

    Directory of Open Access Journals (Sweden)

    Liliana Haydé Gutiérrez

    2014-02-01

    Full Text Available This article aims at providing a historiography of education in Colombia in the early years of the Colombian Republic, emphasizing on important issues that are still the underlying topics for discussion of education in our country: inclusion, rural education, and centralism, the relationship between the Church and the State.

  11. Perspectives on Early Childhood Education: Growing with Young Children toward the 21st Century. NEA Early Childhood Education Series.

    Science.gov (United States)

    Elkind, David, Ed.

    The introductory chapter in this book provides a historical overview of the family and schools in the premodern, modern, and postmodern eras in the United States. The introduction also reviews the contributions of several important figures in early childhood education and suggests that the battle in early childhood education in the postmodern…

  12. Humanistic Approach to Early Childhood Education in the Educational Philosophy of Rudolf Steiner

    Directory of Open Access Journals (Sweden)

    Dragana Pavlovic

    2017-09-01

    Full Text Available The unassailable empirical fact that Waldorf education has existed, endured and evolved for almost a century. It provides one with a legitimate propensity to engage and research into humanistic aspects of early childhood education in Steiner’s philosophical and pedagogical inclinations. In that respect, the first development cycle, which refers to the education of children in early years of development, represents the foundation of any further growth, as well as of structuring a healthy qualitatively-voluntaristic personality aspect. The essential feature of early childhood can be observed in a complex interplay of a myriad of holistic and integrative elements of a child’s sensitive nature during this period. The paper aims to provide humanistic insights into Steiner’s pedagogical oeuvre that, as a methodological basis, reflects in a rather explicit and applicable manner the necessity of a pedagogical conception of the uniqueness of childhood and children, whose forces ought to be preserved. It is concluded that a genuine global social renaissance, starting from a given present as a relative uncertainty towards a better future as a possible certainty, i.e. towards the humanised and humanistic, is possible only if education is understood as a true social power with reformed and revalued educational system. Steiner perceived exciting prospects for human beings in the absolute freedom that is inherent in every human being as a spiritual power, so in early childhood years it is necessary to model temporal and spatial circumstances which support and generate a child’s practice as a sensitive organ of a complex field of interactive exchange.

  13. Seen and Heard: Children's Rights in Early Childhood Education. Early Childhood Education Series

    Science.gov (United States)

    Hall, Ellen Lynn; Rudkin, Jennifer Kofkin

    2011-01-01

    Using examples from a Reggio-inspired school with children from ages 6 weeks to 6 years, the authors emphasize the importance of children's rights and our responsibility as adults to hear their voices. "Seen and Heard" summarizes research and theory pertaining to young children's rights in the United States, and offers strategies educators can use…

  14. Using Early Learning Standards to Provide High-Quality Education for All Children: The Early Learning Guidelines Toolkit

    Science.gov (United States)

    Flores, Roseanne L.; Curby, Timothy W.; Coleman, Hardin; Melo, Kristan

    2016-01-01

    Today with the rise in the number of 3- to 6-year-old children enrolled in center-based early childhood programs, and a focus on program quality, it becomes imperative for educators to have a better understanding of the role research plays in establishing high-quality programs as these programs provide much of the foundation that supports early…

  15. InSTEC: 35 years educating professionals

    International Nuclear Information System (INIS)

    Garea Moreda, Bárbara; Codorniu Pujals, Daniel; Ramos Ros, Rosalina; Elías Hardy, Lauren

    2015-01-01

    Within the framework of commemorating the 35th anniversary of the Higher Institute of Technology and Applied Sciences a synthesis of the main results of this center is presented. This includes the academic preparation of professionals, as well as their postgraduate, research and university extension courses and activities, with emphasis on the most recent years. At the end of the paper the perspectives of the institution are described in correspondence with the strategy outlined for the cuban higher education. (author)

  16. Differentiating Instruction in Early Childhood Care Education ...

    African Journals Online (AJOL)

    Nneka Umera-Okeke

    Alvan Ikoku Federal College of Education, Owerri,. E-mail: ... Key words: childhood education, Differentiated instruction, teachers/ caregivers' practice ... differences in their readiness level, interests and learning profiles/styles (p. 940). Today's ...

  17. An Evaluation of Early Education Based on Physical Environmental Guidelines

    Directory of Open Access Journals (Sweden)

    Donna J. Satterlee

    2015-05-01

    Full Text Available The integration of environmental policies with political support for action on these policies is of prime significance for mobilization and progression of improving indoor environments. However, state licensing agencies and local county ordinances for child care centers do not universally follow these policies and standards. As a result, most early childhood educational programs operate without proper indoor environments. Indoor air quality, temperature, ventilation, daylighting, and acoustics are crucial factors for educational settings in early childhood education. This study documents the physical environment in early childhood education centers in three counties in Maryland. Results indicate that building performance and indoor air quality standards vary according to the socioeconomic status of children who attend early childhood programs, and environmental factors correlate with educational achievement (as measured by kindergarten readiness scores.

  18. Early Science Education: Exploring Familiar Contexts To Improve the Understanding of Some Basic Scientific Concepts.

    Science.gov (United States)

    Martins, Isabel P.; Veiga, Luisa

    2001-01-01

    Argues that science education is a fundamental tool for global education and that it must be introduced in early years as a first step to a scientific culture for all. Describes testing validity of a didactic strategy for developing the learning of concepts, which was based upon an experimental work approach using everyday life contexts. (Author)

  19. Perspectives in Early Childhood Education: Belize, Brazil, Mexico, El Salvador and Peru

    Science.gov (United States)

    McConnell-Farmer, Judith Lynne; Cook, Pamela R.; Farmer, M. W.

    2012-01-01

    Early childhood education (ECE) provision is becoming a growing priority. During the past twenty years, Latin America has shown a growing recognition in the provision of educational programs for young children, birth to age eight, is essential. Urban and rural populations intimated in 2009, that many countries utilizing equitable access to…

  20. The Early Childhood Care and Education Workforce from 1990 through 2010: Changing Dynamics and Persistent Concerns

    Science.gov (United States)

    Bassok, Daphna; Fitzpatrick, Maria; Loeb, Susanna; Paglayan, Agustina S.

    2013-01-01

    Historically, the early childhood care and education (ECCE) workforce has been characterized as a low-education, low-compensation, low-stability workforce. In recent years, considerable investments have been made to correct this, but we lack evidence about the extent to which these investments were accompanied by changes in the characteristics of…

  1. (Re)Affirming Identities: Implementing a Play-Based Approach to Learning in the Early Years of Schooling

    Science.gov (United States)

    Nolan, Andrea; Paatsch, Louise

    2018-01-01

    Learning through play has traditionally been a central tenet in early childhood education, however, in recent times primary schools have begun to consider the benefits of introducing a play-based approach into early years classrooms to support young children's learning, especially in the areas of language and literacy. This study focuses on the…

  2. Employment and educational outcomes in early intervention programmes for early psychosis: a systematic review.

    Science.gov (United States)

    Bond, G R; Drake, R E; Luciano, A

    2015-10-01

    Young adults with early psychosis want to pursue normal roles - education and employment. This paper summarises the empirical literature on the effectiveness of early intervention programmes for employment and education outcomes. We conducted a systematic review of employment/education outcomes for early intervention programmes, distinguishing three programme types: (1) those providing supported employment, (2) those providing unspecified vocational services and (3) those without vocational services. We summarised findings for 28 studies. Eleven studies evaluated early intervention programmes providing supported employment. In eight studies that reported employment outcomes separately from education outcomes, the employment rate during follow-up for supported employment patients was 49%, compared with 29% for patients receiving usual services. The two groups did not differ on enrolment in education. In four controlled studies, meta-analysis showed that the employment rate for supported employment participants was significantly higher than for control participants, odds ratio = 3.66 [1.93-6.93], p < 0.0001. Five studies (four descriptive and one quasi-experimental) of early intervention programmes evaluating unspecified vocational services were inconclusive. Twelve studies of early intervention programmes without vocational services were methodologically heterogeneous, using diverse methods for evaluating vocational/educational outcomes and precluding a satisfactory meta-analytic synthesis. Among studies with comparison groups, 7 of 11 (64%) reported significant vocational/education outcomes favouring early intervention over usual services. In early intervention programmes, supported employment moderately increases employment rates but not rates of enrolment in education. These improvements are in addition to the modest effects early programmes alone have on vocational/educational outcomes compared with usual services.

  3. Exploring Educators' Perspectives: How Does Learning through "Happiness" Promote Quality Early Childhood Education?

    Science.gov (United States)

    Ikegami, Kiiko; Agbenyega, Joseph Seyram

    2014-01-01

    The quality of early childhood education has dominated current debates in the ways educators develop and implement learning programs for children yet conceptions of quality vary contextually and culturally. This qualitative case study explored the insider perspectives of six early childhood educators in Sapporo, Japan regarding their conceptions…

  4. Math Anxiety and Math Ability in Early Primary School Years

    Science.gov (United States)

    Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus

    2010-01-01

    Mathematical learning disabilities (MLDs) are often associated with math anxiety, yet until now, very little is known about the causal relations between calculation ability and math anxiety during early primary school years. The main aim of this study was to longitudinally investigate the relationship between calculation ability, self-reported evaluation of mathematics, and math anxiety in 140 primary school children between the end of first grade and the middle of third grade. Structural equation modeling revealed a strong influence of calculation ability and math anxiety on the evaluation of mathematics but no effect of math anxiety on calculation ability or vice versa—contrasting with the frequent clinical reports of math anxiety even in very young MLD children. To summarize, our study is a first step toward a better understanding of the link between math anxiety and math performance in early primary school years performance during typical and atypical courses of development. PMID:20401159

  5. Does Entrepreneurship Education in the First Year of Higher Education Develop Entrepreneurial Intentions? The Role of Learning and Inspiration

    Science.gov (United States)

    Nabi, Ghulam; Walmsley, Andreas; Liñán, Francisco; Akhtar, Imran; Neame, Charles

    2018-01-01

    Drawing on entrepreneurship education (EE) theory, this article examines the role of learning and inspiration in developing students' entrepreneurial intentions in the First Year in Higher Education. This addresses the paucity of research on early university experiences of EE and their influence on entrepreneurial intentions. Using a longitudinal…

  6. Early resident-to-resident physics education in diagnostic radiology.

    Science.gov (United States)

    Kansagra, Akash P

    2014-01-01

    The revised ABR board certification process has updated the method by which diagnostic radiology residents are evaluated for competency in clinical radiologic physics. In this work, the author reports the successful design and implementation of a resident-taught physics course consisting of 5 weekly, hour-long lectures intended for incoming first-year radiology residents in their first month of training. To the author's knowledge, this is the first description of a course designed to provide a very early framework for ongoing physics education throughout residency without increasing the didactic burden on faculty members. Twenty-six first-year residents spanning 2 academic years took the course and reported subjective improvement in their knowledge (90%) and interest (75%) in imaging physics and a high level of satisfaction with the use of senior residents as physics educators. Based on the success of this course and the minimal resources required for implementation, this work may serve as a blueprint for other radiology residency programs seeking to develop revised physics curricula. Copyright © 2014 American College of Radiology. Published by Elsevier Inc. All rights reserved.

  7. Research on Children's Play: Analysis of Developmental and Early Education Journals from 2005 to 2007

    Science.gov (United States)

    Cheng, Mei-Fang; Johnson, James E.

    2010-01-01

    Our review examined four early childhood journals ("Early Child Development and Care," "Early Childhood Education Journal," "Journal of Research in Childhood Education," and "Early Childhood Research Quarterly") and four developmental science journals ("Child Development," "Developmental Psychology," "Journal of Applied Developmental…

  8. Exploring Equity in Early Postsecondary Education

    Science.gov (United States)

    Fox, Heather L.; Zamani-Gallaher, Eboni M.

    2018-01-01

    This chapter examines how postsecondary practitioners are encouraged to work collaboratively with child welfare agencies and other community-based organizations to identify and implement culturally responsive supports for former foster youth to promote early academic achievement.

  9. The Development of Early Childhood Education as an Academic Discipline in Finland

    Directory of Open Access Journals (Sweden)

    Eeva Hujala

    2008-10-01

    Full Text Available Early Childhood Education (ECE as an academic discipline has gained an academic legitimacy in Finland in 2005. In accordance with internationally established practice, Early Childhood Education as an academic field and a field of research has been set to cover the period from birth to eight years of age. The focus of ECE re- search is to analyse and define the development and upbringing of young children, including such themes as learning and teaching and the complex connection between child development to the growth environment. In recent years in Finland, the internal paradigmatic discussions within academic ECE have been both enlightened and critical. The emergence of an academic Early Childhood Education paradigm has been apparent in the discussions of early pedagogy, professional growth, leadership, management and quality and as a definer of pedagogy to support children’s learning. The challenge of academic Early Childhood Education is to introduce into the discussion ontological and epistemological issues of early childhood and thereby activate teachers and other professional educators and parents to consider personal and professional conceptions of the child, of learning and of the role of adults in the upbringing of young children from birth to eight years of age.

  10. Teachers' Pedagogical Mathematical Awareness in Swedish Early Childhood Education

    Science.gov (United States)

    Björklund, Camilla; Barendregt, Wolmet

    2016-01-01

    Revised guidelines for Swedish early childhood education that emphasize mathematics content and competencies in more detail than before raise the question of the status of pedagogical mathematical awareness among Swedish early childhood teachers. The purpose of this study is to give an overview of teachers' current pedagogical mathematical…

  11. Early Father's and Mother's Involvement and Child's Later Educational Outcomes

    Science.gov (United States)

    Flouri, E.; Buchanan, A.

    2004-01-01

    Background: Few studies have investigated the individual long-term contributions that mothers and fathers make to their children's schooling. Aims: (1) To explore the role of early father involvement in children's later educational attainment independently of the role of early mother involvement and other confounds, (2) to investigate whether…

  12. Maternal Education, Early Child Care and the Reproduction of Advantage

    Science.gov (United States)

    Augustine, Jennifer March; Cavanagh, Shannon E.; Crosnoe, Robert

    2009-01-01

    The social and human capital that educational attainment provides women enables them to better navigate their children's passages through school. In this study, we examine a key mechanism in this intergenerational process: mothers' selection of early child care. Analyses of the NICHD Study of Early Child Care and Youth Development revealed that…

  13. A Connected Space for Early Experiential Learning in Teacher Education

    Directory of Open Access Journals (Sweden)

    Yong Yu

    2016-11-01

    Full Text Available Carefully constructed field-based experiences in teacher education programs have been recognized as one of the essential conditions for effective teacher learning. Most college/university-based teacher education programs, however, are still dominated by the epistemology that academic knowledge is the authoritative source of knowledge about teaching, while spaces outside the college classroom remain the “practice fields.” This study examined Project CONNECT (PC, an after-school program designed to create early experiential learning opportunities for pre-service teachers (PSTs by bringing together different aspects of expertise from the schools, communities, and universities. Pre-service teachers in this study worked with children one afternoon a week in school-based sites during their sophomore and junior years. Case study was adopted to assess the impact of the experience on teacher learning and the factors contributing to the effect. Multiple data sources, including weekly reflection journals, field observation notes, and an exit survey were collected and analyzed. Results revealed participants’ transformation of professional identity, and development of professional skills and dispositions. Several factors emerged as important to PSTs’ learning throughout the experience, including connections between the course and the program, quality of faculty supervision, and systematic reflection. Implications for teacher education were discussed.

  14. Preschool Teachers' Level of Attitudes toward Early Mathematics Education

    OpenAIRE

    Çelik, Meryem

    2017-01-01

    Purpose of this study isexamining the preschool teachers' level of attitudes toward early mathseducation and correlation between these levels and various variables.“Preschool Teachers' Attitudes towards Early Childhood Math AssessmentInstrument" is applied to 60 teachers who were pre-school teachers in 2013and formed the sample of this study. As a result of these analysis, it has beenprecipitated that teachers' level of attitudes toward early maths education isgood. Meanin...

  15. Social Studies, Social Competence and Citizenship in Early Childhood Education: Developmental Principles Guide Appropriate Practice

    Science.gov (United States)

    Kemple, Kristen M.

    2017-01-01

    The purpose of this article is to examine the nature of appropriate social studies education in the Kindergarten and Pre-Kindergarten years. The importance of social competence development as a basic foundation of the social studies in the early years of schooling is examined, with particular attention to the commonalities shared between goals and…

  16. Striking a Balance: Families, Work, and Early Childhood Education.

    Science.gov (United States)

    Callister, Paul; And Others

    This study examines the connections between work, families, and early childhood education, and analyzes international trends and perspectives on parental leave. Chapter 1, "Introduction," shows that the increase in paid work by mothers makes families, work, and education important research and policy issues, and surveys reasons for this…

  17. Multicultural Early Childhood Education: Practices and Challenges in Malaysia

    Science.gov (United States)

    Phoon, Hooi San; Abdullah, Melissa Ng Lee Yen; Abdullah, Anna Christina

    2013-01-01

    Multicultural early childhood education is necessary in a culturally diverse country like Malaysia. Preschool teachers play an important role in implementing multicultural education in the classroom. This paper reports the findings of a self-report questionnaire involving 854 preschool teachers in Malaysia. The preschool teachers disclosed their…

  18. The Emotionally Intelligent Early Childhood Educator: Self-Reflective Journaling

    Science.gov (United States)

    Kremenitzer, Janet Pickard

    2005-01-01

    A current interest in education is the growing awareness that the development of social and emotional skills in children is critical for the foundation of academic knowledge in the classroom. The early childhood educator is in a position to be a powerful nurturer of the social emotional development in young children. It is important, therefore, to…

  19. Early Childhood Education: Its Historic Past and Promising Future.

    Science.gov (United States)

    Hewes, Dorothy W.

    As the end of the century nears, it is important to reflect upon the history of early childhood education and what the future holds. Centuries before the Christian era began, Plato wrote that the welfare of children from birth onward was a responsibility of the entire community. In 1628, the first written guidance for out-of-home education of…

  20. Being Maori: Culturally Relevant Assessment in Early Childhood Education

    Science.gov (United States)

    Rameka, Lesley Kay

    2011-01-01

    Concern has been raised about the under-achievement of Maori children in education. The problem has tended to be located with Maori children rather than with assessments. Clearly if one takes a sociocultural perspective achievement is situated. Although studies in early childhood education have examined and developed assessment tools and…

  1. Play and playfulness, basic features of early childhood education

    NARCIS (Netherlands)

    Singer, E.

    2013-01-01

    This article argues that play and playfulness are basic features in early childhood education, but that play curricula can have serious drawbacks. The starting point is the play theory of the Dutch historian Johan Huizinga, a radical critic of the focus on the educational benefits of play. According

  2. Emergency preparedness-an early childhood educator's perspective

    International Nuclear Information System (INIS)

    Richards, A.; Sallafranque, R.

    2010-01-01

    As early childhood educators who participated in the discussion of optimal scene management involving children and families in the event of a radiological/nuclear event, the authors would suggest consideration be given to the formal preparation for evacuation of educators and families and how to ensure that families are provided factual and updated information. (authors)

  3. Synthesis of IES Research on Early Intervention and Early Childhood Education. NCSER 2013-3001

    Science.gov (United States)

    Diamond, Karen E.; Justice, Laura M.; Siegler, Robert S.; Snyder, Patricia A.

    2013-01-01

    A primary purpose of early childhood education and interventions is to promote children's acquisition of knowledge and skills linked to later social competence and academic success. In this report, special attention is given to summarizing what has been learned about early childhood classrooms as contexts for development and learning, the kinds of…

  4. Family Income Dynamics, Early Childhood Education and Care, and Early Child Behavior Problems in Norway

    Science.gov (United States)

    Zachrisson, Henrik D.; Dearing, Eric

    2015-01-01

    The sociopolitical context of Norway includes low poverty rates and universal access to subsidized and regulated Early Childhood Education and Care (ECEC). In this context, the association between family income dynamics and changes in early child behavior problems was investigated, as well as whether high-quality ECEC buffers children from the…

  5. Early Childhood Education and Care Educators Supporting Parent-Child Relationships: A Systematic Literature Review

    Science.gov (United States)

    O'Connor, Amanda; Nolan, Andrea; Bergmeier, Heidi; Hooley, Merrilyn; Olsson, Craig; Cann, Warren; Williams-Smith, Janet; Skouteris, Helen

    2017-01-01

    Building strong relationships between children and parents is vital for children's social and emotional development. A majority of children attend early childhood education and care (ECEC) settings where they experience a range of relationships (educator-child, educator-parent, parent-child). Educators build relationships with children and…

  6. Philosophy of Education in Early Fichte

    Science.gov (United States)

    Hankovszky, Tamás

    2018-01-01

    According to Fichte's early science of knowledge, man is a free and independent being who becomes somebody not through the power of nature, by developing his innate skills and abilities, or through external influence, but by his own power. Since the essence of human beings is I-hood, the individual, having defeated the not-I or nature living in…

  7. Early Childhood Technology Education: A Sociocultural Perspective

    Science.gov (United States)

    Siu, Kin Wai Michael; Lam, Mei Seung

    2005-01-01

    We are living in a fast-changing, technology-driven world, where technology affects the daily lives of every person, directly or indirectly. While the importance of providing young children with technological knowledge and experience has been well-recognized, how the curriculum should be developed deserves greater study. Using early childhood…

  8. Building Self-Esteem in the Early Years

    OpenAIRE

    Setiawan, Jenny Lukito

    2005-01-01

    This article looks at the practical ways of building self-esteem in the early years. It describes the concepts of self-esteem and characteristics of children with high self-esteem and those with low self-esteem. The practical ways of building self-esteem are discussed under the five essential components of self-esteem pointed out by Reasoner and Dusa (1991), which include sense of security, identity, belonging, purpose, and personal competence.Key words: self-esteem, sense of security, sense ...

  9. Narrowing the Gap in Outcomes: Early Years (0-5 Years)

    Science.gov (United States)

    Springate, Ian; Atkinson, Mary; Straw, Suzanne; Lamont, Emily; Grayson, Hilary

    2008-01-01

    This report was commissioned by the Local Government Association (LGA) to inform the Department for Children, Schools and Families (DCSF) and LGA work on "Narrowing the Gap." It focuses on early years' provision and presents findings from a review of the best evidence on narrowing the gap in outcomes across the five Every Child Matters…

  10. The Early Care and Education Teaching Workforce at the Fulcrum: An Agenda for Reform (2016). Early Childhood Education Series

    Science.gov (United States)

    Kagan, Sharon Lynn; Kauerz, Kristie; Tarrant, Kathleen C.

    2016-01-01

    In this important new book, Sharon Lynn Kagan and her colleagues focus on the more than 2 million individuals who care for and educate nearly two thirds of the American children under age 5 participating in nonparental care. Providing the most thorough synthesis of current research on the early care and education teaching workforce to date, the…

  11. The early years of Bruno Maximovich Pontecorvo at Dubna

    International Nuclear Information System (INIS)

    Castaldi, R.

    2014-01-01

    At the beginning of September 1950, while on a short vacation in Italy with his family, Bruno Pontecorvo suddenly disappeared. Nobody knew of him until 4 March 1955, when he gave a press conference in Moscow at the Academy of Sciences where he explained the motivations that had led him to decide to live in Russia. He arrived in Moscow in September 1950 and at the end of October of the same year he moved in Dubna and started his research work at the Institute of Nuclear Problems where, at the time, the most powerful particle accelerator in the world was in operation. A historical reconstruction of the early years of his scientific activity is done through the pages of his first logbook. This “laboratory notebook”, dated November 1, 1950, contains unpublished notes, ideas and considerations that Bruno wrote by hand, mostly in English, at the beginning of his work in Russia.

  12. The NEA's Early Conflict over Educational Freedom

    Science.gov (United States)

    Cain, Timothy Reese

    2009-01-01

    In the modern era, the National Education Association (NEA) is committed to the rights of teachers and faculty members to teach, undertake research, and lead fully political lives without fear of retribution. This devotion can be seen in policy statements, legislative activities, and the pages of "Thought and Action," its journal devoted to higher…

  13. Harriet Martineau: A Popular Early Economics Educator.

    Science.gov (United States)

    O'Donnell, Margaret G.

    1983-01-01

    Discussed are the work and the teaching methods of Martineau, one of the most widely read economic educators of the nineteenth century. She wrote 25 tales--"Illustrations of Political Economy"--each illustrating a different economic concept. One of these tales, "Demerara," is examined. (Author/RM)

  14. Functional Behavioral Assessment in Early Education Settings

    Science.gov (United States)

    Neilsen, Shelley; McEvoy, Mary

    2004-01-01

    Functional behavioral assessment (FBA) is the process of identifying the events in the environment that consistently precede and follow challenging behavior. The use of FBA has increased significantly following the reauthorization of the Individuals with Disabilities Education Act in 1997, which mandated FBAs be conducted when children with…

  15. Touch Screen Technology Adoption and Utilisation by Educators in Early Childhood Educational Institutions

    DEFF Research Database (Denmark)

    Plumb, Melinda; Kautz, Karlheinz; Tootell, Holly

    2013-01-01

    The adoption of information and communication technology (ICT) in early childhood educational settings, in particular touch screen technology such as interactive whiteboards and tablet computing devices has potential for use within early childhood educational institutions. We conducted a literature...... that can support the successful implementation of touch screen technology within early childhood educational institutions....... in regards to touch screen technology in early childhood, particularly from a process perspective, and suggest that further research is required to understand the interplay between individual actions and organisational structural influences. This will contribute to the development of an understanding...

  16. CHILDREN'S ENVIRONMENT IN EARLY CHILDHOOD EDUCATION

    DEFF Research Database (Denmark)

    Koch, Anette Boye; Laursen, Hanne

    2017-01-01

    in obligatory evaluations of physical, psychological and aesthetic environmental dimensions of learning and education. The present study aims to elucidate how professionals and children co-operate in order to develop 'best child environments' and further study the impact of children's perspectives on pedagogy...... in Denmark inspired by Montessori and Froebel pedagogical ideas.Danish ECE pedagogues practice with reference to a double concept of 'bildung'. They navigate towards personal development of the individual child as well as neoliberal management mechanisms with focus on objectives and competencies.......Danish pedagogues mention space and material conditions, psychological dimensions and to a less extent aesthetical dimensions such as play and artwork when they are asked to describe the best child environmental practice.Relevance for Nordic educational researchThe study offers practical knowledge regarding...

  17. The early mathematical education of Ada Lovelace

    OpenAIRE

    Hollings, C; Martin, UM; Rice, A

    2017-01-01

    Ada, Countess of Lovelace, is remembered for a paper published in 1843, which translated and considerably extended an article about the unbuilt Analytical Engine, a general-purpose computer designed by the mathematician and inventor Charles Babbage. Her substantial appendices, nearly twice the length of the original work, contain an account of the principles of the machine, along with a table often described as “the first computer program”. In this paper we look at Lovelace’s education before...

  18. Early Care and Education for Young Children Experiencing Homelessness. Best Practices in Homeless Education Brief Series

    Science.gov (United States)

    National Center for Homeless Education at SERVE, 2013

    2013-01-01

    Given the number of young children experiencing homelessness and its devastating impacts on development, preschool programs play a critical role in meeting these children's need for quality early care and education; yet, most young homeless children do not receive early childhood services. Many barriers limit access to early childhood programs for…

  19. PENGEMBANGAN MEDIA EDUKASI GIZI MELALUI BUKU MEWARNAI UNTUK PESERTA PENDIDIKAN ANAK USIA DINI (PAUD) (MEDIA DEVELOPMENT OF NUTRITION EDUCATION THROUGH COLORING BOOKS FOR EARLY CHILDHOOD EDUCATION (ECD))

    OpenAIRE

    Yurista Permanasari; Erna Luciasari; Aditianti Aditianti

    2013-01-01

    ABSTRACT Early childhood education (ECD) is a right time to provide nutrition education. The education can be given through playing patterns suitable for age 2-6 years. Currently there is no active nutrition education media for ECD participants. Therefore it is necessary to develop an active media of nutrition education through colouring book. Colouring activitities can stimulate both the cognitive and motor development of children. This study aimed to develop a colouring book as a nutrition ...

  20. The Next Twenty Years in Management Education

    Science.gov (United States)

    Ansoff, H. Igor

    1973-01-01

    The concern in this article is with the manner in which education serves the managerial needs of organizations. It is the managerial needs of organizations that provide the demand function to educational institutions. Presently, the state of management education lags behind managerial needs, and prospects of closing the gap are doubtful. (41…

  1. Early Educational Intervention, Early Cumulative Risk, and the Early Home Environment as Predictors of Young Adult Outcomes within a High-Risk Sample

    Science.gov (United States)

    Pungello, Elizabeth P.; Kainz, Kirsten; Burchinal, Margaret; Wasik, Barbara H.; Sparling, Joseph J.; Ramey, Craig T.; Campbell, Frances A.

    2010-01-01

    The extent to which early educational intervention, early cumulative risk, and the early home environment were associated with young adult outcomes was investigated in a sample of 139 young adults (age 21) from high-risk families enrolled in randomized trials of early intervention. Positive effects of treatment were found for education attainment,…

  2. The early years of molecular biology: personal recollections.

    Science.gov (United States)

    Holliday, Robin

    2003-05-01

    The early years of molecular biology were characterized by a strong interaction between theory and experiment. This included the elucidation of the structure of DNA itself; genetic fine structure, recombination and repair; DNA replication; template-directed protein synthesis; the universality of the triplet genetic code, and the co-linearity of the DNA sequence of structural genes and the sequence of amino acids in proteins. The principle of co-linearity was later modified when split genes were discovered. It is suggested that accurate splicing of gene transcripts might also be template directed. In 1958 Crick proposed a 'central dogma' of molecular biology stating that information could not be transmitted from proteins to DNA. Nevertheless, proteins can chemically modify DNA, and this is now known to have strong effects on gene expression.

  3. The nordic perspective on early childhood education and care

    DEFF Research Database (Denmark)

    Broström, Stig; Einarsdóttir, Johanna; Pramling Samuelsson, Ingrid

    2018-01-01

    and Women’s Liberation’ and ‘ECEC for All in an Internordic Perspective’, we describe the fact that almost all children in the Nordic countries attend preschool, which on the one hand can be described in the light of the participation of both mothers and fathers in the labour market and on the other hand......This chapter discusses a number of central dimensions and dilemmas of early childhood education and care (ECEC) in the Nordic countries: Denmark, Finland, Iceland, Norway and Sweden. In the two first sections, ‘Early Childhood Education and Care: An Integrated Part of the Welfare System, Democracy...

  4. Finnish Media Literacy Education Policies and Best Practices in Early Childhood Education and Care since 2004

    Science.gov (United States)

    Rantala, Leena

    2011-01-01

    The purpose of the article is to describe Finnish media literacy policies and good media education practices in early childhood education and care. This article will focus on describing two central action lines related to the Children and Media Program, initiated by the Division for Cultural Policy of the Ministry of Education and Culture in 2004.…

  5. (More) Men in Early Childhood Education and Care

    DEFF Research Database (Denmark)

    Wohlgemuth, Ulla Gerner

    2016-01-01

    on their profession. Obviously, attracting men to a BA study programme within care and Early Childhood Education and Care (ECEC) is one thing, recruiting men afterwards to ECEC is quite another matter, especially when gender and ECEC hold so very strong gender associated expectations. The participants and especially......This article reports the results from five recently completed projects funded by the Danish Ministry for Children, Education and Gender Equality and based on an idea developed in cooperation with the Danish Union of Early Childhood and Youth Educators. The Danish government is obliged not only...... by European legislation but also by national resolutions and therefore is very interested in ways to break down the gender segregated labour market and the gender segregated choices of education. The five projects spread across Denmark in five different municipalities took place in day-care institutions...

  6. Choral singing in the early years of elementary school

    Directory of Open Access Journals (Sweden)

    Pavlović Biljana M.

    2016-01-01

    Full Text Available The paper discusses choral singing as a form of extracurricular activity and teaching in elementary school. It considers the historical development of choral singing in order to highlight the continuity of its existence and importance in society and reviews the importance of choral singing in musical and overall upbringing and education of elementary school students. Authors analyze the curricula of grades I to IV in order to determine how much attention is given to choral singing. Didactic and methodological issues related to the formation of the choir in elementary school are reviewed, together with methodical approach for working with early grades choir, proper selection of the musical compositions and the role of teachers. Listed is the recommended choral literature to supplement the current curricula. Special attention was given to literature containing the Kosovo-Metohija folk songs, suitable for choral arrangement. Performing of these songs in a choral arrangement will contribute to stimulating the interest of students towards musical folklore of Kosovo and Metohija, and therefore its preservation and fostering. It is highlighted that singing in the choir contributes to the development of hearing, voice, harmonic feeling, a sense of rhythm, melody and group play. By mastering different compositions, students become familiar with valuable achievements of artist, spiritual and folk music. The significant meaning and importance of this kind of work is reflected in the possibilities of achieving the tasks of socio-moral education. Choral singing develops a sense of collective responsibility, conscious discipline, perseverance, endurance, helps establish a sense of understanding, mutual respect and tolerance, friendship and a sense of teamwork. Singing in the choir develops aesthetic attitude and taste in music. Students are trained to perceive and to value the true qualities of beauty, grace, harmony and authenticity in music. The value of

  7. Canadian Sedentary Behaviour Guidelines for the Early Years (aged 0-4 years).

    Science.gov (United States)

    Tremblay, Mark S; Leblanc, Allana G; Carson, Valerie; Choquette, Louise; Connor Gorber, Sarah; Dillman, Carrie; Duggan, Mary; Gordon, Mary Jane; Hicks, Audrey; Janssen, Ian; Kho, Michelle E; Latimer-Cheung, Amy E; Leblanc, Claire; Murumets, Kelly; Okely, Anthony D; Reilly, John J; Stearns, Jodie A; Timmons, Brian W; Spence, John C

    2012-04-01

    The Canadian Society for Exercise Physiology (CSEP), with assistance from multiple partners, stakeholders, and researchers, developed the first Canadian Sedentary Behaviour Guidelines for the Early Years (aged 0-4 years). These national guidelines are in response to a call from health and health care professionals, child care providers, and fitness practitioners for guidance on sedentary behaviour in the early years. The guideline development process followed the Appraisal of Guidelines for Research Evaluation (AGREE) II framework. The recommendations are informed by evidence from a systematic review that examined the relationships between sedentary behaviour (predominantly screen time) and health indicators (healthy body weight, bone and skeletal health, motor skill development, psychosocial health, cognitive development, and cardio-metabolic disease risk factors) for three age groups (infants aged 900 domestic and international stakeholders, end-users, and key informants. The final guidelines state: for healthy growth and development, caregivers should minimize the time infants (aged spend being sedentary during waking hours. This includes prolonged sitting or being restrained (e.g., stroller, high chair) for more than 1 h at a time. For those under 2 years, screen time (e.g., TV, computer, electronic games) is not recommended. For children 2-4 years, screen time should be limited to under 1 h per day; less is better.

  8. Practices for Parent Participation in Early Intervention/ Early Childhood Special Education

    OpenAIRE

    Acar, Serra; Akamoğlu, Yusuf

    2014-01-01

    The authors examined the extent to which practices for parent participation in early intervention/ early childhood special education (EI/ECSE) programs. The role of parents in the EI/ECSE is important and supported through the literature. The changing traditional family picture in the classrooms, the importance of evolving laws and regulations and recommended practices regarding parent participation are highlighted. The conceptual framework is based on the children, parents, and practitioners...

  9. Early father's and mother's involvement and child's later educational outcomes.

    Science.gov (United States)

    Flouri, Eirini; Buchanan, Ann

    2004-06-01

    Few studies have investigated the individual long-term contributions that mothers and fathers make to their children's schooling. (1) To explore the role of early father involvement in children's later educational attainment independently of the role of early mother involvement and other confounds, (2) to investigate whether gender and family structure moderate the relationship between father's and mother's involvement and child's educational attainment, and (3) to explore whether the impact of father's involvement depends on the level of mother's involvement. The study used longitudinal data from the National Child Development Study. The initial sample were those 7,259 cohort members with valid data on mother involvement at age 7, father involvement at age 7, and school-leaving qualification by age 20. Of those, 3,303 were included in the final analysis. The measures were control variables, structural factors (family structure, sibship size and residential mobility), child factors (emotional/behavioural problems, cognitive ability and academic motivation), and father's and mother's involvement. Father involvement and mother involvement at age 7 independently predicted educational attainment by age 20. The association between parents' involvement and educational attainment was not stronger for sons than for daughters. Father involvement was not more important for educational attainment when mother involvement was low rather than high. Not growing up in intact two-parent family did not weaken the association between father's or mother's involvement and educational outcomes. Early father involvement can be another protective factor in counteracting risk conditions that might lead to later low attainment levels.

  10. Personal Development in Secondary Education: The Irish Transition Year

    Science.gov (United States)

    Clerkin, Aidan

    2012-01-01

    Secondary education in Ireland includes an optional Transition Year (TY) between the junior and senior examination cycles, when students are typically about 15 years old. Transition Year is an innovative programme, unique to Irish education, which is intended as a non-academic year devoted to personal and social development in the absence of…

  11. Early life factors and dental caries in 5-year-old children in China.

    Science.gov (United States)

    Sun, Xiangyu; Bernabé, Eduardo; Liu, Xuenan; Gallagher, Jennifer E; Zheng, Shuguo

    2017-09-01

    This study aimed to explore the association between early life factors and dental caries among 5-year-old Chinese children. Data from 9722 preschool children who participated in the third National Oral Health Survey of China were analysed. Information on early life (birth weight, breastfeeding and age when toothbrushing started), child (sex, ethnicity, birth order and dental behaviours) and family factors (parental education, household income, place of residence, number of children in the family, respondent's age and relation to the child) were obtained from parental questionnaires. Children were also clinically examined to assess dental caries experience using the decayed, missing and filled teeth (dmft) index. The association of early life factors with dmft was evaluated in negative binomial regression models. We found that birth weight was not associated with dental caries experience; children who were exclusively and predominantly formula-fed had lower dmft values than those exclusively breastfed; and children who started brushing later in life had higher dmft values than those who were brushing within the first year. Only one in seven of all children received regular toothbrushing twice per day, and only 34.7% had commenced toothbrushing by the age of 3 years. This study shows certain early life factors play a role in dental caries among Chinese preschool children and provides important insights to shape public health initiatives on the importance of introducing early toothbrushing. The early environment, especially the age when parents introduce toothbrushing to their children, can be an important factor to prevent childhood dental caries. Copyright © 2017 Elsevier Ltd. All rights reserved.

  12. Peer effects in early childhood education: testing the assumptions of special-education inclusion.

    Science.gov (United States)

    Justice, Laura M; Logan, Jessica A R; Lin, Tzu-Jung; Kaderavek, Joan N

    2014-09-01

    There has been a push in recent years for students with disabilities to be educated alongside their typically developing peers, a practice called inclusion. In this study, we sought to determine whether peer effects operate within early-childhood special-education (ECSE) classrooms in which preschoolers with disabilities are educated alongside typical peers. Peer effects specific to language growth were assessed for 670 preschoolers (mean age = 52 months) in 83 ECSE classrooms; 55% of the children had disabilities. We found that the average language skills of classmates, as assessed in the fall of the year, significantly predicted children's language skills in the spring (after controlling for their relative skill level in the fall); in addition, there was a significant interactive effect of disability status (i.e., the presence or absence of a disability) and peers' language skills. Peer effects were the least consequential for children without disabilities whose classmates had relatively strong language skills, and the most consequential for children with disabilities whose classmates had relatively poor language skills. © The Author(s) 2014.

  13. Impact of Low Maternal Education on Early Childhood Overweight and Obesity in Europe.

    Science.gov (United States)

    Ruiz, Milagros; Goldblatt, Peter; Morrison, Joana; Porta, Daniela; Forastiere, Francesco; Hryhorczuk, Daniel; Antipkin, Youriy; Saurel-Cubizolles, Marie-Josèphe; Lioret, Sandrine; Vrijheid, Martine; Torrent, Maties; Iñiguez, Carmen; Larrañaga, Isabel; Bakoula, Chryssa; Veltsista, Alexandra; van Eijsden, Manon; Vrijkotte, Tanja G M; Andrýsková, Lenka; Dušek, Ladislav; Barros, Henrique; Correia, Sofia; Järvelin, Marjo-Riitta; Taanila, Anja; Ludvigsson, Johnny; Faresjö, Tomas; Marmot, Michael; Pikhart, Hynek

    2016-05-01

    Comparable evidence on adiposity inequalities in early life is lacking across a range of European countries. This study investigates whether low maternal education is associated with overweight and obesity risk in children from distinct European settings during early childhood. Prospective data of 45 413 children from 11 European cohorts were used. Children's height and weight obtained at ages 4-7 years were used to assess prevalent overweight and obesity according to the International Obesity Task Force definition. The Relative/Slope Indices of Inequality (RII/SII) were estimated within each cohort and by gender to investigate adiposity risk among children born to mothers with low education as compared to counterparts born to mothers with high education. Individual-data meta-analyses were conducted to obtain aggregate estimates and to assess heterogeneity between cohorts. Low maternal education yielded a substantial risk of early childhood adiposity across 11 European countries. Low maternal education yielded a mean risk ratio of 1.58 (95% confidence interval (CI) 1.34, 1.85) and a mean risk difference of 7.78% (5.34, 10.22) in early childhood overweight, respectively, measured by the RII and SII. Early childhood obesity risk by low maternal education was as substantial for all cohorts combined (RII = 2.61 (2.10, 3.23)) and (SII = 4.01% (3.14, 4.88)). Inequalities in early childhood adiposity were consistent among boys, but varied among girls in a few cohorts. Considerable inequalities in overweight and obesity are evident among European children in early life. Tackling early childhood adiposity is necessary to promote children's immediate health and well-being and throughout the life course. © 2016 John Wiley & Sons Ltd.

  14. A Tablet Computer for Young Children? Exploring Its Viability for Early Childhood Education

    Science.gov (United States)

    Couse, Leslie J.; Chen, Dora W.

    2010-01-01

    This study explored the viability of tablet computers in early education by investigating preschool children's ease in acclimating to tablet technology and its defectiveness in engaging them to draw. A total of 41 three- to six-year-old children were videotaped while they used the tablets. The study found significant differences in level of tablet…

  15. Differential Exposure to Early Childhood Education Services and Mother-Toddler Interaction

    Science.gov (United States)

    Klebanov, P.K.; Brooks-Gunn, J.

    2008-01-01

    This study examined the associations of exposure to early childhood education (ECE) services upon 2.5-year-old children's task persistence and enthusiasm and their mothers' authoritative and authoritarian behavior and support stimulation. Families participated in the Infant Health and Development Program, an eight-site randomized comprehensive ECE…

  16. Can Alternative Education Increase Children's Early School Engagement? A Longitudinal Study from Kindergarten to Third Grade

    Science.gov (United States)

    de Bilde, Jerissa; Van Damme, Jan; Lamote, Carl; De Fraine, Bieke

    2013-01-01

    The current study examines the impact of alternative education on children's early school engagement in terms of school enjoyment and independent participation. A sample of 2,776 children from traditional (e.g., mainstream) and alternative (Freinet and Waldorf) Flemish schools was followed from their 3rd year of kindergarten until 3rd grade. The…

  17. Early years neurosurgical training in the era of the European Working Time Directive.

    Science.gov (United States)

    Kirkman, Matthew A; Watkins, Laurence D; Kitchen, Neil D; Sethi, Huma

    2013-10-01

    The past decade has seen significant changes to the face of neurosurgical training in the United Kingdom, driven in part by an increasing focus on patient safety and the introduction of Modernising Medical Careers and the European Working Time Directive (EWTD). Recent reforms to neurosurgical training over the past few years have resulted in creation of an 8-year 'run-through' training programme. In this programme, early years (ST1 and ST2) trainees often lack dedicated time for elective theatre lists and outpatient clinics. Further, any time spent in theatre and clinics is often with different teams. Here we describe a training model for early years trainees at the National Hospital for Neurology and Neurosurgery, who are given the responsibilities traditionally associated with a more senior trainee including dedicated weekly theatre and clinic time under the supervision of a single consultant, in addition to out of hours experience. The advantages and considerations for implementing this model are discussed, including the benefit of guidance under a single consultant in the early stages of training, along with key educational concepts necessary for understanding its utility. We feel that this is an effective model for junior neurosurgical training in the EWTD era, expediting the trainee's development of key technical and non-technical skills, with potentially significant rewards for patient, trainee and trainer. National implementation of this model should be considered.

  18. Toddlers in Nordic Early Childhood Education and Care

    DEFF Research Database (Denmark)

    Hansen, Ole Henrik; Greve, Anne

    2018-01-01

    -called Nordic model represents a uni ed system of early childhood education and care (ECEC). This chapter underlines the distinctive shared characteristics of the Nordic approach to play and learning, and care and education, where participation, democracy, respect for other cultures and religions...... and character of the Nordic people. Here, there is a strong foundation in an ideal of freedom, democracy, equality, in uence and sustainability, but also a focus on education that emphasises the toddler as a learning being. However, toddlers in ECEC represent an area in need of more attention and new research....

  19. Equitable service provision for inclusive education and effective early intervention.

    Science.gov (United States)

    Wicks, K M

    1998-01-01

    This paper illustrates one model of providing an integrated paediatric speech and language therapy service which attempts to meet the demands of both inclusive education and effective early intervention. A move has been made from location-oriented therapy provision to offering children and their families equal opportunities to have appropriate intervention according to need. The model incorporates the philosophy of inclusive education and supports the development of current specialist educational establishments into resource bases of expertise for children with special needs in mainstream schools.

  20. Forty-five years of radiochemistry education

    International Nuclear Information System (INIS)

    Preiss, I.L.; Rensselaer Polytechnic Inst., Troy, NY

    1993-01-01

    H.M. Clark introduced radiochemistry as an undergraduate program at Rensselear in 1947. The development of the course and the companion courses under Clark and Preiss that now form the radiochemical educational experience at RPI is outlined. Prospects for the future directions of the field and the educational requirements are discussed. (author)

  1. Ten Years of Change in Executive Education.

    Science.gov (United States)

    Bolt, James F.

    1993-01-01

    As recently as the 1980s, most companies did not pay much attention to executive education. In the 1990s, many see executive education as a must for revamping competitive strategies, increasing productivity, improving quality, reducing cycle time, and revitalizing corporate culture. (Author/JOW)

  2. Financing Early Childhood Education Programs: State, Federal, and Local Issues

    Science.gov (United States)

    Hustedt, Jason T.; Barnett, W. Steven

    2011-01-01

    The landscape of financing early childhood education in the U.S. is complex. Programs run the gamut from tuition-supported private centers to public programs supported by federal, state, or local funds. Different funding streams are poorly coordinated. The federal government funds several major targeted programs that are available only to specific…

  3. Parent Participation in Early Childhood Education in Madagascar

    African Journals Online (AJOL)

    chifaou.amzat

    2012-12-17

    Dec 17, 2012 ... Key Words: Early childhood education; school-parents relations; parent ... Council for the Development of Social Science Research in Africa, 2012 .... employed in positions with higher pay and power than those who do not ..... on Cognitive Development among East-African Pre-School Children A Flexibly.

  4. Playing the Assessment Game: An English Early Childhood Education Perspective

    Science.gov (United States)

    Basford, Jo; Bath, Caroline

    2014-01-01

    Assessment and the documentation of learning is an international issue in early childhood education (ECE) and has increasingly become a way for governments to exercise direct control over the practitioners working with young children. This paper details recent statutory guidance about assessment and documentation for English ECE settings and…

  5. The Corporeality of Learning: Confucian Education in Early Modern Japan

    Science.gov (United States)

    Tsujimoto, Masashi

    2016-01-01

    The intellectual foundation of early modern Japan was provided by Confucianism--a system of knowledge set forth in Chinese classical writings. In order to gain access to this knowledge, the Japanese applied reading markers to modify the original Chinese to fit the peculiarities of Japanese grammar and pronunciation. Confucian education started by…

  6. Preparing Early Childhood Special Educators in Appalachian Kentucky

    Science.gov (United States)

    McLaren, Elizabeth; Rutland, Julie Harp

    2013-01-01

    National shortages of qualified personnel in the field of early childhood special education are well documented, with shortages magnified in regions characterized by poverty and rural geography. This article provides an overview of the challenges faced and innovations implemented by an alternate-track, personnel preparation program in Appalachian…

  7. Time and Temporality in Early Childhood Educators' Work

    Science.gov (United States)

    Nuttall, Joce; Thomas, Louise

    2015-01-01

    This article reports on the persistence and significance of notions of time and temporality in interviews with early childhood educators in Victoria and Queensland, Australia, in two studies designed to explore the concept of "pedagogical leadership". Interpretive analysis of the interview transcripts of the 19 participants identified…

  8. Early Childhood Education as a Resilience Intervention for Maltreated Children

    Science.gov (United States)

    Ellenbogen, Stephen; Klein, Benjamin; Wekerle, Christine

    2014-01-01

    The profound injuries caused by child maltreatment are well documented in the neurological, attachment, cognitive, and developmental literature. In this review paper, we explore the potential of early childhood education (ECE) as a community-based resilience intervention for mitigating the impacts of child abuse and neglect and supporting families…

  9. Urban Early Childhood Teachers' Attitudes towards Inclusive Education

    Science.gov (United States)

    Hsieh, Wu-Ying; Hsieh, Chang-Ming

    2012-01-01

    This study investigated the relationship between urban early childhood teachers' attitudes towards inclusive education and personal characteristics, professional background, and programme context. Questionnaires were completed by teachers (n = 130) who taught preschool children in primarily low-income, urban neighbourhoods. Attitude ratings were…

  10. Young Children's Enactments of Human Rights in Early Childhood Education

    Science.gov (United States)

    Quennerstedt, Ann

    2016-01-01

    This paper explores ways in which human rights become part of and affect young children's everyday practices in early childhood education and, more particularly, how very young children enact human rights in the preschool setting. The study is conducted in a Swedish preschool through observations of the everyday practices of a group of children…

  11. Early Education and Professional Choice: Brazilian Teachers' Views

    Science.gov (United States)

    Galvão, Afonso; Brasil, Ive

    2014-01-01

    This qualitative and exploratory research is aimed at investigating the underlying reasons for the professional choice of Brazilian teachers who work within early education. Seventeen teachers (seven from public schools and 10 from private schools) were interviewed in depth in a semi-structured manner. Questions concerned the reasons that guided…

  12. Inclusion in Early Childhood Education: Pre-Service Teachers Voices

    Science.gov (United States)

    Majoko, Tawanda

    2016-01-01

    This study examined pre-service teachers' understanding, attitudes, preparation and concerns regarding inclusion in early childhood education (ECE) in Zimbabwe. Entrenched within inclusive pedagogy, this descriptive study draws on a sample of 24 pre-service teachers purposively selected from the largest teachers' college with the oldest…

  13. A Second Chance at Education for Early School Leavers

    Science.gov (United States)

    Polidano, Cain; Tabasso, Domenico; Tseng, Yi-Ping

    2015-01-01

    The objective of this paper is to better understand the factors that affect the chances of re-engaging early school leavers in education, with a particular focus on the importance of time out from school (duration dependence) and school-related factors. Using data from three cohorts of the Longitudinal Survey of Australian Youth and duration…

  14. Assessing Quality in Early Childhood Education and Care

    Science.gov (United States)

    Ishimine, Karin; Tayler, Collette

    2014-01-01

    Evaluating quality in early childhood education and care (ECEC) service internationally is increasingly important. Research to date indicates that it is "high-quality" programmes that boost and sustain children's achievement outcomes over time. There is also growing interest in the accountability of public funds used for ECEC…

  15. Early Childhood Special Educators and the Hospital Ethics Committee.

    Science.gov (United States)

    Lowenthal, Barbara

    1989-01-01

    The paper discusses issues of concern to early childhood special educators serving on hospital ethics committees to assist families with seriously ill and handicapped infants in neonatal intensive care units. Issues include infant euthanasia and the right to life, child abuse legislation, and possible effects on families. (Author/JDD)

  16. Variations in Chinese Parental Perceptions of Early Childhood Education Quality

    Science.gov (United States)

    Hu, Bi Ying; Zhou, Yisu; Li, Kejian

    2017-01-01

    As consumers of Early Childhood Education and Care (ECEC), Chinese parents play a crucial role in the ongoing process of monitoring, evaluating, and improving the quality of ECEC in China. This study used questionnaires to solicit parental feedback on the importance of, and their quality ratings for, aspects of ECEC. The researchers used a random…

  17. Balancing the Readiness Equation in Early Childhood Education Reform

    Science.gov (United States)

    Brown, Christopher P.

    2010-01-01

    As policy-makers continue to implement early childhood education reforms that frame the field as a mechanism that is to ready children for elementary school success, questions arise as to how the multiple variables in the readiness equation, such as the child, family, and program, are affected by these policies. The instrumental case study…

  18. Early Educational Provision--Emphasised in Education Policy Reforms in Norway? An Analysis of Education Policy Documents

    Science.gov (United States)

    Bjørnsrud, Halvor; Nilsen, Sven

    2014-01-01

    The article analyses how the intentions of early provision in Norwegian schools have been expressed in the education policy reforms in Norway from the 1970s to the present day. The first area deals with the intentions that most explicitly cover early provision; prevention, early detection and intervention. The second area of analysis relates to…

  19. How education changes clinical documentation in early pregnancy.

    Science.gov (United States)

    Ali, Fida; Higgins, Mary F

    2016-05-01

    The aim of this audit was to record medical history taking in the records of women attending with early pregnancy issues in order to assess the effect of training in this area. The medical education intervention comprised of a 30-min interactive tutorial. Retrospective chart review at three time points: pre education (July 2013, n = 45), immediately post-education (August 2013, n = 45) and longer term post-intervention (October 2013, n = 20). Pre-education, medical history was missing in 77.8% of charts compared to 13.4% immediately post-intervention and 10% long-term post-intervention (p Education in requirements for medical history taking can improve documentation.

  20. Incidence of EMILY’S multimedia software and its impact on early childhood education

    Directory of Open Access Journals (Sweden)

    Nelson Eduardo Mariscal Huacon

    2016-08-01

    Full Text Available The multimedia software for teaching logical-mathematical relationships in early childhood education today has achieved significant changes in teaching, leaving using traditional methods and teaching techniques to apply information technology and communications - ICT within the teaching-learning process, and that is where the imperative of using a multimedia software using it as a central focus for early childhood education arises. The main objective of this research was to apply a multimedia software to improve the teaching-learning process in logical relationships - math children early education Early Education Center .El Mamey”. It is noted that the factors influencing the teaching of children aged between 3 and 5 years are: habits, motivation, methodology, family and emotional intelligence, all this leading to use of a multimedia software to improve cognitive, psychomotor and even more so when you learn playing skills. The above is based on surveys of parents i / or legal representatives of children of early childhood education, where the use of multimedia software Emily’s are considered feasible.

  1. Making the best of the early years: the Tambellup way.

    Science.gov (United States)

    Clark, Kim D; Oosthuizen, Jacques; Beerenfels, Susan; Rowell, Anne-Marie C

    2010-01-01

    Tambellup is a small rural town in the Great Southern region of Western Australia (WA), approximately 300 km south-east of state capital Perth. Tambellup has a much higher Aboriginal population than the national average and achieved very positive results for year one children in 2007 regional Australian Early Development Index testing. In 2009 the Great Southern GP Network (which has a facilitating role in providing early intervention strategies to families with young children at risk of disadvantage) requested that public health staff at Edith Cowan University, Perth, WA undertake an exploratory study to discover the factors protective of children's development in Tambellup. This article describes the subsequent research and its findings. This 2009 qualitative study interviewed both adult members of the local Aboriginal community (Noongar people; n = 23), and non-Aboriginal leaders from a cross-section of organisations, services and the community (n = 14) to determine what made growing up in Tambellup a positive experience. Aboriginal participants were introduced to the researchers by a local cultural consultant. Non-Aboriginal participants were initially sourced from a list provided by the GSGPN and extended by asking those listed to identify other appropriate contacts. Face-to-face interviews were carried out with Aboriginal participants and telephone interviews were undertaken with non-Aboriginal participants. All interviews were conducted using a standard schedule of questions as a guide, supplemented by clarifying and broadening questions from research team members. Data were analysed in a multi-stage process of collation, extraction of common themes and verification of themes with study participants and other stakeholders. Findings were presented to local Aboriginal leaders at a community meeting and a final report was prepared and circulated to community members. There was substantial evidence of widespread trust and positive relationships in this close

  2. The Relationships among Early Childhood Educators' Beliefs, Knowledge Bases, and Practices Related to Early Literacy.

    Science.gov (United States)

    Islam, Chhanda

    A study was conducted to determine and compare the literacy beliefs, knowledge bases, and practices of early childhood educators who espouse emergent literacy and reading readiness philosophies; to explore the relationship among beliefs, knowledge bases, and practices; and to examine the degree to which beliefs, knowledge bases, and practices were…

  3. Sustainable poverty amelioration through early life education in a peri-urban community of Lagos, Nigeria

    Directory of Open Access Journals (Sweden)

    Olayinka A. Abosede

    2010-06-01

    Objectives: The aim of the study was to examine early life education for under-fives as a means of economic empowerment of mothers and sustainable poverty amelioration. Method: The methodology included a non-randomised selection of 34 disadvantaged mothers by criteria, a prospective intervention utilising community resources to organise early childhood education, an in-depth interview of mothers, and observation of the outcomes over a 5-year period. Results: The result of the study showed that no mother preferred keeping a child older than three years at home. Access to early childhood education gave mothers opportunity to undergo vocational training (1, 2.8% and take up new/additional jobs (12, 35.3%. All mothers and 32 (80% of the participating families more than doubled their income, earning up to twenty thousand Naira (approximately $182 per month from the first year of participation. Finally, selection criteria and periodic assessment of immunisation/growth monitoring records of participants’ children improved compliance with primary health care service utilisation. Conclusion: Organisation of early childhood education had the potential for sustainable poverty amelioration through economic empowerment of mothers.

  4. Motor-Life-Skills of Toddlers--A Comparative Study of Norwegian and British Boys and Girls Applying the Early Years Movement Skills Checklist

    Science.gov (United States)

    Moser, Thomas; Reikerås, Elin

    2016-01-01

    This article discusses motor-life-skills in a sample (n?=?1083) of 33 months (2.9-year-old) children in Norwegian early childhood education and care institutions (ECEC-institutions) and to compare the findings with the results from a similar British sample. The Early Years Movement Skills Checklist (EYMSC) (Chambers and Sugden 2006) was applied.…

  5. Cooperative learning in the first year of undergraduate medical education

    Directory of Open Access Journals (Sweden)

    Kanthan Rani

    2007-11-01

    Full Text Available Abstract Background Despite extensive research data indicating that cooperative learning promotes higher achievement, the creation of positive relationships, and greater psychological health for students at all levels in their education, cooperative learning as a teaching strategy is still underutilized in undergraduate medical education. Methods A cooperative learning task was introduced as part of the mandatory first Year undergraduate Pathology course. The task was to create an 8.5" × 11" poster summary of pre-assigned content in self-chosen groups of four or five students. On the designated "Poster Day," the posters were displayed and evaluated by the students using a group product evaluation. Students also completed an individual group process reflection survey. An objective evaluation of their understanding was gauged at the midterm examination by specific content-related questions. Results Majority (91–96% of students judged the group products to be relevant, effective, easy-to-understand, and clearly communicated. The majority of the students (90–100% agreed that their group process skills of time management, task collaboration, decision-making and task execution were effective in completing this exercise. This activity created a dynamic learning environment as was reflected in the students' positive, professional discussion, and evaluation of their posters. The content-related questions on the midterm examination were answered correctly by 70–92% of the students. This was a mutually enriching experience for the instructor and students. Conclusion These findings demonstrate that cooperative learning as a teaching strategy can be effectively incorporated to address both content and interpersonal skill development in the early years of undergraduate medical education.

  6. Jump-Starting Early Childhood Education at Home: Early Learning, Parent Motivation, and Public Policy.

    Science.gov (United States)

    Maloney, Erin A; Converse, Benjamin A; Gibbs, Chloe R; Levine, Susan C; Beilock, Sian L

    2015-11-01

    By the time children begin formal schooling, their experiences at home have already contributed to large variations in their math and language development, and once school begins, academic achievement continues to depend strongly on influences outside of school. It is thus essential that educational reform strategies involve primary caregivers. Specifically, programs and policies should promote and support aspects of caregiver-child interaction that have been empirically demonstrated to boost early learning and should seek to impede "motivational sinkholes" that threaten to undermine caregivers' desires to engage their children effectively. This article draws on cognitive and behavioral science to detail simple, low-cost, and effective tools caregivers can employ to prepare their children for educational success and then describes conditions that can protect and facilitate caregivers' motivation to use those tools. Policy recommendations throughout focus on using existing infrastructure to more deeply engage caregivers in effective early childhood education at home. © The Author(s) 2015.

  7. Early productive vocabulary predicts academic achievement 10 years later

    DEFF Research Database (Denmark)

    Bleses, Dorthe; Makransky, Guido; Dale, Philip

    2016-01-01

    comprehension, can be predicted from an early vocabulary measure as early as 16 months with effect sizes (in proportion of variance accounted for) comparable to one year’s mean growth in reading scores. The findings confirm in a relatively large population based study that late talkers are at risk for later...

  8. Research in Early Childhood Music and Movement Education.

    Science.gov (United States)

    Stellaccio, Cherie K.; McCarthy, Marie

    Because intuitive aptitude for music stabilizes at about age 9 years, the early childhood years are critical to the development of children's potential for comprehending and producing music. This literature review centers on studies that have expanded knowledge of how young children perform, perceive, and create music and thus develop their…

  9. Early Life Characteristics Associated with Appetite-Related Eating Behaviors in 7-Year-Old Children.

    Science.gov (United States)

    Albuquerque, Gabriela; Severo, Milton; Oliveira, Andreia

    2017-01-01

    To assess early life characteristics associated with appetite-related eating behaviors in 7-year-old children. The participants are children from the population-based birth cohort Generation XXI. Data on sociodemographics, health, and lifestyles and anthropometrics were collected at birth, and 4- and 7-year-old evaluations. A Portuguese version of the Children's Eating Behavior Questionnaire was completed by mothers (n = 3562 children) with children aged 7 years old. A 2-factor solution was identified: factor 1-appetite restraint and factor 2-appetite disinhibition. Associations were estimated through generalized linear models adjusted for maternal age, education, body mass index (BMI) before birth, family structure, number of siblings, and child's sex (β regression coefficients and 95% CIs). Higher appetite restraint at 7 years old was associated with higher maternal age and educational level, families with both parents (1- vs 2-parent: β = -0.074, 95% CI -0.140, -0.007) and no siblings (≥2 vs 0: β = -0.152, 95% CI -0.224, -0.081), and more sedentary lifestyles at 4 years old. It was also associated with lower child and maternal BMI and waist circumference at 4 years old. In contrast, higher appetite disinhibition was associated with lower maternal educational background, having a 1-parent family, more sedentary behaviors (≥120 vs <120 min/d of media: β = 0.055, 95% CI 0.018, 0.093), and higher BMI and waist circumference at 4 years old. Higher maternal age and education, and a family with both parents at 4 years old seem to influence higher appetite restraint, but less appetite disinhibition at 7 years old. More sedentary lifestyles at 4 years old were associated with higher appetite restraint and appetite disinhibition scores later in childhood. These results can be useful for the development of prevention guidelines and educational strategies aimed at improving healthy eating behaviors. Copyright © 2016 Elsevier Inc. All rights reserved.

  10. Fine Motor Skills Predict Maths Ability Better than They Predict Reading Ability in the Early Primary School Years

    Science.gov (United States)

    Pitchford, Nicola J.; Papini, Chiara; Outhwaite, Laura A.; Gulliford, Anthea

    2016-01-01

    Fine motor skills have long been recognized as an important foundation for development in other domains. However, more precise insights into the role of fine motor skills, and their relationships to other skills in mediating early educational achievements, are needed to support the development of optimal educational interventions. We explored concurrent relationships between two components of fine motor skills, Fine Motor Precision and Fine Motor Integration, and early reading and maths development in two studies with primary school children of low-to-mid socio-economic status in the UK. Two key findings were revealed. First, despite being in the first 2 years of primary school education, significantly better performance was found in reading compared to maths across both studies. This may reflect the protective effects of recent national-level interventions to promote early literacy skills in young children in the UK that have not been similarly promoted for maths. Second, fine motor skills were a better predictor of early maths ability than they were of early reading ability. Hierarchical multiple regression revealed that fine motor skills did not significantly predict reading ability when verbal short-term memory was taken into account. In contrast, Fine Motor Integration remained a significant predictor of maths ability, even after the influence of non-verbal IQ had been accounted for. These results suggest that fine motor skills should have a pivotal role in educational interventions designed to support the development of early mathematical skills. PMID:27303342

  11. Fine motor skills predict maths ability better than they predict reading ability in the early primary school years

    Directory of Open Access Journals (Sweden)

    Nicola J. Pitchford

    2016-05-01

    Full Text Available Fine motor skills have long been recognised as an important foundation for development in other domains. However, more precise insights into the role of fine motor skills, and their relationships to other skills in mediating early educational achievements, are needed to support the development of optimal educational interventions. We explored concurrent relationships between two components of fine motor skills, Fine Motor Precision and Fine Motor Integration, and early reading and maths development in two studies with primary school children of low-to-mid socio-economic status in the U.K. Two key findings were revealed. First, despite being in the first two years of primary school education, significantly better performance was found in reading compared to maths across both studies. This may reflect the protective effects of recent national-level interventions to promote early literacy skills in young children in the U.K. that have not been similarly promoted for maths. Second, fine motor skills were a better predictor of early maths ability than they were of early reading ability. Hierarchical multiple regression revealed that fine motor skills did not significantly predict reading ability when verbal short-term memory was taken into account. In contrast, Fine Motor Integration remained a significant predictor of maths ability, even after the influence of non-verbal IQ had been accounted for. These results suggest that fine motor skills should have a pivotal role in educational interventions designed to support the development of early mathematical skills.

  12. Fine Motor Skills Predict Maths Ability Better than They Predict Reading Ability in the Early Primary School Years.

    Science.gov (United States)

    Pitchford, Nicola J; Papini, Chiara; Outhwaite, Laura A; Gulliford, Anthea

    2016-01-01

    Fine motor skills have long been recognized as an important foundation for development in other domains. However, more precise insights into the role of fine motor skills, and their relationships to other skills in mediating early educational achievements, are needed to support the development of optimal educational interventions. We explored concurrent relationships between two components of fine motor skills, Fine Motor Precision and Fine Motor Integration, and early reading and maths development in two studies with primary school children of low-to-mid socio-economic status in the UK. Two key findings were revealed. First, despite being in the first 2 years of primary school education, significantly better performance was found in reading compared to maths across both studies. This may reflect the protective effects of recent national-level interventions to promote early literacy skills in young children in the UK that have not been similarly promoted for maths. Second, fine motor skills were a better predictor of early maths ability than they were of early reading ability. Hierarchical multiple regression revealed that fine motor skills did not significantly predict reading ability when verbal short-term memory was taken into account. In contrast, Fine Motor Integration remained a significant predictor of maths ability, even after the influence of non-verbal IQ had been accounted for. These results suggest that fine motor skills should have a pivotal role in educational interventions designed to support the development of early mathematical skills.

  13. Defining Quality in Visual Art Education for Young Children: Building on the Position Statement of the Early Childhood Art Educators

    Science.gov (United States)

    McClure, Marissa; Tarr, Patricia; Thompson, Christine Marmé; Eckhoff, Angela

    2017-01-01

    This article reflects the collective voices of four early childhood visual arts educators, each of whom is a member of the Early Childhood Art Educators (ECAE) Issues Group of the National Arts Educators Association. The authors frame the article around the ECAE position statement, "Art: Essential for Early Learning" (2016), which…

  14. VETEM -- a very early time electromagnetic system -- year 2

    International Nuclear Information System (INIS)

    Pellerin, L.; Pfeifer, M.C.; Labson, V.F.

    1996-01-01

    In electrically conductive conditions common in environmental characterization studies the minimum depth of investigation for traditional electromagnetic (EM) sounding techniques is roughly 5 meters, while ground penetrating radar (GPR) systems often investigate no more than the top meter or so when clay minerals are present in the soil. Bridging this gap is essential to the characterization of buried waste, contaminant plumes, and other environmental and hydrogeological targets located in the shallow subsurface. The Very Early Time Electromagnetic (VETEM) system is designed to ascertain the conductivity and dielectric properties of the shallow subsurface in conductive terrain. Hence, the one-dimensional (1-D) and three-dimensional (3-D) numerical modeling algorithms, developed in the first year of the project, contain the full solution to the EM problem including both displacement and conduction currents. The VETEM system fills a gap between EM and GPR, but all three methods are necessary to successfully image the shallow subsurface. To achieve the goal of fully 3-D subsurface imaging, the VETEM project is hosting the Electromagnetic Integrated Demonstration (EMID) at the Idaho National Engineering Laboratory's Cold Test Pit (INEL's CTP). Over a dozen EM systems will acquire data over the same survey area for interpretation in conjunction with the VETEM team. The prototype time-domain instrument employs a magnetic dipole transmitter and receiver and operates from 10 nano-second to a micro-second. The USGS high frequency sounder (HFS), which served as the VETEM proof-of-concept, uses the same antenna geometry as the time-domain instrument and acquires data from 30 kHz to 30 MHz. The first VETEM survey was recently conducted at the INEL's CTP as a part of the EMID. The electromagnetic migration technique is being investigated for interpretation of the VETEM data

  15. Gender and teacher training in Early Childhood Education studies

    Directory of Open Access Journals (Sweden)

    Alfonso Romero Díaz

    2008-12-01

    Full Text Available This paper presents the findings of a research study funded by the European Union that aims to improve early childhood teacher training in gender-related topics. Spain has made considerable headway with the inclusion of gender mainstreaming in the political agenda. However, as we point out in this paper, this issue is still not a priority in vocational training for early childhood education. A series of qualitative interviews and a quantitative questionnaire revealed a lack of training, materials and sensitivity, all needed for the introduction of gender and sexual diversity issues.

  16. Why Education for Sustainable Development Needs Early Childhood Education: The Case of Norway

    Science.gov (United States)

    Eriksen, Kristin Gregers

    2013-01-01

    With this article, the author intends to outline a legitimising basis for implementing education for sustainable development (ESD) in early childhood education, in juridical, pedagogical and political terms. Starting from our current ecological crisis, the ontological assumptions of modern culture are considered obstructive to possibilities for…

  17. From Teachers to Students: What Influences Early Childhood Educators to Pursue College Education

    Science.gov (United States)

    Deutsch, Francine M.; Riffin, Catherine A.

    2013-01-01

    Underpaid and overworked, preschool teachers face multiple barriers in pursuing higher education. In the present study, we explored how logistical and financial barriers hinder early childhood education teachers and teacher's aides from taking college courses, as well as how academic self-concept and social support influence current enrollment.…

  18. Comparison of Early Childhood Education (Preschool Education) in Turkey and OECD Countries

    Science.gov (United States)

    Ozgan, Habib

    2010-01-01

    In this study, it was aimed to evaluate how the difference the early childhood education in Turkey and OECD countries. The outstanding point evaluated by the teachers about the difference between the education in Turkey and that in OECD countries and the conditions needing to be improved was the compare of age groups benefiting from the services…

  19. Music Education from Birth to Five: An Examination of Early Childhood Educators' Music Teaching Practices

    Science.gov (United States)

    Bolduc, Jonathan; Evrard, Melanie

    2017-01-01

    Children from birth to five are generally enthusiastic about music. However, because many early-childhood educators (ECEs) feel that they have insufficient knowledge to foster musical development, music education practices are not equivalent across ECEs. This study aimed to identify and determine the frequency of music activities used by ECEs. In…

  20. A Development of a Knowledge Management Model of Supervision of Practicum Students in Early Childhood Education, Faculty of Education, Mahasarakham University

    Directory of Open Access Journals (Sweden)

    Srikunyarphat Rangsriborwornkul

    2017-06-01

    Full Text Available The purpose of this study was to develop a model of knowledge management of supervision of practicum students in early childhood education. The target groups were 1 four supervisors in Early Childhood Education program, faculty of Education, Mahasarakham University and 2 thirty-three fifth-year practicum students in early childhood education practicing in professional experience at schools which located in Mahasarakham, Khonkaen, and Roi-Et provinces. The research tool was a survey form of supervision of practicum students. Content analysis was used. The research findings showed that 1 a development of the knowledge management model of supervision of practicum students in early childhood education contained 3 phases: phase I – studying need assessment, phase II – developing a model and phase III – conclusion and 2 data from the survey form of knowledge management of supervision categorized into two aspects, namely, appropriate practices and inappropriate practices.

  1. Crossing the Cultural Divide in Early Childhood Teacher Education Programs: A Study of Chinese Graduate Students' Perceptions of American Early Care and Education

    Science.gov (United States)

    Luo, Nili; Gilliard, Jennifer L.

    2006-01-01

    To effectively teach young children, early childhood teachers must be prepared to collaborate with families of diverse backgrounds. Studying the unique cultural contexts of children and families in American early care and education programs and communities will offer early educators information needed to develop empathy for the families with whom…

  2. Breaking the Cycle of Disadvantage: Early Childhood Interventions and Progression to Higher Education in Europe. Research Report

    Science.gov (United States)

    Guerin, Benoit

    2014-01-01

    The early years of childhood are crucial for the development of the cognitive and social-behavioural skills of an adult. Thus, they represent a unique challenge and opportunity to invest in children. Extensive research has shown that Early Childhood Education and Care (ECEC) is effective in tackling the inequality which can tend to spring from…

  3. Enhancing the Quality of Early Childhood Education and Care: ECEC Tutors' Perspectives of Family Engagement in Spain

    Science.gov (United States)

    Paz-Albo Prieto, Jesús

    2018-01-01

    Access to high-quality early childhood education and care (ECEC) is important for developmental outcomes and school success. The first years of life are a critical period for learning and the quality of early experiences can have a significant impact later in life. Parenting is one of the primary influences on children's development and family…

  4. Reflections on "Music Educators Journal" in Its Centennial Year

    Science.gov (United States)

    Reimer, Bennett

    2014-01-01

    This article views "Music Educators Journal" ("MEJ") and the hundred years of music education it has served through the lenses of the depth and breadth of music education at the present point in the profession's history. "MEJ" has been an important component in our depth of understanding of the nature and values…

  5. Does Early Childhood Teacher Education Affect Students' Cognitive Orientations? The Effect of Different Education Tracks in Teacher Education on Prospective Early Childhood Teachers' Cognitive Orientations in Germany

    Science.gov (United States)

    Mischo, Christoph; Wahl, Stefan; Strohmer, Janina; Wolf, Carina

    2014-01-01

    Early childhood teachers may differ regarding the knowledge base they use when making professional decisions. In this study two orientations are distinguished: the orientation towards scientific knowledge vs. the orientation towards intuition and subjective experience. As different tracks in early childhood teacher education qualify for…

  6. Professionalism in Early Childhood Education and Care in Ethiopia: What Are We Talking About?

    Science.gov (United States)

    Tigistu, Kassahun

    2013-01-01

    Despite claims about the significance of early childhood education in improving later outcomes in an individual's life, this stage of development has not received sufficient attention by education systems across the world. Until recently, early education or preschool education did not come under the purview of the formal education system in most…

  7. Early Childhood Environmental Education in Tropical and Coastal Areas: A Meta-Analysis

    Science.gov (United States)

    Sawitri, D. R.

    2017-02-01

    Early childhood years are the period of the greatest and most significant developments in ones’ life, and are generally regarded as the basis upon which the rest of their life is constructed. However, these early years are those that traditionally have received the least attention from environmental education. This paper was aimed to summarize several day-to-day activities that can be conducted to educate children in their early years about environment. Environmental education is an educational process that deals with the human interrelationships with the environment, and that uses an interdisciplinary problem solving approach with value clarification. Environmental education is aimed at producing a community that is knowledgeable about the biophysical environment and its associated problems, aware of how to solve these problems, and enthusiastic to work toward their solution. It highlights the progress of knowledge, understanding, attitudes, skills, and commitment for environmental problems and considerations. Further, environmental education can help children expand their ecological worldview, promote active care to the environment, and explain the relationship between modern life style and current environmental problems. Several types of environmental education have been identified from the literature, such as outdoor activities in natural outdoor setting, school gardening, play-based learning, and drawing activities. Each of these activities has its own characteristics and effects on children’s environmental-related attitudes and behaviors. Through these activities, the unique characteristics of tropical and coastal areas can potentially be used to facilitate children to learn about nature and environment. Recommendations for childhood education practitioners and future researchers are discussed.

  8. Networking and professional development among teachers of Early Childhood Education

    Directory of Open Access Journals (Sweden)

    Rosario Mérida Serrano

    2017-06-01

    Full Text Available This paper evaluates the professional development of 24 teachers involved in the Early Childhood Education-CPD Centre for Teachers-University Network ([blind review]. Collaborative research-action is carried out with teachers and pupils of Early Childhood Education, an adviser from the Continuing Professional Development (CPD Centre for Teachers, researchers, and teacher training undergraduates from the University of [blind review] ([blind review]. Taking a qualitative approach, through interviews, focus groups, and research journals, the benefits obtained by the teachers through their involvement in the [blind review] network are identified: (1 Their colleagues offer them emotional support and provide examples of good practices; (2 The teacher training undergraduates provide technological resources and the possibility of calmly observing what goes on in the classroom; (3 The researchers foster processes of reflection about practice and endorse the validity of the Project Approach; (4 The adviser provides continuing professional development.

  9. Play and playfulness in early childhood education and care.

    Directory of Open Access Journals (Sweden)

    Singer E.

    2015-06-01

    Full Text Available Play and playfulness are basic features in early childhood education. The elements of play are pleasure, a sense of freedom, and the co-construction of shared meaning through the use of rules or rhythms. Play and learning are closely related in early childhood. But when the focus on the educational benefits of play becomes too strong, the most essential feature of play is lost: children’s pleasure. Young children in group settings often have to adapt to the teachers’ demands related to security, hygiene, and social norms and values. But the playfulness of the teachers helps to overcome differences in power in the caregiver-child relationship and prevents young children from becoming overburdened with strict rules and group discipline. Play and playfulness are a resource of shared pleasure and creativity in learning processes.

  10. Initiation to scientific literacy in early years of elementary school: contributions of a didactic sequence

    Directory of Open Access Journals (Sweden)

    Juliana Pinto Viecheneski

    2013-12-01

    Full Text Available This article presents the results of a research professional, which was developed in the context of the early years of elementary school, from the application of a didactic sequence, with a view to initiation of scientific literacy of students in the literacy process of language. The methodological approach was qualitative, interpretative nature. The subjects were the students of 1st year 1st Cycle of Basic Education in a public school in Ponta Grossa - PR. The data were collected through observation, application of diagnostic testing, audio recordings, photographs, written records, illustrations and posttest. The theory History Cultural Development made the analysis of pedagogical actions and reflections on them. The main results indicate that the activities of the instructional sequence, contributed to the progressive advancement of the students' knowledge in relation to the area of science and basic scientific literacy, and also contributed to make learning the language more contextualized and interdisciplinary. It is noted that this work requires a teacher to assume the role of mediator between the scientific and the children, as well as requires the understanding that, as the subject entered the technological means, students in the early years have a right to access scientific culture. In this perspective, respecting the level of development of the children, the teacher can provide challenges and mediations necessary for the gradual construction of scientific knowledge, the first years of elementary school.

  11. A Meta-Analysis of the Relationship between Learning Outcomes and Parental Involvement during Early Childhood Education and Early Elementary Education

    Science.gov (United States)

    Ma, Xin; Shen, Jianping; Krenn, Huilan Y.; Hu, Shanshan; Yuan, Jing

    2016-01-01

    This meta-analysis examined the relationship between learning outcomes of children and educational involvement of parents during a unique period of early childhood education and early elementary education based on 100 independent effect sizes from 46 studies. Learning outcomes are academic achievement, and frameworks of parental involvement…

  12. Implementation of Early Childhood Development Education Service Standard Guidelines on Physical Facilities in Public and Private Early Childhood Education Centres Kakamega County, Kenya

    Science.gov (United States)

    Sitati, Emmily M.; Ndirangu, Mwangi; Kennedy, Bota; Rapongo, George S.

    2016-01-01

    In 2006, the Kenyan Ministry of Education (MoE) developed an early childhood development education (ECDE) service standard guidelines to guide the ECDE stakeholders in provision of early childhood education (ECE) programmes. The study sought to investigate the implementation of the ECDE service standard guidelines on provision of physical…

  13. Moving House for Education in the Pre-School Years

    Science.gov (United States)

    Hansen, Kirstine

    2014-01-01

    This paper uses data from the Millennium Cohort Study (MCS) to examine house moves that take place in the pre-school years, focusing on families who move for the education of their children. We present results showing that education- related house moves do indeed occur in the pre-school years with particular types of parents making these…

  14. Twenty Years of Australian Educational Computing: A Call for Modern Traditionalism

    Science.gov (United States)

    McDougall, Anne

    2005-01-01

    This article reflects on twenty or more years of development and research in educational computing. It argues that the emphasis on exploiting the technology in the service of contemporary ideas about learning held by many of the early workers has been lost to a focus on the technology itself and its capabilities. In schools this has led to an…

  15. An Early Years Toolbox for Assessing Early Executive Function, Language, Self-Regulation, and Social Development: Validity, Reliability, and Preliminary Norms.

    Science.gov (United States)

    Howard, Steven J; Melhuish, Edward

    2017-06-01

    Several methods of assessing executive function (EF), self-regulation, language development, and social development in young children have been developed over previous decades. Yet new technologies make available methods of assessment not previously considered. In resolving conceptual and pragmatic limitations of existing tools, the Early Years Toolbox (EYT) offers substantial advantages for early assessment of language, EF, self-regulation, and social development. In the current study, results of our large-scale administration of this toolbox to 1,764 preschool and early primary school students indicated very good reliability, convergent validity with existing measures, and developmental sensitivity. Results were also suggestive of better capture of children's emerging abilities relative to comparison measures. Preliminary norms are presented, showing a clear developmental trajectory across half-year age groups. The accessibility of the EYT, as well as its advantages over existing measures, offers considerably enhanced opportunities for objective measurement of young children's abilities to enable research and educational applications.

  16. Professional learning communities (PLCs) for early childhood science education

    Science.gov (United States)

    Eum, Jungwon

    beliefs toward science teaching. Face-to-face group teachers' comfort with planning and doing different science activities increased significantly after the workshop and after the combination of workshop and face-to-face PLC. This study contributes to the research about various forms of professional development and their process and outcome in early childhood science education and informs early childhood professional communities of creative ways to improve science teaching and learning.

  17. National Migrant Education Program: Early Childhood Development Skills--Birth Through 5 Years (Desarrollo de Destrezas en la Temprana Infancia--Desde el Nacimiento Hasta los Cinco Anos de Edad).

    Science.gov (United States)

    1979

    Compiled to ensure cooperation between states and to provide continuity of reporting on developmental skills for the migrant child from birth through five years of age, this booklet lists the psychomotor, cognitive, and affective skills which are reported through the Migrant Student Record Transfer System (MSRTS). Published in both English and…

  18. Relationship between creativity and laterality in Early Childhood Education

    Directory of Open Access Journals (Sweden)

    Rocío BERENGUER SÁNCHEZ

    2016-12-01

    Full Text Available In primary education is essential to know and develop methodologies using the development of creativity and laterality in the process of teaching and learning in our student. It is an ideal place to study the relationship between these variables period. As we understand creativity as an integral part of all the languages in which student in early childhood education (verbal and written language, plastic body… are expressed, for all languages represent a creative process, a way to communicate with others, either verbal or written form, plastic. All these forms of communication is also related to another concept as laterality. It is essential to identify and examine the importance of laterality and dominations in kindergarten because all these processes are required before accessing other languages such as literacy. The objective of this study is to describe the relationship between creativity and laterality in Early Childhood Education. This has been evaluated 60 children in the second cycle of Infant Education and creativity variables defined and undefined laterality. In the development of this research test Torrance Creative Thinking (1974 of figurative expression and the test of laterality of the neuropsychological test (2011 it was applied. The results show that most of the student have defined laterality with 75%. These student earn higher average scores on each component of creativity, the group with undefined laterality and more creativity than the group with undefined laterality.

  19. BREASTFEEDING AND EARLY CHILDHOOD CARIES (ECC SEVERITY OF CHILDREN UNDER THREE YEARS OLD IN DKI JAKARTA

    Directory of Open Access Journals (Sweden)

    Risqa Rina Darwita

    2008-12-01

    Full Text Available The prevalence and severity of caries in children under three years old are constantly increasing. One of the cause is the increase consumption of cariogenic carbohydrate. Breast milk have buffer capacity that eventually able to prevent caries. The aims of this research are to discover the correlation between breastfeeding with the severity of Early Childhood Caries (ECC in children under three years old, to provide information on prevalence and severity of caries in children under three years, and to explain factors influencing the incidence of ECC. This research designed cross sectionally and conducted upon 565 children aged 12-38 months, selected using multistage cluster random sampling. The ECC prevalence of children under three years in DKI Jakarta is 52.7%, with average score of def-t 2.85. Bivariate analysis showed that, variables which correlate with the level of ECC are; the way to deliver (p=0,012, frequency (p=0,002, duration (p=0,002, salivary buffer capacity (p=0.013, habitual consumption of sugary diet (p=0.005, child’s dental hygiene behavior (p=0.002, and mother’s education (p=0.001. Multivariate analysis showed that ECC can be explained by these variables: age, mother’s education, the way to deliver and frequency of breast milk complements/replacement of consumtions, child’s brushing habit, plaque pH, and salivary buffer capacity. Resulting determination coefficient 32.1%. There is no significant correlation between breastfeeding and the level of Early Childhood Caries (ECC. The role of protective qualities of breastfeeding are not shown because of bias in obtaining data influence the incidence of caries.

  20. The early years of string theory: The dual resonance model

    International Nuclear Information System (INIS)

    Ramond, P.

    1987-10-01

    This paper reviews the past quantum mechanical history of the dual resonance model which is an early string theory. The content of this paper is listed as follows: historical review, the Veneziano amplitude, the operator formalism, the ghost story, and the string story

  1. Early-Years Teachers' Professional Upgrading in Science: a Long-Term Programme

    Science.gov (United States)

    Kallery, Maria

    2017-04-01

    In this paper, we present a professional development/upgrading programme in science for early-years teachers and investigate its impact on the teachers' competencies in relation to their knowledge and teaching of science. The basic idea of the programme was to motivate the teachers by making them members of an action research group aimed at developing and implementing curriculum activities to which they would contribute and thus meaningfully engaging them in their own learning. The programme used a `collaborative partnership' model for the development of the activities. In this model, the collaborative notion is defined as an act of `shared creation': partners share a goal and members bring their expertise to the partnership. Within this context, the partners were a researcher in science education with a background in physics, who also served as a facilitator, and six in-service early-years teachers with a background in early-years pedagogy and developmental sciences, who had many years of experience (classroom experts). These teachers participated in the programme as co-designers, but were involved to a significantly lesser degree than the researcher. The programme procedures comprised group work and individual teachers' class work. Data sources included teachers' essays, field-notes, lesson recordings and group-work records. Data were qualitatively analysed. The main results indicate improvement of teachers' `transformed' knowledge of the subject matter, development/improvement of knowledge of instructional strategies, including factors related to quality of implementation of the activities, knowledge of the pupils and improvement of the teachers' efficacy.

  2. Integrated Pest Management: A Curriculum for Early Care and Education Programs

    Science.gov (United States)

    California Childcare Health Program, 2011

    2011-01-01

    This "Integrated Pest Management Toolkit for Early Care and Education Programs" presents practical information about using integrated pest management (IPM) to prevent and manage pest problems in early care and education programs. This curriculum will help people in early care and education programs learn how to keep pests out of early…

  3. Analyzing Process Quality of Early Childhood Education with Many Facet Rash Measurement Model

    Science.gov (United States)

    Basturk, Ramazan; Isikoglu, Nesrin

    2008-01-01

    Quality of early childhood education institutions specifically, dimensions of process quality should be evaluated. Purpose of this study is to analyze process quality of early childhood education by using many-facet Rasch measurement model (MFRM). In this study, data were collected from twelve early childhood education institutions by four…

  4. Educating for early diagnosis of leprosy in the municipality of Mato Grosso Rondonópolis

    Directory of Open Access Journals (Sweden)

    Débora Aparecida da Silva Santos

    2016-09-01

    Full Text Available Rondonópolis-MT has shown high rates of leprosy cases, leading to the need for preventive educational activities. The extension project "Leprosy: Early diagnosis is the solution" is carried out in partnership with the Health Department for 4 years with the Nursing Course UFMT / ICEN / CUR. This article aimed to describe the realization of educational activities on prevention of leprosy in the areas of health facilities, in-service education, lectures in schools and participation in joint efforts between March 2014 and March 2015. The audience were 1764 residents, in addition to students and professionals schools and health teams. They were referred 22 suspected cases and confirmed 11 new, professional training and schools. This citizenship action, the project significantly contributed to the early diagnosis of leprosy and the public health of the city. It is suggested that new projects are undertaken to promote the quality of primary care, encouraging the participation of academia through the university extension.

  5. Measuring Satisfaction with Family-Professional Partnership in Early Intervention and Early Childhood Special Education Programs in Qatar

    Science.gov (United States)

    Al-Hadad, Nawal Khalil

    2010-01-01

    Family-professional partnership has been considered a recommended practice in Early Intervention/Early Childhood Special Education (EI/ECSE) programs for young children with disabilities and their families for the past two decades. The importance of establishing successful partnerships between families and professionals in educational planning has…

  6. Children's Participation Rights in Early Childhood Education and Care: The Case of Early Literacy Learning and Pedagogy

    Science.gov (United States)

    Dunphy, Elizabeth

    2012-01-01

    This position article argues that educators' knowledge of young children's perspectives on aspects of early learning, including literacy learning, and subsequent interpretations of the ways that these perspectives can inform and shape pedagogy are key to promoting children's participation rights in early childhood education and care. Drawing on…

  7. Payment in Heaven: Can Early Childhood Education Policies Help Women Too?

    Science.gov (United States)

    Newberry, Jan; Marpinjun, Sri

    2018-01-01

    Based on research and activism on early childhood education and care in the area of Yogyakarta, Indonesia, we argue that the Indonesian government's focus on early childhood has come at a cost to local women. Community-based early childhood programs are delivered by women whose work is unpaid or underpaid. Although early childhood education in the…

  8. Showing up Matters: Newark Chronic Absenteeism in the Early Years

    Science.gov (United States)

    Chen, Peter; Rice, Cynthia

    2016-01-01

    Based on a 180-day school year, any student who misses 18 days or more per year--or about two days per month--is considered chronically absent. An alarming 4,328 Newark students in grades kindergarten through 3rd grade were chronically absent during the 2013-14 school year. When young students miss too much school, they will likely struggle…

  9. Rheumatology Research Foundation Clinician Scholar Educator Award: Fifteen Years Promoting Rheumatology Educators and Education.

    Science.gov (United States)

    Berman, Jessica R; O'Rourke, Kenneth S; Kolasinski, Sharon L; Aizer, Juliet; Wheatley, Mary J; Battistone, Michael J; Siaton, Bernadette C; Criscione-Schreiber, Lisa; Pillinger, Michael H; Lazaro, Deana M

    2016-11-01

    The Rheumatology Research Foundation's Clinician Scholar Educator (CSE) award is a 3-year career development award supporting medical education research while providing opportunities for mentorship and collaboration. Our objective was to document the individual and institutional impact of the award since its inception, as well as its promise to strengthen the subspecialty of rheumatology. All 60 CSE Award recipients were surveyed periodically. Fifty-six of those 60 awardees (90%) responded to requests for survey information that included post-award activities, promotions, and further funding. Data were also collected from yearly written progress reports for each grant. Of the total CSE recipients to date, 48 of 60 (80%) are adult rheumatologists, 11 of 60 (18%) are pediatric rheumatologists, and 1 is an adult and pediatric rheumatologist. Two-thirds of survey respondents spend up to 30% of their total time in educational activities, and one-third spend greater than 30%. Thirty-one of the 60 CSE recipients (52%) have published a total of 86 medical education papers. Twenty-six of 52 (50%) had received an academic promotion following the award. Eleven awardees earned advanced degrees. We describe the creation and evolution of a grant program from a medical subspecialty society foundation and the impact on producing education research, individual identity formation, and ongoing support for educators. This community of rheumatology scholar educators now serves as an important resource at the national level for the American College of Rheumatology and its membership. We believe that this grant may serve as a model for other medical societies that want to promote education scholarship and leadership within their specialties. © 2016, American College of Rheumatology.

  10. Three year outcomes in an early intervention service for psychosis in a multicultural and multiethnic population.

    Science.gov (United States)

    Agius, Mark; Shah, Samir; Ramkisson, Roshelle; Persaud, Albert; Murphy, Suzanne; Zaman, Rashid

    2008-12-01

    Concern has been expressed that it may be difficult to provide certain interventions to some ethnic groups in an Early Intervention Service for Psychosis, and that as a consequence, three-year outcomes for the different Ethnic Groups may be different in different groups. To test whether there are differences between the three year outcomes of different ethnic groups represented in the patient population of an Early Intervention service for Psychosis. The three-year outcomes for the first group of 62 Patients to receive three years treatment in the Early Intervention Service in Luton, Bedfordshire were examined. This group well represented the ethnic mix of the population of Luton. It does not appear that there are major differences between the three-year outcomes of any one of the three groups studied. However the South Asian Patients appear to present earlier, with shorter DUPs, seemed more likely to marry, live with their families, and seem more likely to return to higher education after a first psychotic episode of psychosis compared to the Caucasians. Afro-Carribeans and South Asians were more likely to be unemployed, but many South Asians were employed, as were Caucasians. The fewest persons employed were in the Afro-Caribbean group. While slightly more South Asians and Afro-Carribeans were admitted compulsorily under the mental health act over the three years, 60% of each of the two non-white groups were never admitted compulsorily. This is different from the reported national trends of the Mental Health act being used excessively with the Afro-Caribbean population. No previous study has looked at the outcomes of Early Intervention Services for First Psychotic Episodes according to the Ethnic Origin of the Clients. The better outcomes seen with South Asians are probably due to cultural factors among the South Asians born in this country, rather than to issues related to the Psychotic Illness itself. These findings are important in planning services in areas

  11. Musical Nurture in the Early Years of Children.

    Science.gov (United States)

    Miller, Samuel D.

    Children are naturally musical and should be musically educated. Music provides a unique way for children to grow intellectually, emotionally and socially. Music fulfills an inner drive to express feelings and experiences in a symbolic, abstract, creative, and acceptable manner which is positive and valued. Musical nurture should begin within the…

  12. Can Early Years Professionals Determine Which Preschoolers Have Comprehension Delays? A Comparison of Two Screening Tools

    Science.gov (United States)

    Seager, Emily; Abbot-Smith, Kirsten

    2017-01-01

    Language comprehension delays in pre-schoolers are predictive of difficulties in a range of developmental domains. In England, early years practitioners are required to assess the language comprehension of 2-year-olds in their care. Many use a format based on the Early Years Foundation Stage Unique Child Communication Sheet (EYFS:UCCS) in which…

  13. Does shared family background influence the impact of educational differences on early mortality?

    DEFF Research Database (Denmark)

    Søndergaard, Grethe; Mortensen, Laust H; Andersen, Anne-Marie Nybo

    2012-01-01

    The mechanisms behind social differences in mortality rates have been debated. The authors examined the extent to which shared family background and health in early life could explain the association between educational status and all-cause mortality rates using a sibling design. The study......-cause mortality that was strongest for males, increased with younger birth cohorts, and tended to be strongest in the analyses of death before 45 years of age. The associations were attenuated slightly in the intersibling analyses and after adjustment for serious health conditions in early life. Hence, health...

  14. First-Year University Students of Educational Sciences on Inclusive Education: Attitudes and Convictions in Flanders.

    Science.gov (United States)

    Vanderfaeillie, Johan; De Fever, Frank; Lombaerts, Koen

    2003-01-01

    Assessed the attitudes toward inclusive education of college students at a Flemish college that had a new curriculum designed to familiarize first year educational psychology and special education students with inclusive education. Surveys of students who took introductory courses on inclusion indicated that students neither advocated for nor…

  15. The Development of Early Literacy in Steiner- and Standard-Educated Children

    Science.gov (United States)

    Cunningham, Anna J.; Carroll, Julia M.

    2011-01-01

    Background: There is evidence that children who are taught to read later in childhood (age 6-7) make faster progress in early literacy than those who are taught at a younger age (4-5 years), as is current practice in the UK. Aims: Steiner-educated children begin learning how to read at age 7, and have better reading-related skills at the onset of…

  16. The Effect of Childcare and Early Education Arrangements on Developmental Outcomes of Young Children

    OpenAIRE

    Pierre Lefebvre; Philip Merrigan

    2000-01-01

    This study investigates the relationship between child care arrangements and developmental outcomes of young children using data from Cycle 1 of the Canadian National Longitudinal Survey of Children and Youth. Models of the determinants of Motor and Social Development (MSD) scores for children aged 0-47 months, and of the Peabody Picture Vocabulary Test assessment scores (PPVT-R) for children aged 4-5 years are estimated controlling for a variety of non-parental childcare and early education ...

  17. FORMAÇÃO CONTINUADA DO PROFESSOR DOS ANOS INICIAIS: REVISITANDO FIGURAS PLANAS COM SOFTWARE DE GEOMETRIA DINÂMICA. CONTINUING EDUCATION FOR TEACHERS OF THE EARLY YEARS: REVISITING PLANE FIGURES WITH DYNAMIC GEOMETRY SOFTWARE

    Directory of Open Access Journals (Sweden)

    Poloni, Marinês Yole

    2012-05-01

    Full Text Available Este artigo tem por propósito discutir episódios da prática de duas professoras do Ensino Fundamental I que em um curso de formação continuada revisitaram alguns conceitos geométricos. O foco está na reconstrução dos conceitos dessas professoras, entretanto são explicitadas também decisões e estratégias metodológicas por elas tomadas a fim de mediar a aprendizagem dos alunos. A pesquisa de mestrado, que subsidia este texto, foi realizada ao longo do curso “Geometria em Ação”, o qual estava centrado no tema Figuras Planas e, nele, foi utilizado o software Cabri-Géomètre[1]. A fundamentação teórica foi construída a partir dos conceitos de reflexão de Schön, das vertentes do conhecimento didático de Ponte & Oliveira e da articulação entre teoria e prática de Tardif. A pesquisa de caráter qualitativo utilizou a metodologia de Design-Based Research. No artigo apresentamos reflexões tanto sobre a (reconstrução de conceitos geométricos, quanto sobre a prática docente. Concluímos, ao final do estudo, que ocorreram situações de reconstrução de conceitos geométricos por parte de ambas as professoras, particularmente quanto às definições e às propriedades de triângulos e quadriláteros. Em relação à prática docente, elas se conscientizaram das decisões tomadas tanto durante o planejamento de suas aulas quanto durante a aplicação das mesmas avaliando, posteriormente, suas decisões didáticas e pedagógicas. This paper discusses episodes of teaching practices of two primary school teachers whom, during a course of continuing education, have revisited some geometrical concepts. The focus is on the reconstruction of mathematical concepts of these teachers, however, we also present methodological strategies and decisions taken by them in order to support students' learning. The underlying research was carried out along the course "Geometria em Ação" (Geometry in Action, which was centered on the Planar

  18. Earthquake Early Warning: User Education and Designing Effective Messages

    Science.gov (United States)

    Burkett, E. R.; Sellnow, D. D.; Jones, L.; Sellnow, T. L.

    2014-12-01

    The U.S. Geological Survey (USGS) and partners are transitioning from test-user trials of a demonstration earthquake early warning system (ShakeAlert) to deciding and preparing how to implement the release of earthquake early warning information, alert messages, and products to the public and other stakeholders. An earthquake early warning system uses seismic station networks to rapidly gather information about an occurring earthquake and send notifications to user devices ahead of the arrival of potentially damaging ground shaking at their locations. Earthquake early warning alerts can thereby allow time for actions to protect lives and property before arrival of damaging shaking, if users are properly educated on how to use and react to such notifications. A collaboration team of risk communications researchers and earth scientists is researching the effectiveness of a chosen subset of potential earthquake early warning interface designs and messages, which could be displayed on a device such as a smartphone. Preliminary results indicate, for instance, that users prefer alerts that include 1) a map to relate their location to the earthquake and 2) instructions for what to do in response to the expected level of shaking. A number of important factors must be considered to design a message that will promote appropriate self-protective behavior. While users prefer to see a map, how much information can be processed in limited time? Are graphical representations of wavefronts helpful or confusing? The most important factor to promote a helpful response is the predicted earthquake intensity, or how strong the expected shaking will be at the user's location. Unlike Japanese users of early warning, few Californians are familiar with the earthquake intensity scale, so we are exploring how differentiating instructions between intensity levels (e.g., "Be aware" for lower shaking levels and "Drop, cover, hold on" at high levels) can be paired with self-directed supplemental

  19. Quality Improvement in Early Years Settings in Hong Kong and England

    Science.gov (United States)

    Ho, Dora; Campbell-Barr, Verity; Leeson, Caroline

    2010-01-01

    With a growing awareness of the importance of early childhood education, the governments of Hong Kong and England have both increased investment through providing fee assistance to parents for buying services and providing funding to providers for offering "free" places, respectively. Alongside the increased funding of early childhood…

  20. Observing and Assessing Young Children's Digital Play in the Early Years: Using the Digital Play Framework

    Science.gov (United States)

    Edwards, Susan; Bird, Jo

    2017-01-01

    Early childhood education settings are characterized by the use of play-based learning and the assessment of children's play by teachers to promote further learning. A problem with technology use in early childhood settings is that little is known about how children learn to use technologies through play. This lack of knowledge makes it difficult…

  1. Early predictors of first-year academic success at university : Pre-university effort, pre-university self-efficacy, and pre-university reasons for attending university

    NARCIS (Netherlands)

    van Herpen, Sanne G.A.; Meeuwisse, Marieke; Hofman, W. H.Adriaan; Severiens, Sabine E.; Arends, Lidia R.

    Given the large number of dropouts in the 1st year at university, it is important to identify early predictors of 1st-year academic success. The present study (n = 453 first-year students) contributes to literature on the transition from secondary to higher education by investigating how the

  2. Early Predictors of First-Year Academic Success at University: Pre-University Effort, Pre-University Self-Efficacy, and Pre-University Reasons for Attending University

    Science.gov (United States)

    van Herpen, Sanne G. A.; Meeuwisse, Marieke; Hofman, W. H. Adriaan; Severiens, Sabine E.; Arends, Lidia R.

    2017-01-01

    Given the large number of dropouts in the 1st year at university, it is important to identify early predictors of 1st-year academic success. The present study (n = 453 first-year students) contributes to literature on the transition from secondary to higher education by investigating how the non-cognitive factors "pre-university" effort…

  3. Movement opportunities for children in early childhood education and care

    DEFF Research Database (Denmark)

    Munksgaard, Kristian Fahnøe

    (Sundhedsstyrelsen, 2016). Therefor the aim of the study was to examine relevant factors for teachers working in early childhood education and care to consider, when working didactically with enhancing movement opportunities for children. Method: The study was conducted as a Realist Review (Pawson, Greenhalgh...... for preschool children. Relevant factors for preschool teachers to consider are parent involvement in movement activities, being a good role model, providing good physical environments for movement, applying policies and strategies that support movement, assuring sufficient teacher competencies in movement...

  4. A study of the impact of technology in early education

    OpenAIRE

    Wajszczyk, Rafal

    2014-01-01

    The purpose of this study is to analyse the current state of the use of Information and communication technology (ICT) and its impact on pupils in their early stages of education. The aim is to find out how, when and in what context ICT is used in the work with students. The overall objective is to study teachers views on ICT and their opinion on how ICT does affects pupils - positively or negatively. The results of this study are based on both a literature review and a qualitative study. The...

  5. Analyzing Parental Involvement Dimensions in Early Childhood Education

    Science.gov (United States)

    Kurtulmus, Zeynep

    2016-01-01

    The importance of parental involvement in children's academic and social development has been widely accepted. For children's later school success, the first years are crucial. Majority of the research focuses on enhancing and supporting parental involvement in educational settings. The purpose of this study was to analyze dimensions of parental…

  6. Teachers' Attitudes towards Mathematics in Early Childhood Education

    Science.gov (United States)

    Thiel, Oliver

    2010-01-01

    In Germany during the past few years the nursery school (for ages three-six) is increasingly regarded as an educational institution rather than a childcare centre. This is reflected in the increasing number of curricula for young children, which include mathematics as a domain of learning skills. In the past mathematics has not been part of the…

  7. Globalising Early Childhood Teacher Education: A Study of Student Life Histories and Course Experience in Teacher Education

    Science.gov (United States)

    Farell, Ann

    2005-01-01

    Globalisation in early childhood teacher education is examined in light of a study of the life histories and course experience of students in early childhood teacher education in Queensland, Australia. Contemporary teacher education is embedded in global economies, new technologies and marketisation, which, in turn, may contribute to students…

  8. Early Childhood Education: The Seventy-First Yearbook of the National Society for the Study of Education. Part II.

    Science.gov (United States)

    Gordon, Ira J., Ed.

    This volume, a compilation of essays and state-of-the-art reviews, re-evaluates the progress and current practices in early childhood education. Topics include some of the issues, problems and implications of developmental theory applied to preschool education; historical antecedents for early education; malnutrition and behavioral development;…

  9. 15 years of experience with mechatronics research and education

    NARCIS (Netherlands)

    van Amerongen, J.

    2004-01-01

    This paper describes the experiences with mechatronic research projects and several educational structures in the University of Twente since 1989. Education took place in a two-year Mechatronic Designer programme, in specialisations in Electrical and Mechanical Engineering and in an (international)

  10. Sixty Years of Special Needs Education in Tanzania: Celebrating ...

    African Journals Online (AJOL)

    This study traces the development of special needs education in Tanzania from 1950, and discusses the achievements and the persistent challenges that Tanzania is facing as we celebrate 60 years since the first special education school was started. Both documentation and interview methods were used to collect ...

  11. Remedial early numeracy education: can children identified as having a language deficiency benefit?

    Science.gov (United States)

    Van Luit, Johannes E H; Toll, Sylke W M

    2015-01-01

    Growing attention has been paid to the possibility of supporting early numeracy in at-risk kindergartners. Furthermore, it is assumed that language proficiency is an important prerequisite in early maths skills. To examine whether remedial early numeracy education in kindergarten, which has been proven to be effective in general, is also beneficial for children with a language deficiency. Based on intensive selection, four different conditions were included: two groups received remedial education, one consisting of children being language proficient (N = 86) and one of children with a language deficiency (N = 26), and two groups followed the regular curriculum, one consisting of children being language proficient (N = 51) and one of children with a language deficiency (N = 24). Remedial education was for 1.5 school years (90 sessions, 30 min per session, twice per week), following the programme 'The Road to Mathematics'. During this period, the children receiving remedial education did not attend the regular maths lessons in the classroom, which were offered for at least 1 h per week. Effects were assessed for early numeracy and mathematical skills (operationalized as basic calculation fluency) in kindergarten and first grade. Three analyses of covariance (ANCOVAs) revealed that, when accounting for achievement at pre-test, children with a language deficiency who received remedial numeracy education performed better on early numeracy skills in kindergarten and first grade than kindergartners with a language deficiency that followed the regular curriculum. Furthermore, they were able to catch up with their language proficient peers in early numeracy. However, children with a language deficiency who received remedial numeracy education did not differ from children who followed the regular curriculum on mathematical skills, suggesting that benefits for numeracy did not generalize to more advanced skills of addition and subtraction. Since, in general, it can be

  12. Attitudes of early adolescent age students towards physical education

    Directory of Open Access Journals (Sweden)

    Lazarević Dušanka

    2015-01-01

    Full Text Available Studies have shown that a positive attitude towards physical education (PE is in connection with students' engagement in PE classes and with the development of an active lifestyle. The objective of this study was to examine attitudes of early adolescent age students towards physical education, as well as to examine whether such attitudes vary with regard to gender, grade they attend and students' engagement in sport and physical exercises in extracurricular activities. The research was conducted on the sample of 531 students from 6th to 8th grade. The instrument Student's Attitudes toward Physical Education - SATPE was used to measure student's attitude towards PE. A special questionnaire was used to collect data on gender, grade and engagement in sport and physical exercising outside school. The results have shown that students have positive attitudes of moderate intensity towards physical education. MANOVA has shown that male students have more positive attitudes than female students, as well as that positivity of attitudes declines with age. Likewise, it was shown that students with more positive attitudes towards PE are more often engaged in physical exercises outside school. The connection between the attitude towards PE and involvement in organized sport was not confirmed. The paper presents suggestions for further research of students' attitude towards PE and its connection with physical activity of students.

  13. Family Income Dynamics, Early Childhood Education and Care, and Early Child Behavior Problems in Norway

    Science.gov (United States)

    Zachrisson, Henrik Daae; Dearing, Eric

    2014-01-01

    The sociopolitical context of Norway includes low poverty rates and universal access to subsidized and regulated Early Childhood Education and Care (ECEC). In this context, the association between family income dynamics and changes in early child behavior problems was investigated, as well as whether high quality ECEC buffers children from the effects of income dynamics. In a population-based sample (N = 75,296), within-family changes in income-to-needs predicted changes in externalizing and internalizing problems (from age 18 to 36 months), particularly for lower-income children. For internalizing problems, ECEC buffered the effect of income-to-needs changes. These findings lend further support to the potential benefits of ECEC for children from lower-income families. PMID:25345342

  14. Long term functioning in early onset psychosis: Two years prospective follow-up study

    Directory of Open Access Journals (Sweden)

    Taha Ghada RA

    2011-07-01

    Full Text Available Abstract Background There were few studies on the outcome of schizophrenia in developing countries. Whether the outcome is similar to or different from developed world is still a point for research. The main aim of the current study was to know if patients with early onset non affective psychosis can behave and function properly after few years from start of the illness or not. Other aims included investigation of possible predictors and associated factors with remission and outcome. Method The study prospectively investigated a group of 56 patients with onset of psychosis during childhood or adolescence. Diagnosis made according to DSM-IV criteria and included; schizophrenia, psychotic disorder not otherwise specified and acute psychosis. Severity of psychosis was measured by PANSS. Measures of the outcome included; remission criteria of Andreasen et al 2005, the children's global assessment scale and educational level. Results Analysis of data was done for only 37 patients. Thirty patients diagnosed as schizophrenia and 7 with Psychotic disorder not otherwise specified. Mean duration of follow up was 38.4 +/- 16.9 months. At the end of the study, 6 patients (16.2% had one episode, 23(62.1% had multiple episodes and 8 (21.6% continuous course. Nineteen patients (51.4% achieved full remission, and only 11(29.7% achieved their average educational level for their age. Twenty seven percent of the sample had good outcome and 24.3% had poor outcome. Factors associated with non remission and poor outcome included gradual onset, low IQ, poor premorbid adjustment, negative symptoms at onset of the illness and poor adherence to drugs. Moreover, there was tendency of negative symptoms at illness start to predict poor outcome. Conclusion Some patients with early onset non affective psychosis can behave and function properly after few years from the start of the illness. Although remission is a difficult target in childhood psychosis, it is still achievable.

  15. The Stockholm Studio EMS during its Early Years

    DEFF Research Database (Denmark)

    Groth, Sanne Krogh

    2008-01-01

    so called abstract electronic music to political performance-related text-sound pieces. So far there has been very little academic writing about this. Going into the conflict and the very heterogeneous material, questions appear which I believe haven’t been raised properly in earlier writings...... was even before its opening very famous, but also difficult to work. The Sound Workshop was available to the artists 24 hours a day and much easier to handle, and therefore most pieces were produced here. In the early 1970s a conflict emerged between the composers and the studio director Knut Wiggen....... In his eager and idealistic search for “the music of the future” he believed in continuing the earlier experiments within musique concrète and elektronische Musik through research into sound and sound perception. Most of the composers, mainly from the Swedish “Text Sound” milieu, wanted to produce pieces...

  16. Oral history of Florence Downs; the early years.

    Science.gov (United States)

    Fairman, J; Mahon, M M

    2001-01-01

    Florence Downs is a well-recognized nursing leader, educator, editor, and scholar who helped shape nursing as an intellectual discipline, and wrote extensively about the importance of links between research and practice. Through the use of oral history data garnered over 15 hours of interviews, we constructed a narrative that describes some of Downs' formative experiences. Oral history is used to place the "stories" of an individual into a social and cultural context, in this case, the development of the profession of nursing. From the interviews, several strands emerged that defined Downs' extended career, including the importance of developing a community of scholars both in and outside of nursing, the dangers of parochialism, and the necessity of a perspective on life that melded a keen sense of humor. Factors that affected Downs' style and choice, especially her mother, and her educational experiences, were revealed. From the interviews we gained a sense of how Downs constructed her conceptual universe of nursing, as well as the language and political effectiveness to overcome barriers confronting the intellectual growth of nursing mounted by other nursing leaders as well as traditional academic disciplines.

  17. Starting Strong V: Transitions from Early Childhood Education and Care to Primary Education

    Science.gov (United States)

    OECD Publishing, 2017

    2017-01-01

    The transition from early childhood education to primary school is a big step for all children, and a step which more and more children are having to take. Quality transitions should be well-prepared and child-centred, managed by trained staff collaborating with one another, and guided by an appropriate and aligned curriculum. Transitions like…

  18. Literacy Workshops: School Social Workers Enhancing Educational Connections between Educators, Early Childhood Students, and Families

    Science.gov (United States)

    Hunter, William C.; Elswick, Susan E.; Perkins, J. Helen; Heroux, JoDell R.; Harte, Helene

    2017-01-01

    Parents and family members play an essential role in the literacy development of their children. Research indicates that children with disabilities enrolled in early childhood programs are likely to experience marginalization in terms of receiving educational services. This research emphasizes the importance of exposing students with disabilities…

  19. YOU CAN TALK ABOUT HISTORY CRITICAL PEDAGOGY TO THINK EARLY CHILDHOOD EDUCATION?

    Directory of Open Access Journals (Sweden)

    Alessandra Arce

    2013-12-01

    Full Text Available This article is the result of the research work been carried on by the research group History of Education and Early Childhood Education at Federal University of São Carlos. The aim of this paper is to present possibilities and paths for the application of the principles of Pedagogia Histórico-Crítica for Early Childhood Education. Therefore we expect that this article generate discussions in order to improve methodologically and pedagogically our Early Childhood Education.

  20. A Brief Measure of Language Skills at 3 Years of Age and Special Education Use in Middle Childhood.

    Science.gov (United States)

    McIntyre, Laura Lee; Pelham, William E; Kim, Matthew H; Dishion, Thomas J; Shaw, Daniel S; Wilson, Melvin N

    2017-02-01

    To test whether a language screener administered during early childhood predicts special education referrals and placement in middle childhood. A series of logistic regressions was conducted in a longitudinal study of 731 children. Predictor variables included scores on the early language screener (Fluharty Preschool Speech and Language Screening Test-Second Edition [Fluharty-2]) at ages 3 and 4 years, a standardized measure of academic achievement at age 5 years, and parent report of special education services at ages 7.5, 8.5, and 9.5 years. Results showed that higher scores on the Fluharty-2 predicted a reduced likelihood of having an individualized education program (OR 0.48), being referred for special education (OR 0.55), and being held back a grade (OR 0.37). These findings did not vary by sex, race, or ethnicity, and remained significant after controlling for male sex, behavior problems, parental education, and family income. The Fluharty-2 remained predictive of special education outcomes even after controlling for children's academic skills at age 5 years. Results suggest that structured, brief assessments of language in early childhood are robust predictors of children's future engagement in special education services and low academic achievement. Primary care physicians may use a multipronged developmental surveillance and monitoring protocol designed to identify children who may need comprehensive evaluation and intervention. Early intervention may reduce the need for costly special education services in the future and reduce comorbid conditions. Copyright © 2016 Elsevier Inc. All rights reserved.

  1. Re-Inventing Teachers' Competences at Early Childhood Education in Building Characters Needed for Global Competition

    OpenAIRE

    Machmud, Karmila

    2015-01-01

    The goal of this paper is to elaborate and to re-invent the competencies needed by early childhood education teachers. Building children’s character from an early age is significant, but the main problem that is often overlooked is the contribution of Early Childhood Education teachers. Children’s character formation is largely determined by the quality of early childhood teachers. So if we want to instill character values required by our nations, the improvement of the quality of early child...

  2. Educational Policy in the Carter Years. Institute for Educational Leadership Policy Paper 5.

    Science.gov (United States)

    Cross, Christopher T.; And Others

    Two articles and a transcript of a colloquium discussion by seven practitioners/experts on the topic of educational policy in the Carter years are presented. The discussion group considered Carter's first year, zero-based budgeting, dimensions of leadership, the fiscal year 1979 budget, reorganization and a Department of Education, and the…

  3. Developing Professional Ethics for Social Educators and Early Childhood Educators in Denmark

    DEFF Research Database (Denmark)

    Ribers, Bjørn

    2016-01-01

    Over the last two decades, Danish labour unions have been working continuously on developing professional ethical codes and guidelines for social educators and early childhood and youth educators in Denmark. The majority of empirical research projects studying ethical dimensions of social work...... empirical research results on ethical issues in the professional practice and in the education of welfare professionals. The paper discusses the current state of professional ethics in childhood and youth work and debates the constellation between educational policies, the political process of developing...... and education in Denmark has not previously been published for an international audience. Consequently, many of the important findings and insights remain accessible only in Danish research reports, books and articles written in Danish or other Scandinavian languages. The scope of this paper is to discuss...

  4. Early-Years Swimming: Creating Opportunities for Adding Mathematical Capital to Under 5s

    Science.gov (United States)

    Jorgensen, Robyn

    2013-01-01

    Drawing on survey data from over 2000 parents, this paper explores the possibility of early-years swimming to add mathematical capital to young children. Using developmental milestones as the basis, it was found that parents reported significantly earlier achievement on many of these milestones. Such data suggest that the early years swim…

  5. Disrupting Communities of Practice? How "Reluctant" Practitioners View Early Years Workforce Reform in England

    Science.gov (United States)

    Payler, Jane K.; Locke, Rachel

    2013-01-01

    This article reports on the views of early years practitioners in England from settings that were identified as "reluctant to engage" with one of the government's key policies, the introduction of Early Years Professional Status (EYPS), to drive forwards workforce reform. Focus groups, interviews and a survey were undertaken in 2009 with…

  6. Reversing the Real Brain Drain: Early Years Study--A Response.

    Science.gov (United States)

    Killoran, Isabel

    2001-01-01

    Presents concerns over the "Early Years Study" (McCain & Mustard). Focuses on diversity issues related to the readiness measure used, parenting styles, and the importance of first language development. Questions the report's definition of "developmentally-attuned." Concludes by expressing hope that the Early Years Study…

  7. Science of Materials: A Case Study of Intentional Teaching in the Early Years

    Science.gov (United States)

    Hackling, Mark; Barratt-Pugh, Caroline

    2012-01-01

    Australia's Early Years Learning Framework and leading international researchers argue for more intentional and purposeful teaching of science in the early years. This case study of exemplary practice illustrates intentional teaching of science materials which opened-up learning opportunities in literacy and number. Student-led hands-on…

  8. Earthquake Early Warning in Japan - Result of recent two years -

    Science.gov (United States)

    Shimoyama, T.; Doi, K.; Kiyomoto, M.; Hoshiba, M.

    2009-12-01

    Japan Meteorological Agency(JMA) started to provide Earthquake Early Warning(EEW) to the general public in October 2007. It was followed by provision of EEW to a limited number of users who understand the technical limit of EEW and can utilize it for automatic control from August 2006. Earthquake Early Warning in Japan definitely means information of estimated amplitude and arrival time of a strong ground motion after fault rupture occurred. In other words, the EEW provided by JMA is defined as a forecast of a strong ground motion before the strong motion arrival. EEW of JMA is to enable advance countermeasures to disasters caused by strong ground motions with providing a warning message of anticipating strong ground motion before the S wave arrival. However, due to its very short available time period, there should need some measures and ideas to provide rapidly EEW and utilize it properly. - EEW is issued to general public when the maximum seismic intensity 5 lower (JMA scale) or greater is expected. - EEW message contains origin time, epicentral region name, and names of areas (unit is about 1/3 to 1/4 of one prefecture) where seismic intensity 4 or greater is expected. Expected arrival time is not included because it differs substantially even in one unit area. - EEW is to be broadcast through the broadcasting media(TV, radio and City Administrative Disaster Management Radio), and is delivered to cellular phones through cell broadcast system. For those who would like to know the more precise estimation and smaller earthquake information at their point of their properties, JMA allows designated private companies to provide forecast of strong ground motion, in which the estimation of a seismic intensity as well as arrival time of S-wave are contained, at arbitrary places under the JMA’s technical assurance. From October, 2007 to August, 2009, JMA issued 11 warnings to general public expecting seismic intensity “5 lower” or greater, including M=7.2 inland

  9. The Leading Edge of Early Childhood Education: Linking Science to Policy for a New Generation

    Science.gov (United States)

    Lesaux, Nonie K., Ed.; Jones, Stephanie M., Ed.

    2016-01-01

    "The Leading Edge of Early Childhood Education" aims to support the effort to simultaneously scale up and improve the quality of early childhood education by bringing together relevant insights from emerging research to provide guidance for this critical, fledgling field. It reflects the growing recognition that early childhood…

  10. Curriculum Guide for Marketing and Distributive Education (Second Year).

    Science.gov (United States)

    South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

    This curriculum guide consists of materials for use in teaching the second year of a two-year course in marketing and distributive education. Included in the guide are field review information, an introduction, a course outline, a series of unit outlines, a bibliography, and a list of audiovisual materials. The following topics are addressed in…

  11. Genetic vulnerability interacts with parenting and early care education to predict increasing externalizing behavior.

    Science.gov (United States)

    Lipscomb, Shannon T; Laurent, Heidemarie; Neiderhiser, Jenae M; Shaw, Daniel S; Natsuaki, Misaki N; Reiss, David; Leve, Leslie D

    2014-01-01

    The current study examined interactions among genetic influences and children's early environments on the development of externalizing behaviors from 18 months to 6 years of age. Participants included 233 families linked through adoption (birth parents and adoptive families). Genetic influences were assessed by birth parent temperamental regulation. Early environments included both family (overreactive parenting) and out-of-home factors (center-based Early Care and Education; ECE). Overreactive parenting predicted more child externalizing behaviors. Attending center-based ECE was associated with increasing externalizing behaviors only for children with genetic liability for dysregulation. Additionally, children who were at risk for externalizing behaviors due to both genetic variability and exposure to center-based ECE were more sensitive to the effects of overreactive parenting on externalizing behavior than other children.

  12. Social geography of developmental health in the early years.

    Science.gov (United States)

    Hertzman, Clyde

    2010-01-01

    What happens to children in their earliest years is critical for their development throughout the life course. The years from zero to school age are foundational for brain and biological development. Attachment and face recognition; impulse control and regulation of physical aggression; executive function in the prefrontal cortex and focused attention; fine and gross motor functions and coordination; receptive and expressive language; and understandings of quantitative concepts are all established during this time and become embedded in the architecture and function of the brain (Doherty 1997; Kolb 2009; McCain and Mustard 1999). Brain and biological development are in turn expressed through three broad domains of development of the whole child: physical, social-emotional and language-cognitive, which together are the basis of "developmental health" (Keating and Hertzman 1999). Developmental health influences many aspects of well-being, including obesity and stunting, mental health, heart disease, competence in literacy and numeracy, criminality and economic participation throughout life (Irwin et al. 2007). Accordingly, developmental health is the central concern of this article.

  13. Early Educators as Agents of Social Change for Inclusive Practices: An Action Research Study

    Science.gov (United States)

    Rausch, Alissa

    2016-01-01

    The purpose of this study was to evaluate a new course developed for students in the early childhood education (ECE) graduate and/or licensure in early childhood special education (ECSE)--a Colorado teacher licensure program--in the School of Education and Human Development at CU Denver. The study explored graduate students' learning in a course…

  14. Formal and Informal Early Education of Turkish-Origin Children in Germany

    Science.gov (United States)

    Becker, Birgit; Boldin, Elena; Klein, Oliver

    2016-01-01

    A lack of adequate German language skills is often discussed as a major reason for the disadvantage of children of immigrants in the German educational system. This article analyses the access to formal and informal early education of Turkish-origin children in Germany and the influence of these early education contexts on the children's German…

  15. The "State of Play" in Australia: Early Childhood Educators and Play-Based Learning

    Science.gov (United States)

    Sumsion, Jennifer; Grieshaber, Sue; McArdle, Felicity; Shield, Paul

    2014-01-01

    This article provides an overview of the Education Meets Play study that will investigate early childhood educators' use of play-based learning, now mandatory under the "National Quality Standard". By building on what can be gleaned about educators' approaches to play-based learning prior to the implementation of the "Early Years…

  16. A Review and Analysis of the Current Policy on Early Childhood Education in Mainland China

    Science.gov (United States)

    Liu, Yan; Pan, Yue-Juan

    2013-01-01

    Compared with the former policies on early childhood education, the policies recently issued in mainland China clearly defined early childhood education as an integral part of education and social public welfare and stipulated the responsibilities of the government in its development, shifting the developmental orientation to promoting social…

  17. Curricular Ethics in Early Childhood Education Programming: A Challenge to the Ontario Kindergarten Program

    Science.gov (United States)

    Heydon, Rachel M.; Wang, Ping

    2006-01-01

    Through a case study of a key Canadian early childhood education program, The Kindergarten Program (Ontario Ministry of Education and Training, 1998a), we explore the relationship between curricular paradigms and early childhood education (ECE) models, and the opportunities that each creates for enacting ethical teaching and learning…

  18. Developing Professional Early Childhood Educators in England and Hungary: Where Has All the Love Gone?

    Science.gov (United States)

    Campbell-Barr, Verity; Georgeson, Janet; Varga, Anikó Nagy

    2015-01-01

    European education agendas have emphasized the importance of early childhood education in providing the foundations for lifelong learning. Central to the success of early childhood education is the quality of provision, with the workforce being key. While qualifications levels are frequently cited as important for the quality of provision here we…

  19. Knowledge and Beliefs of Early Childhood Education Students at Different Levels of Professional Preparation

    Science.gov (United States)

    Goble, Carla B.; Horm, Diane M.; Atanasov, Amy M.; Williamson, Amy C.; Choi, Ji Young

    2015-01-01

    The expansion of early childhood education programming has heightened the focus on teachers' educational preparation and its role in providing high-quality services for young children. The interest in teachers' education is especially relevant in early childhood since differentiated levels of preparation are commonly used in quality rating and…

  20. Birth of a Canon: The Historiography of Early Republican Educational Thought. Historiographical Essay.

    Science.gov (United States)

    Moroney, Siobhan

    1999-01-01

    Focuses on Allen O. Hansen's "Liberalism and American Education in the Eighteenth Century" and Frederick Rudolph's "Essays on Education in the Early Republic." Explores the influence of Hansen and Rudolph on other works of educational thought. Contends that a more accurate picture of the early republic is needed. (CMK)

  1. Early Childhood Education, Child Development and School Readiness: Evidence from Zambia

    Directory of Open Access Journals (Sweden)

    Stephanie Simmons Zuilkowski

    2012-12-01

    Full Text Available While early childhood education has received increasing attention in the developing world in recent years, relatively little evidence is available from sub-Saharan Africa on its effects on child development and subsequent school enrolment. We use a prospective case-control design to evaluate the developmental impact of a community-based early childhood center in an urban area in Zambia. Comparing 40 children attending the center to 40 children not attending the center from the same community, we find that center attendance was associated with significantly better performance in an assessment of task orientation, and was also weakly associated with increased letter familiarity. We also observed higher performance among center students on tests of receptive language and pencil-related fine motor skills. These associations were, however, smaller and not statistically significant. We conducted a follow-up one year after the initial assessment, when children were seven years old and should have been in first grade. At follow-up, 27% of non-attendees were not yet enrolled in primary school, compared to just 11% of center students, suggesting that participation in early education encourages a timely transition into first grade.

  2. Attachment change processes in the early years of marriage.

    Science.gov (United States)

    Davila, J; Karney, B R; Bradbury, T N

    1999-05-01

    The authors examined 4 models of attachment change: a contextual model, a social-cognitive model, an individual-difference model, and a diathesis-stress model. Models were examined in a sample of newlyweds over the first 2 years of marriage, using growth curve analyses. Reciprocal processes, whereby attachment representations and interpersonal life circumstances affect one another over time, also were studied. On average, newlyweds became more secure over time. However, there was significant within-subject variability on attachment change that was predicted by intra- and interpersonal factors. Attachment representations changed in response to contextual, social-cognitive, and individual-difference factors. Reciprocal processes between attachment representations and marital variables emerged, suggesting that these factors influence one another in an ongoing way.

  3. The effects of low to moderate prenatal alcohol exposure in early pregnancy on IQ in 5-year-old children

    DEFF Research Database (Denmark)

    Eriksen, H-L Falgreen; Mortensen, Erik Lykke; Kilburn, Tina R.

    2012-01-01

    Please cite this paper as: Falgreen Eriksen H, Mortensen E, Kilburn T, Underbjerg M, Bertrand J, Støvring H, Wimberley T, Grove J, Kesmodel U. The effects of low to moderate prenatal alcohol exposure in early pregnancy on IQ in 5-year-old children. BJOG 2012;119:1191-1200. Objective To examine...... the effects of low to moderate maternal alcohol consumption during early pregnancy on children's intelligence (IQ) at age 5 years. Design Prospective follow-up study. Setting Neuropsychological testing in four Danish cities 2003-2008. Population A cohort of 1628 women and their children sampled from...... the Danish National Birth Cohort. Methods Participants were sampled based on maternal alcohol consumption during pregnancy. At 5 years of age, children were tested with the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R). Parental education, maternal IQ, maternal smoking in pregnancy...

  4. Multilingual children with hearing loss: Factors contributing to language use at home and in early education

    Science.gov (United States)

    Crowe, Kathryn; McKinnon, David H; McLeod, Sharynne; Ching, Teresa YC

    2013-01-01

    Understanding the relationship between children’s cultural and linguistic diversity and child, caregiver, and environmental characteristics is important to ensure appropriate educational expectations and provisions. As part of the Longitudinal Outcomes of Children with Hearing Impairment (LOCHI) study, children’s caregivers and educators completed questionnaires on demographic characteristics, including the communication mode (oral, manual, or mixed) and languages used in home and early educational environments. This article reports an exploratory analysis to examine factors associated with language use and communication mode of children at 3 years of age. A Chi Square Automatic Interaction Detector (CHAID) analysis was performed on data from 406 children to examine factors influencing communication mode and oral language use. The factor that most influenced children’s communication mode at home was the communication mode used by their female caregiver. Children’s communication mode in their early education environment was most related to the communication mode they used at home, and then related to the presence of additional needs in the children, female caregivers’ level of education and the male caregivers’ use of languages other than English (LOTEs). A second exploratory CHAID analysis of data for children from multilingual families (n = 106) indicated that female caregivers’ use of English at home significantly influenced whether children used a LOTE at home. Finally, the use of a LOTE at home was associated with the use of a LOTE in the early education environment. These findings serve as an initial description of the factors that were associated with the communication mode and language use of children with hearing loss. PMID:23519446

  5. Biomedical and Health Informatics Education – the IMIA Years

    Science.gov (United States)

    2016-01-01

    Summary Objective This paper presents the development of medical informatics education during the years from the establishment of the International Medical Informatics Association (IMIA) until today. Method A search in the literature was performed using search engines and appropriate keywords as well as a manual selection of papers. The search covered English language papers and was limited to search on papers title and abstract only. Results The aggregated papers were analyzed on the basis of the subject area, origin, time span, and curriculum development, and conclusions were drawn. Conclusions From the results, it is evident that IMIA has played a major role in comparing and integrating the Biomedical and Health Informatics educational efforts across the different levels of education and the regional distribution of educators and institutions. A large selection of references is presented facilitating future work on the field of education in biomedical and health informatics. PMID:27488405

  6. The early years. Keys to child nutrition and health

    International Nuclear Information System (INIS)

    Davidsson, L.

    2005-01-01

    Four of the eight Millennium Development Goals highlight the importance of adequate nutrition for human health and development. The IAEA is assisting Member States in their efforts to achieve these goals by providing technical support for strategies to combat undernutrition. In particular, the IAEA contributes technical expertise in the use of stable isotope techniques in the development and evaluation of nutrition interventions. Stable isotope techniques have been used as research tools in nutrition for many years. However, the application of stable isotope techniques in programme development and evaluation is a relatively new approach, where the IAEA has a unique opportunity to contribute. As only stable (non-radioactive) isotopes are used, the techniques can be applied in the most vulnerable population groups, i.e., infants and children. The use of stable isotope techniques adds value by increasing the sensitivity and specificity of measurements as compared to conventional techniques. This brief overview highlights selected activities in infant nutrition where stable isotope techniques have been used. They include projects to measure human milk intake in breast-fed infants, lean body mass (muscle mass) in lactating mothers, and bioavailability of iron in infants and young children

  7. Improving Latino Children's Early Language and Literacy Development: Key Features of Early Childhood Education within Family Literacy Programmes

    Science.gov (United States)

    Jung, Youngok; Zuniga, Stephen; Howes, Carollee; Jeon, Hyun-Joo; Parrish, Deborah; Quick, Heather; Manship, Karen; Hauser, Alison

    2016-01-01

    Noting the lack of research on how early childhood education (ECE) programmes within family literacy programmes influence Latino children's early language and literacy development, this study examined key features of ECE programmes, specifically teacher-child interactions and child engagement in language and literacy activities and how these…

  8. The readiness of schools in Zimbabwe for the implementation of early childhood education

    Directory of Open Access Journals (Sweden)

    Ezron Mangwaya

    2016-02-01

    Full Text Available This qualitative study focuses on primary schools' state of readiness for the introduction of early childhood education. Adopting a multiple case study design, the article explores, through semi-structured interviews and documentation, school heads, teachers-in-charge and classroom teachers' perceptions of their respective schools' state of readiness for the installation and implementation of early childhood education. The study established that, while classroom teachers were adequately qualified to implement early childhood education, teachers-in-charge were not. Secondly, school heads received limited induction for the introduction and implementation of early childhood education. Additionally, inadequate teaching-learning resources and lack of on-going teacher support contributed to schools' lack of readiness for the introduction of early childhood education. The study recommends interventions that curriculum planners and implementers can utilise in order to create conditions that enable primary schools to be ready for introducing and implementing early childhood education.

  9. ACCE/ACS National Educator and Leader of the Year Winners: AEC Congratulates These Outstanding Educators

    Science.gov (United States)

    Australian Educational Computing, 2012

    2012-01-01

    This article presents the ACCE/ACS National Educator and Leader of the Year winners. Anne Mirtschin is the recipient of the ACCE/ACS 2012 Educator of the Year Award. Mirtschin is an innovative teacher at Hawkesdale P-12 College a small rural school that is isolated culturally and geographically. She uses online tools and technology to create…

  10. Bottled water, spas, and early years of water chemistry

    Science.gov (United States)

    Back, William; Landa, Edward R.; Meeks, Lisa

    1995-01-01

    Although hot springs have been used and enjoyed for thousands of years, it was not until the late 1700s that they changed the course of world civilization by being the motivation for development of the science of chemistry. The pioneers of chemistry such as Priestley, Cavendish, Lavoisier, and Henry were working to identify and generate gases, in part, to determine their role in carbonated beverages. In the 18th century, spas in America were developed to follow the traditional activities of popular European spas. However, they were to become a dominant political and economic force in American history on three major points: (1) By far the most important was to provide a place for the leaders of individual colonies to meet and discuss the need for separation from England and the necessity for the Revolutionary War; (2) the westward expansion of the United States was facilitated by the presence of hot springs in many locations that provided the economic justification for railroads and settlement; and (3) the desire for the preservation of hot springs led to the establishment of the National Park Service. Although mineral springs have maintained their therapeutic credibility in many parts of the world, they have not done so in the United States. We suggest that the American decline was prompted by: (1) the establishment of The Johns Hopkins School of Medicine in 1893; (2) enactment of the Pure Food and Drug Act of 1907; and (3) the remarkable achievement of providing safe water supplies for American cities by the end of the 1920s. The current expanding market for bottled water is based in part on bottled water being an alternative beverage Ito alcohol and sweetened drinks and the inconsistent palatability and perceived health hazards of some tap waters.

  11. Physical Activity Opportunities Within the Schedule of Early Care and Education Centers.

    Science.gov (United States)

    Mazzucca, Stephanie; Hales, Derek; Evenson, Kelly R; Ammerman, Alice; Tate, Deborah F; Berry, Diane C; Ward, Dianne S

    2018-02-01

    Physical activity has many benefits for young children's health and overall development, but few studies have investigated how early care and education centers allot time for physical activity, along with measured individual physical activity levels for indoor/outdoor activities during a typical day. Fifty early care and education centers in central North Carolina participated in 4 full-day observations, and 559 children aged 3-5 years within centers wore accelerometers assessing physical activity during observation days. Observation and physical activity data were linked and analyzed for associations between child activity and type of classroom activity. Children averaged 51 (13) minutes per day of moderate to vigorous physical activity and 99 (18) minutes per day of light physical activity while in child care. Children averaged 6 (10) and 10 (13) minutes per day of observed outdoor and indoor daily teacher-led physical activity, respectively. Outdoor time averaged 67 (49) minutes per day, and physical activity levels were higher during outdoor time than during common indoor activities (center time, circle time, and TV time). Physical activity levels varied between indoor and outdoor class activities. Policy and program-related efforts to increase physical activity in preschoolers should consider these patterns to leverage opportunities to optimize physical activity within early care and education centers.

  12. Professional Development for Early Childhood Educators: Efforts to Improve Math and Science Learning Opportunities in Early Childhood Classrooms

    Science.gov (United States)

    Piasta, Shayne B.; Logan, Jessica A. R.; Pelatti, Christina Yeager; Capps, Janet L.; Petrill, Stephen A.

    2015-01-01

    Because recent initiatives highlight the need to better support preschool-aged children's math and science learning, the present study investigated the impact of professional development in these domains for early childhood educators. Sixty-five educators were randomly assigned to experience 10.5 days (64 hr) of training on math and science or on…

  13. Integrating Vygotsky's theory of relational ontology into early childhood science education

    Science.gov (United States)

    Kirch, Susan A.

    2014-03-01

    In Science Education during Early Childhood: A Cultural- Historical Perspective, Wolff-Michael Roth, Maria Inês Mafra Goulart and Katerina Plakitsi explore the practical application of Vygotsky's relational ontological theory of human development to early childhood science teaching and teacher development. In this review, I interrogate how Roth et al. conceptualize "emergent curriculum" within the Eurocentric cultural-historical traditions of early childhood education that evolved primarily from the works of Vygotsky and Piaget and compare it to the conceptualizations from other prominent early childhood researchers and curriculum developers. I examine the implications of the authors' interpretation of emergence for early childhood science education and teacher preparation.

  14. Characteristics of children under 6 years of age treated for early childhood caries in South Africa.

    Science.gov (United States)

    Mohamed, Nadia; Barnes, Jo

    2008-01-01

    This retrospective survey highlighted the characteristics of children less than six years of age presenting with early childhood caries (ECC) who had two or more teeth extracted under intravenous sedation at the Tygerberg Oral Health Centre in Cape Town, South Africa. This survey was carried out in order to plan a community-appropriate intervention strategy. Records of 140 patients kept by the pediatric Dentistry Division met the inclusion criteria and were included in this survey. Most of the patients originate from economically disadvantaged areas. Diet, feeding and oral hygiene habits were shown to be the most significant factors that contributed to the development of ECC in these patients. All the children were either breast- or bottle-fed past one year of age. 93.6% of the children went to sleep with the bottle or while on the breast and 90% of them were fed on demand during the night. On average, breastfeeding was stopped at 9 months of age compared to bottle-feeding that, on average, was stopped at a much later mean age of 23 months. Where oral hygiene practices were concerned, 52.6% of children brushed their own teeth without supervision. Frequency of brushing varied between subjects. The results of this study have demonstrated that there is a need for culturally appropriate education campaigns to inform parents (especially those in disadvantaged communities) about the importance of oral health and the prevention of oral disease.

  15. Early developmental trajectories of number knowledge and math achievement from 4 to 10 years: Low-persistent profile and early-life predictors.

    Science.gov (United States)

    Garon-Carrier, Gabrielle; Boivin, Michel; Lemelin, Jean-Pascal; Kovas, Yulia; Parent, Sophie; Séguin, Jean R; Vitaro, Frank; Tremblay, Richard E; Dionne, Ginette

    2018-06-01

    Little is known about the development of number knowledge (NK) and the antecedents of low-persistent NK profiles in early childhood. We documented the developmental trajectories of NK across the transition from preschool to elementary school, their predictive validity with respect to later math achievement, and the child and family early-life factors associated with low NK profiles. Children's NK was assessed four times at regular intervals between the ages 4 and 7 years in a large, representative population-based sample. Developmental trajectories of NK were established for 1597 children. These children were also assessed with respect to several features of their family environment at 5, 17, and 29 months, as well as their cognitive skills at age 41 months. Analyses revealed a best-fitting 4-trajectory model, characterized by Low-Increasing (10% of the children), Moderate-Increasing (39%), Moderate-Fast Increasing (32%) and High-Increasing (19%) groups. Children of these trajectory groups differed significantly with respect to math achievement at ages 8 and 10 years, with the Low-Increasing group persistently scoring lower than the other groups throughout these years. Children of Low-Increasing NK group were from household of lower income and father with low educational background, poorer early cognitive development, and more importantly, reduced visual-spatial skills and memory-span. Children displaying reduced cognitive abilities and impoverished living conditions early in life are at greater risk of low NK throughout late preschool and school entry, with ensuing difficulties in math achievement. They deserve early preventive attention to help alleviate later mathematic difficulties. Copyright © 2018 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  16. Maternal Psychopathology and Early Child Temperament Predict Young Children's Salivary Cortisol 3 Years Later

    Science.gov (United States)

    Dougherty, Lea R.; Smith, Victoria C.; Olino, Thomas M.; Dyson, Margaret W.; Bufferd, Sara J.; Rose, Suzanne A.; Klein, Daniel N.

    2013-01-01

    Neuroendocrine dysfunction is hypothesized to be an early emerging vulnerability marker for depression. We tested whether the main and interactive effects of maternal psychopathology and early child temperamental vulnerability for depression assessed at age three predicted offspring's basal cortisol function at age 6 years. 228 (122 males)…

  17. Peer interaction in mixed age groups: a study in the computer area of an early childhood education center in Portugal

    OpenAIRE

    Figueiredo, Maria Pacheco; Figueiredo, Ana Cláudia Nogueira de; Rego, Belmiro

    2015-01-01

    The study was developed as a teacher-research project during initial teacher education – Masters Degree of Early Childhood and Primary Education, in Portugal. It analysed the interactions between children of 3 to 6 years old, during the use of the computer as a free choice activity, confronting situations between peers of the same age and situations between peers of different ages. The focus of the analysis was the collaborative interactions. This was a qualitative study. Child...

  18. The Long-Run Impacts of Early Childhood Education: Evidence from a Failed Policy Experiment. NBER Working Paper No. 17085

    Science.gov (United States)

    DeCicca, Philip; Smith, Justin D.

    2011-01-01

    We investigate short and long-term effects of early childhood education using variation created by a unique policy experiment in British Columbia, Canada. Our findings imply starting Kindergarten one year late substantially reduces the probability of repeating the third grade, and meaningfully increases in tenth grade math and reading scores.…

  19. Transforming Theories of Childhood and Early Childhood Education: Child Study and the Empirical Assault on Froebelian Rationalism

    Science.gov (United States)

    Brehony, Kevin J.

    2009-01-01

    This article considers the possibility that one of the defining characteristics of the New Education, as it related to children in their early years, was its epistemological break with rationalist forms of knowledge and its embrace of empiricism and positivism. It considers, briefly, social theories that identify a similar process at a societal…

  20. Teaching for Social Justice, Social Responsibility and Social Inclusion: A Respectful Pedagogy for Twenty-First Century Early Childhood Education

    Science.gov (United States)

    Hawkins, Karen

    2014-01-01

    Drawing on a Participatory Action Research (PAR) study that was undertaken in two Australian preschool settings this article examines strategies that support the pedagogy of teaching for social justice and outlines how these strategies raised critical consciousness of both preschoolers (aged three to five years) and early childhood educators to…

  1. John Dewey's Influence on Turkish Education System in the Early Republic Era

    Science.gov (United States)

    Sahin, Mustafa

    2017-01-01

    In this research, the influence of John Dewey's visit to Turkey in 1924, his report on Turkish education system and its influence on Turkish education system in the early republic era were discussed. John Dewey was invited by Ministry of Education in 1924. He made investigations concerning the education system, participated in interviews, and…

  2. Model for Physical Education Content Standards at Early Stages of Primary Education in the Republic of Macedonia

    OpenAIRE

    Klincarov, Ilija; Popeska, Biljana

    2011-01-01

    The aim of this article is to propose a model for designing national physical education content standards in early stages of primary education in the Republic of Macedonia. Proposed model is based on the findings about motor structure of children at the early stage of primary education obtained in researches realized in 5 primary schools in Skopje, the Republic of Macedonia, in relation with Macedonian PE curriculum, and overarching standards for children at this age in California, USA,chosen...

  3. Final Year Faculty of Education Students' Views Concerning Parent Involvement

    Science.gov (United States)

    Lindberg, E. Nihal

    2014-01-01

    This study has aimed to determine the knowledge, skills, and views held by pre-service teachers attending different teacher training programs about parent involvement. A total of 520 4th year students receiving education in primary school teaching and in branch teaching programs participated in the study. Data were collected by the "Parent…

  4. The Years of Uncertainty: Eighth Grade Family Life Education.

    Science.gov (United States)

    Carson, Mary, Ed.; And Others

    The family life sex education unit for eighth graders, "The Years of Uncertainty," consists of a series of daily lesson plans that span a 29-day period of one-hour class sessions. Topics covered are: problem solving, knowledge and attitudes, male and female reproductive systems, conception, pregnancy, birth, birth defects, venereal…

  5. Seventeen Years of Delivery of Open and Distance Education by ...

    African Journals Online (AJOL)

    Seventeen Years of Delivery of Open and Distance Education by The Open University of Tanzania (OUT) in East Africa and Beyond. ... This has necessitated the abandonment of the old annual confidential review forms used by most east African universities. The paper ends by highlighting the main prospects and ...

  6. Physical education in early education: An intervention program for reducing aggressive and social insecure behavior

    OpenAIRE

    Mouratidou, Katerina

    2016-01-01

    The present study aimed to examine the effect of a physical education program on the reduction of aggressive and social insecure behavior of young children. The sample comprised of 194 children, aged 4-5 years. The experimental group consisted of 99 children, while the rest 95 children formed the control group. The experimental group participated in an 8-week physical education program, based on physical activities and kinetic theatrical playing, while the control group was engaged in free-pl...

  7. Aeronautics Education, Research, and Industry Alliance (AERIAL) Year 2 Report and Year 3 Proposal

    Science.gov (United States)

    Bowen, Brent D.; Box, Richard C.; Fink, Mary M.; Gogos, Geroge; Lehrer, Henry R.; Narayanan, Ram M.; Nickerson, Jocelyn S.; Tarry, Scott E.; Vlasek, Karisa D.

    2003-01-01

    The Aeronautics Education, Research, and Industry Alliance (AERIAL): a comprehensive, multi-faceted NASA EPSCoR 2000 initiative, contributes to the strategic research and technology priorities of NASA while intensifying Nebraska s rapidly growing aeronautics research and development endeavors. AERIAL enables Nebraska researchers to: (a) continue strengthening their collaborative relationships with NASA Field Centers, Codes, and Enterprises; (b) increase the capacity of higher education throughout Nebraska to invigorate and expand aeronautics research; and (c) expedite the development of aeronautics-related research infrastructure and industry in the state. This report contains a summary of AERIAL's activities and accomplishments during the second year of implementation. The AERIAL Year 3 proposal is also included.

  8. Don't We Care?: The Ethics and Emotional Labour of Early Years Professionalism

    Science.gov (United States)

    Taggart, Geoff

    2011-01-01

    This paper argues that early childhood education and care (ECEC) has a legitimate aspiration to be a "caring profession" like others such as nursing or social work, defined by a moral purpose. For example, practitioners often draw on an ethic of care as evidence of their professionalism. However, the discourse of professionalism in…

  9. The Performing Arts: Music, Dance, and Theater in the Early Years

    Science.gov (United States)

    Koralek, Derry

    2010-01-01

    This article presents an interview with Mimi Brodsky Chenfeld, a longtime early childhood teacher, author, teacher educator, and advocate for integrating the arts with every aspect of the curriculum. In this interview, Chenfeld shares her thoughts about the performing arts: music, dance, and theater. She explains why it is important for young…

  10. The influence of early computer use on educational achievement in mathematics

    Directory of Open Access Journals (Sweden)

    Andrés Fernández Aráuz

    2014-11-01

    Full Text Available Does early access to computer use improve student achievement? Empirical evidence from experimental designs shows little or no relationship between the use of ICT and academic performance. Using the data collected in PISA it can be analyzed this association some years after that the student had access to a computer for the first time. Performing an exploratory data analysis of Costa Rican students in PISA 2012 mathematics assessment and by estimating a linear regression model even controlling for factors with high explanatory power on academic performance, it’s shown that age at access to a computer is a determinant of educational performance.

  11. Healthy eating in early years settings: a review of current national to local guidance for North West England.

    Science.gov (United States)

    Bristow, Katie; Capewell, Simon; Abba, Katharine; Goodall, Mark; Lloyd-Williams, Ffion

    2011-06-01

    To determine the extent to which national and local UK guidelines for the early years sector address key recommendations for encouraging healthy eating based on best available evidence. Phase 1 comprised a literature review to identify new evidence to assess current relevance of the Caroline Walker Trust (CWT) 'Eating well for under-5 s in child care' guidelines. Phase 2 assessed the completeness of seven local to national-level government guidelines by comparison with the 'gold standard' CWT guidelines. Desk-based review using secondary data. Research literature and statutory guidelines on healthy eating in early years settings. Phase 1 retrieved seventy-five papers, of which sixty were excluded as they addressed compliance with nutritional and food-based standards only. One report examined a social marketing tool and was deemed too narrow. The remaining fourteen documents assessed interventions to encourage healthy eating in early years settings. Following quality assessment, seven documents were included. Nine key recommendations were identified: (i) role of government; (ii) early years setting policy/guidelines; (iii) training; (iv) menu planning; (v) parents; (vi) atmosphere and encouragement; (vii) learning through food; (viii) sustainability; and (ix) equal opportunities. Phase 2 identified that all seven guidelines included the nine key recommendations but sporadic cover of sub-key recommendations. More detail is needed on how early years settings can encourage children to eat healthily. Research is required to develop second-layer guidance for interactive materials. Clear processes of communication and support for parents are required. Ways food relates to children's wider learning and social development need further thought, requiring collaboration between the Department of Health and the Department for Education.

  12. Improving the Quality of Early Childhood Education in Chile: Tensions between Public Policy and Teacher Discourses over the Schoolarisation of Early Childhood Education

    Science.gov (United States)

    Pardo, Marcela; Woodrow, Christine

    2014-01-01

    This article problematises emerging tensions in Chile, in relation to the discourses of early childhood teachers and public policies aimed at improving the quality of early childhood education. The aim of the analysis is to contribute to developing more nuanced understandings of these tensions, through the analytical lenses provided by the…

  13. What Is Hip-Hop-Based Education Doing in "Nice" Fields Such as Early Childhood and Elementary Education?

    Science.gov (United States)

    Love, Bettina L.

    2015-01-01

    Hip-Hop-Based Education (HHBE) has resulted in many positive educational outcomes, ranging from teaching academic skills to teaching critical reflection at secondary levels. Given what HHBE initiatives have accomplished, it is troubling that there is an absence of attention to these methods in education programs for elementary and early childhood…

  14. Educational Ideas in Geography Education in Sweden during the Nineteenth and Early Twentieth Centuries: The Relationship between Maps and Texts

    Science.gov (United States)

    Hennerdal, Pontus

    2015-01-01

    Descriptions of the geography education of the nineteenth and early twentieth centuries in Sweden are typically offered to contrast with current ideas in geography education, and the content of geography textbooks is the focus of this comparison. The role of maps and visual pedagogy are ignored, and the educational ideas developed from regional…

  15. Impact of a Comprehensive Early Clinical Exposure Program for Preclinical Year Medical Students

    Directory of Open Access Journals (Sweden)

    Sumitra Govindarajan

    2018-06-01

    Full Text Available Purpose: To study the impact of an early clinical exposure program designed to provide a wide variety (cognitive, affective and psychomotor of learning experiences for the preclinical year students. Method: One hundred and fifty preclinical students were posted in small groups to selected departments – Transfusion medicine, Catheterization lab, Simulation lab, Radiology, Neurology, Nephrology, Respiratory medicine and General surgery. Each student had atleast ten hours  of clinical exposure under this program. The program was evaluated through a series of pre and post-test questionnaires, which were designed based on the learning objectives of each session. Students who wished to participate in the program evaluation gave informed consent, took up the pre / post test and were also asked to give their written open comments about the program. Results: There was a significant increase in the post-test scores (ranging from 9.14±2.67 to 36.65±6.62 when compared to the pre-test scores (ranging from 7.94±2.31 to 28.69±6.11 for all the sessions (p value <0.001, n=144. Analysis of the open feedback showed that the program had significant impact on the cognitive, psychomotor and affective domains. “Application of basic sciences in clinical practice”, “motivation to learn”, “got familiar with various specialties”, “insight about what the patient undergoes” were the themes identified from the open comments. Conclusion: The innovative use of early clinical exposure program to teach/learn clinical skills like phlebotomy and Basic Life Support had been well appreciated by the students. The present design involving a variety of learning experiences has been successful in introducing the various dimensions of medical profession like scientific, ethical, interpersonal, professional and social to the new entrants in addition to enhancing their motivation to learn. Keywords: Attitude, Learning, Simulation lab, Medical education, Curriculum

  16. The International Heliophysical Year Education and Outreach Program

    Science.gov (United States)

    Rabello-Soares, M.; Morrow, C.; Thompson, B.

    2006-12-01

    The International Heliophysical Year (IHY) will celebrate the 50th anniversary of the International Geophysical Year (IGY) and will continue its tradition of international research collaboration. The term "heliophysical" is an extension of the term "geophysical", where the Earth, Sun & Solar System are studied not as separate domains but through the universal processes governing the heliosphere. IHY represents a logical next-step, extending the studies into the heliosphere and thus including the drivers of geophysical change. The main goal of IHY Education and Outreach Program is to create more global access to exemplary resources in space and earth science education and public outreach. By taking advantage of the IHY organization with representatives in every nation and in the partnership with the United Nations Basic Space Science Initiative (UNBSSI), we aim to promote new international partnerships. Our goal is to assist in increasing the visibility and accessibility of exemplary programs and in the identification of formal or informal educational products that would be beneficial to improve the space and earth science knowledge in a given country; leaving a legacy of enhanced global access to resources and of world-wide connectivity between those engaged in education and public outreach efforts that are related to IHY science. Here we describe the IHY Education and Outreach Program, how to participate and the benefits in doing so. ~

  17. Early childhood severe scalds in a developing country: A 3-year retrospective study

    Directory of Open Access Journals (Sweden)

    Pius Agbenorku

    2013-12-01

    Full Text Available The burns intensive care unit (BICU staff observed an increasing number of pediatric scald burn admissions as a result of increase injuries associated with the scald burns. A retrospective study was conducted to identify scalds demographics, etiologies, and mortality risk factors. This descriptive study comprised a total of 166 patients aged 0-5 years, who were admitted to the BICU of the Reconstructive Plastic Surgery and Burns Unit (RPSBU through the Accident and Emergency (A and E Centre of the Komfo Anokye Teaching Hospital (KATH from May 1 st 2009 to April 30 th 2012. Source of information was the BICU Computerized Database System. Data extracted included demographics as well as treatment methods and outcomes. The study population was 166; 92 (55.4% males and 74 (44.6% females. Scalds admissions were 141 (84.9%; 13 (9.2% of them died, 83 (58.9% discharged, and 45 (31.9% transferred-out to another burn ward and pediatric surgery ward in the hospital. Scald patients' demographics included 78 males (55.3% and 63 females (44.7%; mean age was 2.18 years. Mortality risk factors identified were age <3 years (P = 0.044; scalds from hot water (P = 0.033, total burns surface area >30% (P = 0.017, and multiple body parts affected (P = 0.049. The current study showed age, hot water, and Total Burns Surface Area (TBSA as risk factors of early childhood scalds. Education on scalds prevention targeting mothers/caregivers is needed to create awareness of the frequency, severity, and danger associated with pediatric scalds.

  18. Cost in medical education: one hundred and twenty years ago.

    Science.gov (United States)

    Walsh, Kieran

    2015-10-01

    The first full paper that is dedicated to cost in medical education appears in the BMJ in 1893. This paper "The cost of a medical education" outlines the likely costs associated with undergraduate education at the end of the nineteenth century, and offers guidance to the student on how to make financial planning. Many lessons can be gleaned from the paper about the cost and other aspects of nineteenth century medical education. Cost is viewed almost exclusively from the domain of the male gender. Cost is viewed not just from the perspective of a young man but of a young gentleman. There is a strong implication that medicine is a club and that you have to have money to join the club and then to take part in the club's activities. Cost affects choice of medical school and selection into schools. The paper places great emphasis on the importance of passing exams at their first sitting and progressing through each year in a timely manner-mainly to save costs. The subject of cost is viewed from the perspective of the payer-at this time students and their families. The paper encourages the reader to reflect on what has and has not changed in this field since 1893. Modern medical education is still expensive; its expense deters students; and we have only started to think about how to control costs or how to ensure value. Too much of the cost of medical education continues to burden students and their families.

  19. Education Intervention on Chronotherapy for Final-Year Pharmacy Students

    Directory of Open Access Journals (Sweden)

    Gagandeep Kaur

    2015-11-01

    Full Text Available Chronotherapy involves altering the timing of medication administration in coordination with the body’s circadian rhythms to improve the overall control of disease and to minimise treatment side effects. Training on chronotherapy requires students to map different topics learnt in earlier years of their professional degree and apply these concepts clinically. This requires strategic educational design. Therefore, the aim of the study was to develop, implement and evaluate an educational intervention focusing on the application of chronotherapy for final-year undergraduate pharmacy students. An educational intervention utilizing multiple learning strategies for enhancing chronotherapy related awareness was designed and implemented in the final year undergraduate pharmacy cohort at the University of Sydney Australia (2013. A custom-designed questionnaire measuring awareness about (13 items scored 0 or 1, and attitudes (12 items scored on a Likert scale of 1–5 towards chronotherapy was administered pre and post intervention to evaluate its impact. The pre-intervention mean total awareness and attitude scores were 6.5 ± 2.0 (score range 0–13 and 47.4 ± 6.9 (score range 12–60 respectively. The mean total post-intervention scores were significantly higher for total awareness (10.1 ± 1.9 and attitude (54.0 ± 6.0. Carefully designed educational interventions utilising pedagogic principles for pharmacy students can improve awareness of and enhance positive attitudes toward pharmacists’ roles in optimizing drug therapy using chronotherapy.

  20. Early-life sensitization to hen's egg predicts asthma and rhinoconjunctivitis at 14 years of age

    DEFF Research Database (Denmark)

    Christiansen, Elisabeth Soegaard; Kjaer, Henrik Fomsgaard; Eller, Esben

    2017-01-01

    to groups of and to individual allergens and asthma and RC at 6 and 14 years compared to a reference group with no sensitization. RESULTS: Both transient and persistent early-life sensitization to cow's milk or hen's egg proteins were associated with asthma (aOR 3.99(1.41-11.32) and 5.95(1.78-19.92)) and RC...... (aOR 2.94(1.19-7.28) and 6.18(1.86-20.53)) at 14 years, this association being driven mainly by sensitization to hen's egg. Transient early-life sensitization to HDM had increased risk of asthma (aOR 3.80(1.17-12.41)) at 14 years. CONCLUSIONS: Early transient and persistent IgE sensitization to hen......'s egg was associated with asthma and RC at 14 years. Furthermore, sensitization to HDM was associated with asthma at 14 years. This article is protected by copyright. All rights reserved....

  1. Does ICT Increase Years of Education? Evidence from Peru

    OpenAIRE

    Julian Cristia; Alejo Czerwonko; Pablo Garofalo

    2010-01-01

    In policy circles a lively debate exists regarding the effects on educational outcomes of introducing computers in schools. A number of empirical studies have measured its effect on test scores. There is a lack of empirical evidence, however, on the effects of this type of intervention on drop-out and repetition rates, variables that have a direct impact on years of education. This paper aims to fill this gap in the literature. To this end, we analyze rich longitudinal censal data from Peru a...

  2. Linguistically Diverse Children and Educators (Re)Forming Early Literacy Policy

    Science.gov (United States)

    Spencer, Tamara Glupczynski; Falchi, Lorraine; Ghiso, Maria Paula

    2011-01-01

    The current context of increased accountability and the proliferation of skills-based literacy mandates at the early childhood level pose particular tensions for multilingual children and educators. In this article, we draw on data from two ethnographic studies to examine how educators and children negotiate the constraints of early childhood…

  3. Preschool Teacher Competence Viewed from the Perspective of Students in Early Childhood Teacher Education

    Science.gov (United States)

    Lillvist, Anne; Sandberg, Anette; Sheridan, Sonja; Williams, Pia

    2014-01-01

    This paper examines contemporary issues in early childhood teacher education in Sweden. The aim of the study was to explore dimensions of the construct of preschool teachers' competence as reported by 810 students enrolled in early childhood teacher education at 15 Swedish universities. The results showed that students' definitions of preschool…

  4. Teachers' Literal and Inferential Talk in Early Childhood and Special Education Classrooms

    Science.gov (United States)

    Sembiante, Sabrina F.; Dynia, Jaclyn M.; Kaderavek, Joan N.; Justice, Laura M.

    2018-01-01

    Research Findings: This study examined preschool teachers' literal talk (LT) and inferential talk (IT) during shared book readings in early childhood education (ECE) and early childhood special education (ECSE) classrooms. We aimed to characterize and compare teachers' LT and IT in these 2 classroom contexts and determine whether differences in LT…

  5. Shifting Views: Exploring the Potential for Technology Integration in Early Childhood Education Programs

    Science.gov (United States)

    Dietze, Beverlie; Kashin, Diane

    2013-01-01

    Using technology with children in play-based early learning programs creates questions for some within the Early Childhood Education (ECE) community. This paper presents how two faculty who teach in ECE-related degree programs integrated educational technology into their teaching pedagogy as a way to model to their students how it can be used to…

  6. Canadian Early Childhood Educators' Perceptions of Young Children's Gender-Role Play and Cultural Identity

    Science.gov (United States)

    Servos, Jennifer E.; Dewar, Brandy A.; Bosacki, Sandra L.; Coplan, Robert J.

    2016-01-01

    This article investigates early childhood educators' perceptions of children's gender-role play and the impact their cultural background plays in their gender identity and play behaviors. Through qualitative in-depth interviews, early childhood educators in Canada (n = 40) were asked questions relating to their experiences with children from…

  7. Teachers' Perceptions of Professional Development in Chilean State-Funded Early Childhood Education

    Science.gov (United States)

    Gómez, Mariel; Ford, Laurie

    2017-01-01

    This article presents the results of a study on professional development in Chilean state-funded early childhood education. Based on a multiple-case study design and drawing on qualitative methods we explored teachers' perspectives on professional development at two early childhood educational centers. Two centers' directors and four early…

  8. Knowledge of Child Abuse and Reporting Practices among Early Care and Education Providers

    Science.gov (United States)

    Dinehart, Laura; Kenny, Maureen C.

    2015-01-01

    This study sought to assess child abuse knowledge and reporting practices of a diverse sample of early care and education (ECE) practitioners. One hundred and thirty-seven practitioners in the state of Florida completed the "Early Childhood Educators Child Abuse Questionnaire." Results revealed that only a minority of participants have…

  9. Early Childhood Special Education for Children with Visual Impairments: Problems and Solutions

    Science.gov (United States)

    Kesiktas, A. Dolunay

    2009-01-01

    Studies showing developmental delays in infants and children with visual impairments have triggered early childhood special education studies for this population. Early childhood special education guidelines for visually impaired infants and children range from individualized services to personnel preparation issues while all display certain…

  10. The Influence of Simulations on Family Engagement--Prospective Early Childhood Educators' Perceptions

    Science.gov (United States)

    Paz-Albo Prieto, Jesús

    2018-01-01

    Nurturing experiences in preparation for prospective early childhood educators' work with families during their training are critical for establishing empowering relationships. This article details a qualitative case study of 77 prospective early childhood educators engaged with the Parent, Family and Community Engagement Simulation. An electronic…

  11. National Resource Center for Health and Safety in Child Care and Early Education

    Science.gov (United States)

    ... National Resource Center for Health and Safety in Child Care and Early Education (NRC) at the University of Colorado College of ... National Resource Center for Health and Safety in Child Care and Early Education Email: info@NRCKids.org Please read our disclaimer ...

  12. Pathways from problems in adolescent family relationships to midlife mental health via early adulthood disadvantages - a 26-year longitudinal study.

    Science.gov (United States)

    Berg, Noora; Kiviruusu, Olli; Karvonen, Sakari; Rahkonen, Ossi; Huurre, Taina

    2017-01-01

    Poor childhood family conditions have a long-term effect on adult mental health, but the mechanisms behind this association are unclear. Our aim was to study the pathways from problematic family relationships in adolescence to midlife psychological distress via disadvantages in early adulthood. Participants of a Finnish cohort study at the age of 16 years old in 1983 were followed up at ages 22, 32 and 42 years old (N = 1334). Problems in family relationships were measured with poor relationship with mother and father, lack of parental support in adolescent's individuation process and poor home atmosphere, and mental health was assessed using Kessler's Psychological Distress Scale (K10). We analyzed the indirect effects of adolescent family relations on mental health at age 42 years old via various disadvantages (somatic and psychological symptoms, relationship/marital status, low education/unemployment and heavy drinking) at ages 22 and 32 years old. Problematic adolescent family relationships were associated with midlife psychological distress in women (0.19; 95% CI 0.11, 0.26) and men (0.13; 95% CI 0.04, 0.21). However, after adjustment for adolescent psychological symptoms, the association was only significant for women (0.12; 95% CI 0.04, 0.20). Poor family relationships were associated with various disadvantages in early adulthood. The association from poor family relationships (16 years old) to psychological distress (42 years old) was in part mediated via psychological symptoms in women (0.03; 95% CI 0.01, 0.04) and men (0.02; 95% CI 0.00, 0.04) and in women also via heavy drinking in early adulthood (0.02; 95% CI 0.00, 0.03). Adolescent family relationships have a role in determining adult mental health. Targeted support addressing psychological well-being and hazardous drinking for adolescents with problematic family relationships might prevent disadvantages in early adulthood, and further prevent poor midlife mental health.

  13. Brief Report: Predicting Functional Disability: One-Year Results From the Scottish Early Rheumatoid Arthritis Inception Cohort.

    Science.gov (United States)

    Kronisch, Caroline; McLernon, David J; Dale, James; Paterson, Caron; Ralston, Stuart H; Reid, David M; Tierney, Ann; Harvie, John; McKay, Neil; Wilson, Hilary E; Munro, Robin; Saunders, Sarah; Richmond, Ruth; Baxter, Derek; McMahon, Mike; Kumar, Vinod; McLaren, John; Siebert, Stefan; McInnes, Iain B; Porter, Duncan; Macfarlane, Gary J; Basu, Neil

    2016-07-01

    To identify baseline prognostic indicators of disability at 1 year within a contemporary early inflammatory arthritis inception cohort and then develop a clinically useful tool to support early patient education and decision-making. The Scottish Early Rheumatoid Arthritis (SERA) inception cohort is a multicenter, prospective study of patients with newly presenting RA or undifferentiated arthritis. SERA data were analyzed to determine baseline predictors of disability (defined as a Health Assessment Questionnaire [HAQ] score of ≥1) at 1 year. Clinical and psychosocial baseline exposures were entered into a forward stepwise logistic regression model. The model was externally validated using newly accrued SERA data and subsequently converted into a prediction tool. Of the 578 participants (64.5% female), 36.7% (n = 212) reported functional disability at 1 year. Functional disability was independently predicted by baseline disability (odds ratio [OR] 2.67 [95% confidence interval (95% CI) 1.98, 3.59]), depression (OR 2.52 [95% CI 1.18, 5.37]), anxiety (OR 2.37 [95% CI 1.33, 4.21]), being in paid employment with absenteeism during the last week (OR 1.19 [95% CI 0.63, 2.23]), not being in paid employment (OR 2.36 [95% CI 1.38, 4.03]), and being overweight (OR 1.61 [95% CI 1.04, 2.50]). External validation (using 113 newly acquired patients) evidenced good discriminative performance with a C statistic of 0.74, and the calibration slope showed no evidence of model overfit (P = 0.31). In the context of modern early inflammatory arthritis treatment paradigms, predictors of disability at 1 year appear to be dominated by psychosocial rather than more traditional clinical measures. This indicates the potential benefit of early access to nonpharmacologic interventions targeting key psychosocial factors, such as mental health and work disability. © 2016, American College of Rheumatology.

  14. ANALYSIS ON EARLY CHILDHOOD SEXUAL ABUSE AND THE IMPLICATIONS IN ISLAMIC EDUCATION

    Directory of Open Access Journals (Sweden)

    Erhamwilda Erhamwilda

    2016-03-01

    Full Text Available Fulfillment of children's rights has been a concern of Indonesia stated in the ratification of the Convention on the Rights of the Child and Act No. 23 of 2002 on Child Protection. However, violence against children is increasing each year. The most dominant violence emerged in recent years is sexual abuse committed against children aged 5 to 11 years, and the perpetrators of sexual abuse are close with the children. Concern about cases of sexual abuse in early childhood and their impact, should be followed by an effort to develop a variety of approaches and methods of sex education in accordance with religious and cultural values in which children live.   

  15. Remedial early numeracy education : Can children identified as having a language deficiency benefit?

    NARCIS (Netherlands)

    Van Luit, Johannes E H; Toll, Sylke W M

    2015-01-01

    Background Growing attention has been paid to the possibility of supporting early numeracy in at-risk kindergartners. Furthermore, it is assumed that language proficiency is an important prerequisite in early maths skills. Aims To examine whether remedial early numeracy education in kindergarten,

  16. A journey towards mathematics. Effects of remedial education on early numeracy

    NARCIS (Netherlands)

    Toll, S.W.M.

    2013-01-01

    Mathematical proficiency is one of the most important core targets in primary education. Early numeracy in kindergarten is one of the key targets for early identification of children at-risk for math learning difficulties. For most children, learning early numeracy skills is a natural process that

  17. 77 FR 52704 - Notice of Submission for OMB Review; Institute of Education Sciences; Early Childhood...

    Science.gov (United States)

    2012-08-30

    ...:2011 is exceptionally broad in its scope and coverage of child development, early learning, and school... exceptionally broad in its scope and coverage of child development, early learning, and school progress, drawing.... Department of Education (ED), is a survey that focuses on children's early school experiences beginning with...

  18. The Race to the Top--Early Learning Challenge Year Two Progress Report

    Science.gov (United States)

    US Department of Education, 2014

    2014-01-01

    The human brain develops rapidly in the first five years of life. High-quality early learning experiences can have a profound and lasting positive effect on young children during these years, setting the stage for success in kindergarten and beyond. This is especially true for young children with high needs who are from low-income families; who…

  19. Social Strategies during University Studies Predict Early Career Work Burnout and Engagement: 18-Year Longitudinal Study

    Science.gov (United States)

    Salmela-Aro, Katariina; Tolvanen, Asko; Nurmi, Jari-Erik

    2011-01-01

    This longitudinal study spanning 18 years examined the role of social strategies in early career adaptation. The aim was to find out whether individuals' social strategies measured during their university studies had an impact on work burnout and work engagement measured 10-18 years later. A sample of 292 university students completed the SAQ…

  20. "Sounds of Intent in the Early Years": A Proposed Framework of Young Children's Musical Development

    Science.gov (United States)

    Voyajolu, Angela; Ockelford, Adam

    2016-01-01

    "Sounds of Intent in the Early Years" explores the musical development of children from birth to five years of age. Observational evidence has been utilised together with key literature on musical development and core concepts of zygonic theory (Ockelford, 2013) to investigate the applicability of the original "Sounds of…

  1. Language Development in the Early School Years: The Importance of Close Relationships with Teachers

    Science.gov (United States)

    Spilt, Jantine L.; Koomen, Helma M. Y.; Harrison, Linda J.

    2015-01-01

    This longitudinal study examined developmental links between closeness in teacher-child relationships and children's receptive language ability from the end of the preschool years into the early elementary years, while controlling for changes in peer interaction quality and child behavioral functioning. The sample included children and their…

  2. "It's the Bread and Butter of Our Practice": Experiencing the Early Years Foundation Stage

    Science.gov (United States)

    Roberts-Holmes, Guy

    2012-01-01

    This article presents the experiences of nursery and primary head teachers (n = 12) on the English Early Years Foundation Stage (EYFS) after its first year of implementation in 2010. Findings are drawn from a subset of data (head teachers of primary and nursery schools) which forms part of a larger Department for Children, Schools and Families…

  3. The early years of single photon emission computed tomography (SPECT): an anthology of selected reminiscences

    International Nuclear Information System (INIS)

    Jaszczak, Ronald Jack

    2006-01-01

    The origin of SPECT can be found in pioneering experiments on emission tomography performed approximately 50 years ago. This historical review consists of a compilation of first person recollections from nine trailblazing scientists who shaped the early years of SPECT instrumentation during the 1960s and 1970s. (review)

  4. The early years of single photon emission computed tomography (SPECT): an anthology of selected reminiscences

    Energy Technology Data Exchange (ETDEWEB)

    Jaszczak, Ronald Jack [Duke University Medical Center, Durham, NC 27710 (United States)

    2006-07-07

    The origin of SPECT can be found in pioneering experiments on emission tomography performed approximately 50 years ago. This historical review consists of a compilation of first person recollections from nine trailblazing scientists who shaped the early years of SPECT instrumentation during the 1960s and 1970s. (review)

  5. REVIEW: The early years of single photon emission computed tomography (SPECT): an anthology of selected reminiscences

    Science.gov (United States)

    Jaszczak, Ronald Jack

    2006-07-01

    The origin of SPECT can be found in pioneering experiments on emission tomography performed approximately 50 years ago. This historical review consists of a compilation of first person recollections from nine trailblazing scientists who shaped the early years of SPECT instrumentation during the 1960s and 1970s.

  6. The early years of single photon emission computed tomography (SPECT): an anthology of selected reminiscences.

    Science.gov (United States)

    Jaszczak, Ronald Jack

    2006-07-07

    The origin of SPECT can be found in pioneering experiments on emission tomography performed approximately 50 years ago. This historical review consists of a compilation of first person recollections from nine trailblazing scientists who shaped the early years of SPECT instrumentation during the 1960s and 1970s.

  7. Language development in the early school years: The importance of close relationships with teachers

    NARCIS (Netherlands)

    Spilt, J.L.; Koomen, H.M.Y.; Harrison, L.J.

    2015-01-01

    This longitudinal study examined developmental links between closeness in teacher-child relationships and children’s receptive language ability from the end of the preschool years into the early elementary years, while controlling for changes in peer interaction quality and child behavioral

  8. Children’s participation rights in early childhood education and care: the case of early literacy learning and pedagogy

    OpenAIRE

    Dunphy, Elizabeth

    2012-01-01

    This position article argues that educators’ knowledge of young children’s perspectives on aspects of early learning, including literacy learning, and subsequent interpretations of the ways that these perspectives can inform and shape pedagogy are key to promoting children’s participation rights in early childhood education and care. Drawing on ideas such as guided participation and Bruner’s notion of a pedagogy of mutuality, it is argued that pedagogy, as it is now understood, implies that c...

  9. 100 Years of Attempts to Transform Physics Education

    Science.gov (United States)

    Otero, Valerie K.; Meltzer, David E.

    2016-12-01

    As far back as the late 1800s, U.S. physics teachers expressed many of the same ideas about physics education reform that are advocated today. However, several popular reform efforts eventually failed to have wide impact, despite strong and enthusiastic support within the physics education community. Broad-scale implementation of improved instructional models today may be just as elusive as it has been in the past, and for similar reasons. Although excellent instructional models exist and have been available for decades, effective and scalable plans for transforming practice on a national basis have yet to be developed and implemented. Present-day teachers, education researchers, and policy makers can find much to learn from past efforts, both in their successes and their failures. To this end, we present a brief outline of some key ideas in U.S. physics education during the past 130 years. We address three core questions that are prominent in the literature: (a) Why and how should physics be taught? (b) What physics should be taught? (c) To whom should physics be taught? Related issues include the role of the laboratory and attempts to make physics relevant to everyday life. We provide here only a brief summary of the issues and debates found in primary-source literature; an extensive collection of historical resources on physics education is available at https://sites.google.com/site/physicseducationhistory/home.

  10. Educational Psychologists: The Early Search for an Identity

    Science.gov (United States)

    Love, Peter

    2009-01-01

    Contemporary society's expectations of educational psychology, and of a role for educational psychologists within these expectations, were major themes of, and subtexts to, many of the papers delivered at recent annual courses of the Association of Educational Psychologists (AEP). The distinctive contribution of educational psychology and a…

  11. Care and education: Towards a new paradigm in early childhood education

    DEFF Research Database (Denmark)

    Broström, Stig

    2006-01-01

    . This paper propose that this is a false contradiction thar can keep early childhood education in a romantic child-centred position. Instead, the paper identifies a unity of care, teaching, and upbringing as a starting point for children's well-being, learning, development, and Bilding. Because the concept......This paper identifies a contradiction thar exist amongst Danish child-care workers between care as medium for children's well-being and development and teaching as a medium for children's learning. This contradiction is often expressed as care versus learning and care/preschool versus school...... of care is often more related to practical rather than educational activities, the concept is defined through phisosophical, psychological, and pedagogical dimensions....

  12. Educational gaps and solutions for early-career nurse managers' education and participation in quality improvement.

    Science.gov (United States)

    Djukic, Maja; Kovner, Christine T; Brewer, Carol S; Fatehi, Farida; Jun, Jin

    2015-04-01

    The objective of this study was to examine early-career frontline nurse managers' (FLNMs') reported educational preparedness and participation in quality improvement (QI). Frontline nurse managers are vitally important for leading QI. However, it is not well known if they have adequate knowledge and skills to lead this important function. We examined cross-sectional survey data from 42 FLNMs using descriptive statistics. About 30% of FLNMs reported being very prepared across 12 measured QI skills by schools or employers and 35% reported participating in a specific clinical effort to improve patient care on their unit more than once a month. More than 50% reported having good organizational support for QI, but only about 30% reported being rewarded for their contributions to QI. Our study highlights opportunities for development in QI for FLNMs and offers some solutions for nurse executives that can bridge the educational gaps.

  13. Improving Early Numeracy of Young Children with Special Education Needs.

    Science.gov (United States)

    Van Luit, Johannes E. H.; Schopman, Esther A.

    2000-01-01

    Sixty-two students from special needs kindergartens were given early mathematics intervention. The early numeracy program was developed for children with disabilities and early numeracy difficulties by basing instruction on perceptual gestalt theory. Children performed better at posttest than controls but failed to transfer their knowledge to…

  14. Does early-life family income influence later dental pain experience? A prospective 14-year study.

    Science.gov (United States)

    Ghorbani, Z; Peres, M A; Liu, P; Mejia, G C; Armfield, J M; Peres, K G

    2017-12-01

    The aim of this study was to investigate the association between early-life family income and dental pain experience from childhood to early adulthood. Data came from a 14-year prospective study (1991/1992-2005/2006) carried out in South Australia, which included children and adolescents aged 4-17 years (N = 9875) at baseline. The outcome was dental pain experience obtained at baseline, 14 years later in adulthood and at a middle point of time. The main explanatory variable was early-life family income collected at baseline. The prevalence of dental pain was 22.8% at baseline, 19.3% at 'middle time' and 39.3% at follow up. The proportion of people classified as 'poor' at baseline was 27.7%. Being poor early in life was significantly associated with dental pain at 14-year follow up (odds ratio = 1.45; 95% confidence interval = 1.27-1.66). Early-life relative poverty is associated with more frequent dental pain across the 14-year follow up and may be a key exposure variable for later dental conditions. © 2017 Australian Dental Association.

  15. Body Mass Index in the Early Years in Relation to Motor Coordination at the Age of 5–7 Years

    Directory of Open Access Journals (Sweden)

    Arto Laukkanen

    2017-07-01

    Full Text Available Physical activity (PA and body mass index (BMI are consistently associated with motor coordination (MC in children. However, we know very little how BMI in early childhood associates with MC later in childhood. This study investigated associations between BMI in early childhood and BMI, PA, and MC in middle childhood. Children aged 5 to 7 years (n = 64, 32 girls were measured for MC using Körperkoordinationstest für Kinder (KTK and for moderate-to-vigorous PA (MVPA using triaxial accelerometers. Prevailing body weight and height were measured, and information on weight and height in early years was based on parental report of child health care report cards. Age-adjusted BMIz scores were calculated on the basis of international growth curve references. Associations and the explained variability of MC were investigated by Pearson correlations and a hierarchical multiple regression analysis. Age and MVPA were found to be significantly associated with MC at middle childhood, in general. BMIz at middle childhood and at ages 4 and 5 years inversely explained 12% (p < 0.05, 6% (p > 0.05, and 7% (p > 0.05 of the variation in MC in girls after adjusting for covariates, respectively. In boys, BMIz scores did not show any trend of association with MC. This study suggests sex-specific mechanisms in the interplay between BMI and motor development in childhood.

  16. Early term and late preterm birth are associated with poorer school performance at age 5 years: a cohort study.

    Science.gov (United States)

    Quigley, Maria A; Poulsen, Gry; Boyle, Elaine; Wolke, Dieter; Field, David; Alfirevic, Zarko; Kurinczuk, Jennifer J

    2012-05-01

    To compare school performance at age 5 years in children born at full term (39-41 weeks gestation) with those born at early term (37-38 weeks gestation), late preterm (34-36 weeks gestation), moderately preterm (32-33 weeks gestation) and very preterm (2000-2001 and attending school in England in 2006. School performance was measured using the foundation stage profile (FSP), a statutory assessment by teachers at the end of the child's first school year. The FSP comprises 13 assessment scales (scored from 1 to 9). Children who achieve an average of 6 points per scale and at least 6 in certain scales are classified as 'reaching a good level of overall achievement'. Fifty-one per cent of full term children had not reached a good level of overall achievement; this proportion increased with prematurity (55% in early term, 59% in late preterm, 63% in moderately preterm and 66% in very preterm children). Compared with full term children, an elevated risk remained after adjustment, even in early term (adjusted RR 1.05, 95% 1.00 to 1.11) and late preterm children (adjusted RR 1.12, 95% CI 1.04 to 1.22). Similar effects were noted for 'not working securely' in mathematical development, physical development and creative development. The effects of late preterm and early term birth were small in comparison with other risk factors. Late preterm and early term birth are associated with an increased risk of poorer educational achievement at age 5 years.

  17. Effects of early childhood supplementation on the educational achievement of women.

    Science.gov (United States)

    Li, Haojie; Barnhart, Huiman X; Stein, Aryeh D; Martorell, Reynaldo

    2003-11-01

    Malnutrition during early childhood has been suggested to cause functional disadvantages in adults, including reduced intelligence and lower educational achievement (EA). We assessed the effects of improved nutrition in early life on the EA of women in 4 rural Guatemalan villages. The study sample comprised 130 female singletons exposed to either Atole (53%, 91 kcal and 6.4 g protein/100 mL) or Fresco (47%, 33 kcal/100 mL, no protein) during the prenatal period and the first 2 years of life. EA was assessed at the ages of 22 to 29 years by knowledge, numeracy, and several reading tests. A summary measure of EA was computed based on 5 tests, and outcome variables were categorized into quintiles. Analysis was based on a proportional odds model. Generalized estimating equations were used to account for sibling clustering. Overall, 36.2% of women completed primary school. Women exposed to Atole had better EA than those exposed to Fresco (odds ratio [OR]: 2.8; 95% confidence interval [CI], 1.4, 5.4), with a significant treatment-by-schooling interaction. Atole was not associated with EA (OR: 1.5; 95% CI: 0.7, 3.2) among women who did not complete primary school, whereas among those who completed primary school, Atole was associated with improved EA (OR: 13.7; 95% CI: 3.7, 50.8). We conclude that better nutrition during early childhood improved adult EA, but only among children who completed primary school.

  18. Stability and Patterns of Classroom Quality in German Early Childhood Education and Care

    Science.gov (United States)

    Kuger, Susanne; Kluczniok, Katharina; Kaplan, David; Rossbach, Hans-Guenther

    2016-01-01

    Many education systems worldwide have dedicated a significant amount of resources to improve quality levels in early childhood education and care. Research can contribute to this goal by providing information about conditions of high-quality education and care and reasons for changes in the quality provided to children. This study therefore…

  19. Child Sexual Abuse in Early-Childhood Care and Education Settings

    Science.gov (United States)

    Briggs, Freda

    2014-01-01

    When the author was adviser to the Australian Minister for Education for writing the national Safe Schools Framework (2003), meetings were held with early-childhood care and education administrators from all state, Catholic and independent sectors. Their unexpected message was that educators were facing new problems, those of child sexual abuse in…

  20. Confidence in Their Own Ability: Postgraduate Early Childhood Students Examining Their Attitudes towards Inclusive Education

    Science.gov (United States)

    Cologon, Kathy

    2012-01-01

    This study explores reflections of a group of postgraduate early childhood students in relation to their self-reported attitudes towards inclusive education. Participant self-reported attitudes towards inclusive education were measured using an adapted version of the Attitudes Toward Inclusive Education Scale (ATIES) and an adapted version of the…

  1. Early Childhood Education Intervention Programs in the Netherlands: Still Searching for Empirical Evidence

    Science.gov (United States)

    Driessen, Geert

    2018-01-01

    Early childhood education (ECE) intervention programs nowadays are the core of the educational disadvantage policy in the Netherlands. They offer institutional compensatory activities to young children who lack educational stimulation in the home environment. Target groups mainly comprise children from deprived socioeconomic backgrounds and of…

  2. Promoting Evidence-Based Practices: New Teaching Module for Early Childhood Teacher Educators

    Science.gov (United States)

    Young Children, 2009

    2009-01-01

    Linda Halgunseth, head of NAEYC's Office of Applied Research (OAR), tells readers about Child Care and Early Education Research Connections, a Web site (www.researchconnections.org/teaching_modules) to help teacher educators integrate knowledge about evidence-based practices into teacher education programs. In addition, the article touts the…

  3. Organizations Concerned with Early Care and Education in Illinois: A Sample

    Science.gov (United States)

    Early Childhood Research & Practice, 2013

    2013-01-01

    Several sectors and levels of organizations, agencies, and projects are involved in promoting and providing education, care, and intervention services for young children and their families in Illinois. State government entities involved in matters of early care and education include the Illinois State Board of Education (ISBE), the Department of…

  4. Five years of an educational programme - Results and experiences

    International Nuclear Information System (INIS)

    Dufkova, Marie

    1998-01-01

    Full text: School teachers and pupils constitute an important group having the ability to listen, Understand and help to create positive ties between the public and a utility. Therefore, CEZ spends a part of its revenue arising from the sales of electricity on education. CEZ's information and education programme named 'Energy for everybody' has been used by Czech schools for five years now. The main part of this educational programme is devoted to nuclear energy. CEZ materials for schools include: printed information, supplements to textbooks, videotapes, computer programmes, CD ROMs, an educational set for experiments with ionizing radiation, posters and other assorted materials. Schools are invited to visit Czech power plants and other facilities of the power sector (for example the experimental reactor at the Prague Technical University). Seminars and workshops are organised for teachers. CEZ offers objective information on all activities associated with energy generation and uses and the relationships between man and nature. The prices of our informational materials are rather symbolic, they come to one-tenth to one-third of the actual cost. CEZ is the only industrial company offering such a large-scale educational programme for schools in the Czech Republic. Materials are distributed to nearly 7 000 primary and secondary schools and 30 university departments. We have agreements with several schools which have committed themselves to testing our materials. Several dissertations and studies have demonstrated the usefulness of our materials for education and the contribution this information has made to the better understanding of nuclear energy. We have organised polls in order to ascertain how the schools liked the materials, what additional things they wished and what their view of nuclear power plants and CEZ was. The outcome has been unexpectedly favourable. In my contribution I will present the results of these polls and examples of successful activities

  5. The Development of Early Childhood Education as an Academic Discipline in Finland

    Directory of Open Access Journals (Sweden)

    Eeva Hujala

    2008-10-01

    Full Text Available

    Early Childhood Education (ECE as an academic discipline has gained an academic legitimacy in Fin- 

    land in 2005. In accordance with internationally established practice, Early Childhood Education as an academic 

    field and a field of research has been set to cover the period from birth to eight years of age. The focus of ECE re- 

    search is to analyse and define the development and upbringing of young children, including such themes as 

    learning and teaching and the complex connection between child development to the growth environment. In re- 

    cent years in Finland, the internal paradigmatic discussions within academic ECE have been both enlightened and 

    critical. The emergence of an academic Early Childhood Education paradigm has been apparent in the discus- 

    sions of early pedagogy, professional growth, leadership, management and quality and as a definer of pedagogy 

    to support children’s learning. The challenge of academic Early Childhood Education is to introduce into the dis- 

    cussion ontological and epistemological issues of early childhood and thereby activate teachers and other

  6. PATH OF PREPARATION OF EDUCATIONAL PROPOSAL FOR EARLY CHILDHOOD EDUCATION IN EDUCATIONAL SYSTEM IN VIEW OF BAURU THEORY PEDAGOGY OF HISTORICAL AND CRITICAL THEORY AND HISTORICAL-CULTURAL

    Directory of Open Access Journals (Sweden)

    Marta de Castro Alves Corrêa

    2013-12-01

    Full Text Available This article aims to present the trajectory deployment of historical-critical pedagogy and cultural-historical theory in the Early Childhood Education from Municipal System of Education of Bauru and emphasize the process of formulating a new Pedagogical proposal anchored in the Marxist perspective, discussing the progress and difficulties encountered in the preparation of this document to ensure the principles of this concept in the theoretical and practical education of the collective. Therefore, it was necessary to recover the memory of the work at this stage of education since its implementation in the city, because it is understood that to investigate the educational past is possible to understand the theoretical position adopted for the realization of the formal character of the school children assumes within this pedagogy. For the organization of the study , we chose an experience report , for better suit the purposes of this paper and allow to know the variables that contributed to the choice of the historical-critical pedagogy and cultural-historical theory as a theoretical unit privileged to teach the child zero to five years.

  7. The Current State of Early Childhood Education Programs: How Early Childhood Center Directors Manage Their Human Resources

    Science.gov (United States)

    Arend, Lauren E.

    2010-01-01

    Purpose: Research in the field of early childhood education (ECE) demonstrated the association between skilled directors and high quality programs. Still, most state licensing requirements do not delineate the requisite knowledge or experience necessary to be an effective director. Many ECE directors advance to their position directly from the…

  8. Educational Games for Early Childhood: Using Tabletop Surface Computers for Teaching the Arabic Alphabet

    DEFF Research Database (Denmark)

    Papadopoulos, Pantelis M.; Ibrahim, Zeinab; Karatsolis, Andreas

    2015-01-01

    This paper presents initial evaluation regarding the use of simple educational games on tabletop surface computers to teach Kindergarten students in Qatar the Arabic alphabet. This effort is part of the “Arabiyyatii” research project, a 3-year endeavor aimed to teach 5-year-olds Modern Standard...... to the students, along with data collected from system log files and class observations. Result analysis suggests that these kinds of games could be useful in (a) enhancing students’ engagement in language learning, (b) increasing their exposure to MSA, and (c) developing their vocabulary....... Arabic (MSA). The paper describes a naturalistic study design, following the activities of 18 students for a period of 9 weeks in the project. All students were native speakers of the Qatari dialect and they were early users of similar surface technologies. The paper presents three of the games available...

  9. La mejora de la educacion infantil desde el analisis del pensamiento practico de sus educadores. [The Improvement of Early Childhood Education from an Analysis of the Practical Thinking of Early Childhood Educators.

    Science.gov (United States)

    Argos, Javier

    2000-01-01

    Discusses proposals for the innovation and development of early childhood education practice, based on findings from case studies on the practical knowledge of four experienced female early childhood educators. Argues that improving early childhood education should be based on its reasons and purposes rather than content or method. (JPB)

  10. Effects of bombing after five years: Development of early maladaptive cognitive schemas in children

    Directory of Open Access Journals (Sweden)

    Nikoloski-Končar Nataša

    2006-01-01

    Full Text Available The main aim of the study is to examine effects of bombing on development of early maladaptive schemas in children who live in directly bombed towns in comparison with children who live in towns not directly exposed to bombing. The subjects were twelve years old at the moment of testing (February 2005 meaning that they were at the age of seven during the bombing. Additional aim was to examine gender differences in development of early maladaptive schemas. The theory of Young (1990 provided framework for the study. According to the theory, early maladaptive cognitive schemas, which present basis for psychological disorder later in life, begin to develop in childhood in connection with traumatic experiences and/or other aversive circumstances. The results showed that the early maladaptive schemas are more frequent in children from directly exposed towns; and in male subjects comparing with females.

  11. Latent profiles of early developmental vulnerabilities in a New South Wales child population at age 5 years.

    Science.gov (United States)

    Green, Melissa J; Tzoumakis, Stacy; Laurens, Kristin R; Dean, Kimberlie; Kariuki, Maina; Harris, Felicity; O'Reilly, Nicole; Chilvers, Marilyn; Brinkman, Sally A; Carr, Vaughan J

    2018-06-01

    Detecting the early emergence of childhood risk for adult mental disorders may lead to interventions for reducing subsequent burden of these disorders. We set out to determine classes of children who may be at risk for later mental disorder on the basis of early patterns of development in a population cohort, and associated exposures gleaned from linked administrative records obtained within the New South Wales Child Development Study. Intergenerational records from government departments of health, education, justice and child protection were linked with the Australian Early Development Census for a state population cohort of 67,353 children approximately 5 years of age. We used binary data from 16 subdomains of the Australian Early Development Census to determine classes of children with shared patterns of Australian Early Development Census-defined vulnerability using latent class analysis. Covariates, which included demographic features (sex, socioeconomic status) and exposure to child maltreatment, parental mental illness, parental criminal offending and perinatal adversities (i.e. birth complications, smoking during pregnancy, low birth weight), were examined hierarchically within latent class analysis models. Four classes were identified, reflecting putative risk states for mental disorders: (1) disrespectful and aggressive/hyperactive behaviour, labelled 'misconduct risk' ( N = 4368; 6.5%); (2) 'pervasive risk' ( N = 2668; 4.0%); (3) 'mild generalised risk' ( N = 7822; 11.6%); and (4) 'no risk' ( N = 52,495; 77.9%). The odds of membership in putative risk groups (relative to the no risk group) were greater among children from backgrounds of child maltreatment, parental history of mental illness, parental history of criminal offending, socioeconomic disadvantage and perinatal adversities, with distinguishable patterns of association for some covariates. Patterns of early childhood developmental vulnerabilities may provide useful indicators

  12. A Proposal to Build an Education Research and Development Program: The Kamehameha Early Education Project Proposal. Technical Report #3.

    Science.gov (United States)

    Gallimore, Ronald; And Others

    This report summarizes the programmatic features of a proposal for the Kamehameha Early Education Project (KEEP), a program aimed at the development, demonstration, and dissemination of methods for improving the education of Hawaiian and part-Hawaiian children. A brief description of the proposed project goals, structure, organization, and…

  13. Getting Personal: How Early Childhood Teacher Education Troubles Students' and Teacher Educators' Identities Regarding Subjectivity and Feminism

    Science.gov (United States)

    Taguchi, Hillevi Lenz

    2005-01-01

    This article constitutes an attempt to investigate how student teachers and teacher educators in the context of Swedish early childhood teacher education are invented and reinvented by practices that are inspired by feminist and post-structural thinking. I give examples of practice that explicitly make use of different aspects of the personal,…

  14. Handwriting in Early Childhood Education: Current Research and Future Implications

    Science.gov (United States)

    Dinehart, Laura H.

    2015-01-01

    Early fine motor writing skills are quickly becoming recognized as an important school readiness skill associated with later academic success (Dinehart and Manfra, 2013; Grissmer et al., 2010; Son and Meisels, 2006). Yet, little is known about the development of handwriting, the extent to which it is of value in the early childhood classroom and…

  15. Early Childhood Educators' Meta-Cognitive Knowledge of Problem-Solving Strategies and Quality of Childcare Curriculum Implementation

    Science.gov (United States)

    Kim, Yeon Ha

    2016-01-01

    This study aims to explore the impact of early childhood educators' meta-cognitive knowledge on the quality of their childcare curriculum implementation, and to gain insights regarding successful problem-solving strategies associated with early education and care. Early childhood educators' implementation of general problem-solving strategies in…

  16. Integration of Digital Technologies into Play-Based Pedagogy in Kuwaiti Early Childhood Education: Teachers' Views, Attitudes and Aptitudes

    Science.gov (United States)

    Aldhafeeri, Fayiz; Palaiologou, Ioanna; Folorunsho, Aderonke

    2016-01-01

    Scholars in the field of early childhood education are still debating the inclusion of digital technologies in play-based pedagogy and our understanding of digital play in early childhood education is still developing. This research paper examines early childhood education teachers' views, aptitudes and attitudes towards digital technologies in…

  17. Working with Space and Shape in Early Childhood Education: Experiences in Collaboration

    Directory of Open Access Journals (Sweden)

    Karina Luiza da Silva Fernandes

    2016-11-01

    Full Text Available This report shows the experience of a work conducted with the Meli-Melo puzzle in two early childhood education classes at two different schools in the state of São Paulo, Brazil. With the work’s activities as a starting point, aspects related to space and shape, as well as quantities and measures, were approached. Children from two and a half to five years old participated in the playful activities, which had the following goals: to develop spatial and geometric skills, to allow measuring actions, to favor dialogue and to boost group work experience. There were several activities, like handling the pieces, assembling images freely or according with outlines and models, assembling three-dimensional figures, and the length game. The following questions were considered in the evaluation of the work: how was the children’s participation in large groups and small groups? How did children of different age groups engage in the different proposals? Which activities were easier or more difficult for each group? Which behaviors and conversations showed us new knowledge? The fulfillment of the planned activities showed that the children had several hypotheses regarding shapes and that they were able to identify similarities and differences, use geometry vocabulary, and discuss their thoughts, particularly when working in small groups, which favored the participation of nearly all children. We believe the work reported has allowed learnings and a contact with mathematics in early childhood education.

  18. Early Predictors of Ten-Year Course in First-Episode Psychosis

    DEFF Research Database (Denmark)

    Friis, Svein; Melle, Ingrid; Johannessen, Jan Olav

    2016-01-01

    , five, and ten years (N=186 at ten years). Time in psychosis was defined as time with scores ≥4 on any of the Positive and Negative Syndrome Scale items P1, P3, P5, P6, and G9. Evaluations were retrospective, based on clinical interviews and all available clinical information. During the first two years......, patients were also evaluated by their clinicians at least biweekly. Baseline and early-course predictors of long-term course were identified with linear mixed-model analyses. RESULTS: Four variables provided significant, additive predictions of longer time in psychosis during the ten-year follow...

  19. Education Pays Off! On Transition to Work for 25 Year Olds in Norway with Upper Secondary Education or Lower as Their Highest Educational Level

    Science.gov (United States)

    Markussen, Eifred

    2017-01-01

    In this article we examine the relationship between educational level and position in the labour market at age 25 for those who have completed upper secondary education or lower as their highest educational level. Whilst completion of upper secondary education is widely regarded as being important, we find that early and lasting work experience…

  20. Social disparities in children's vocabulary in early childhood. Does pre-school education help to close the gap?

    Science.gov (United States)

    Becker, Birgit

    2011-03-01

    Children start school with differing levels of skills. Thus, children of different social origin have different probabilities of educational success right from the start of their school career. This paper analyses how the gap in language abilities of children with different social backgrounds develops from age three to five. A focus lies on the question whether pre-school education can help to close this gap. The data of the UK Millennium Cohort Study (MCS) show that children's score on a standardized vocabulary test strongly depends on their parents' education. These social differences remain stable or even increase slightly over the two-year period. Using fixed effect models, it is demonstrated that children of higher educated parents can improve their vocabulary more strongly than children whose parents have a lower educational level. Participation in an early education institution positively affects the vocabulary development of children with lower educated parents while there is no significant pre-school effect for children of higher educated parents. The results indicate that pre-school attendance does not lead to a catching-up process of children with lower educated parents. But without pre-school attendance, the gap between children of higher and lower educated parents widens even further. © London School of Economics and Political Science 2011.

  1. Men Managing, Not Teaching Foundation Phase: Teachers, Masculinity and the Early Years of Primary Schooling

    Science.gov (United States)

    Moosa, Shaaista; Bhana, Deevia

    2017-01-01

    In this article we argue that eliminating the divisions of labour between men and women could work towards counteracting gender inequality within professions. Globally women are over-represented in the teaching of young children in the early years of primary school, or Foundation Phase (FP), as it is known in South Africa. We are concerned to go…

  2. Narrative Making and Remaking in the Early Years: Prelude to the Personal Narrative

    Science.gov (United States)

    Miller, Peggy J.; Chen, Eva Chian-Hui; Olivarez, Megan

    2014-01-01

    Although very young children are unable to formulate a personal narrative of the life course, their everyday lives are steeped in narratives. Drawing on ethnographic studies in diverse sociocultural worlds, we argue that the early years of life form a vital preamble to the personal narrative. In this phase of life, the universal predisposition to…

  3. Defining smallness for gestational age in the early years of the Danish Medical Birth Registry

    DEFF Research Database (Denmark)

    á Rogvi, Rasmus; Mathiasen, Rene; Greisen, Gorm

    2011-01-01

    , but due to variable data quality, data is most often used only from 1981 onwards, and birth registers in other countries may have similar problems for the early years. We wanted to examine whether the data can be used for identification of children born SGA and used in future research....

  4. Texas Academy of Mathematics and Science: 25 Years of Early College STEM Opportunities

    Science.gov (United States)

    Sayler, Michael F.

    2015-01-01

    The University of North Texas's Texas Academy of Mathematics and Science began admitting students to its 2-year early college entrance science, technology, engineering, and mathematics (STEM) program in the fall of 1988. This program provided accelerated entry for top students in Texas in the areas of mathematics and science. Approximately 200…

  5. Children under Five and Digital Technologies: Implications for Early Years Pedagogy

    Science.gov (United States)

    Palaiologou, Ioanna

    2016-01-01

    This project aimed to investigate the types of digital technologies children under the age of five are using at home and assess the possible implications for early years pedagogy. The research, carried out between 2010 and 2012, was based in four European countries: England, Greece, Malta and Luxemburg. A mixed methods approach was employed to…

  6. A Healthy Start: Promoting Mental Health and Well-Being in the Early Primary School Years

    Science.gov (United States)

    Cefai, Carmel; Camilleri, Liberato

    2015-01-01

    Mental health problems in children represent a significant international health concern, with up to one in five children using mental health services during the course of any given year. Identifying the processes of what prevents social, emotional and behaviour difficulties (SEBD) and promotes healthy development from an early age can make a…

  7. Geometry in Early Years: Sowing Seeds for a Mathematical Definition of Squares and Rectangles

    Science.gov (United States)

    Bartolini Bussi, Maria G.; Baccaglini-Frank, Anna

    2015-01-01

    In early years schooling it is becoming common to propose activities that involve moving along paths, or programming robots to do so. In order to promote continuity towards the introduction of geometry in primary school, we developed a long-term teaching experiment (with 15 sessions) carried out over 4 months in a first grade classroom in northern…

  8. Investigating Key Psychometric Properties of the French Version of the Early Years Evaluation-Teacher Assessment

    Science.gov (United States)

    Laurie, Robert; Sloat, Elizabeth

    2016-01-01

    This research investigates key psychometric properties of the French Early Years Evaluation-Teacher Assessment measure designed to systematically assess kindergarten children across five social and academic developmental domains: awareness of self and environment, social skills and behaviour, cognitive abilities, language and communication, and…

  9. How Silent Is the "Silent Period" for Young Bilinguals in Early Years Settings in England?

    Science.gov (United States)

    Drury, Rose

    2013-01-01

    During the first decade of the twenty-first century there have been increasing numbers of bilingual children entering early years settings, many of whom are new to English. Twelve percent of school children in the UK are identified as having a mother tongue other than English and this number rises to 50% in urban areas such as inner London. In…

  10. Responding to the Challenges of Active Citizenship through the Revised UK Early Years Foundation Stage Curriculum

    Science.gov (United States)

    Baker, Fiona S.

    2013-01-01

    The revised UK Early Years Foundation Stage (EYFS) now places a stronger emphasis on personal, social and emotional development (PSED) as one of its three prime areas. PSED has three characteristics of learning: active learning, creating and thinking critically, and playing and exploring. These aspects of the revised EYFS closely align with the…

  11. Power and Identity in Immigrant Parents' Involvement in Early Years Mathematics Learning

    Science.gov (United States)

    Takeuchi, Miwa Aoki

    2018-01-01

    This study examined immigrant parents' involvement in early years mathematics learning, focusing on learning of multiplication in in- and out-of-school settings. Ethnographic interviews and workshops were conducted in an urban city in Japan, to examine out-of-school practices of immigrant families. Drawing from sociocultural theory of learning and…

  12. Two-Year Diagnostic Stability in Early-Onset First-Episode Psychosis

    Science.gov (United States)

    Castro-Fornieles, Josefina; Baeza, Immaculada; de la Serna, Elena; Gonzalez-Pinto, Ana; Parellada, Mara; Graell, Montserrat; Moreno, Dolores; Otero, Soraya; Arango, Celso

    2011-01-01

    Background: Only one study has used a prospective method to analyze the diagnostic stability of first psychotic episodes in children and adolescents. The Child and Adolescent First-Episode Psychosis Study (CAFEPS) is a 2-year, prospective longitudinal study of early-onset first episodes of psychosis (EO-FEP). Aim: To describe diagnostic stability…

  13. "Intensive Mothering" in the Early Years: The Cultivation and Consolidation of (Physical) Capital

    Science.gov (United States)

    Stirrup, Julie; Duncombe, Rebecca; Sandford, Rachel

    2015-01-01

    Growing pressure on parents to equip their children with the skills required for future success, coupled with an increased focus on providing quality learning experiences in the early years, has contributed to an upsurge in the enrolment of young children in formal (often privatised) activities. Moreover, in response to growing societal concerns…

  14. THE FORMATION OF PRE-SERVICE EARLY CHILDHOOD EDUCATORS' PERCEPTIONS ABOUT ICT USE IN EARLY CHILDHOOD EDUCATION AFTER AN EXPERIENTIAL APPROACH

    OpenAIRE

    Michael Vitoulis

    2017-01-01

    This research focuses on the views of the pre-service early childhood educators concerning the use and exploitation of computers in preschool children's education. It is attempted through this research to capture their perceptions before the attendance of a relevant laboratory course and it is compared with the formation of their views after the attendance of this course. During the laboratory course, students contact and interact with children of preschool age, ones that are occupied with co...

  15. A Multicomponent, Preschool to Third Grade Preventive Intervention and Educational Attainment at 35 Years of Age.

    Science.gov (United States)

    Reynolds, Arthur J; Ou, Suh-Ruu; Temple, Judy A

    2018-03-01

    Educational attainment is the leading social determinant of health, but few studies of prevention programs have examined whether the programs are associated with educational attainment outcomes after the mid-20s, especially for large-scale programs that provide a longer duration of services. To examine the association between a preschool to third grade intervention and educational attainment at midlife and differences by program duration, sex, and parental educational level. This matched-group, alternative intervention study assessed 1539 low-income minority children born in 1979 or 1980 who grew up in high-poverty neighborhoods in Chicago, Illinois. The comparison group included 550 children primarily from randomly selected schools participating in the usual early intervention. A total of 989 children who entered preschool in 1983 or 1984 and completed kindergarten in 1986 were included in the Chicago Longitudinal Study and were followed up for 27 to 30 years after the end of a multicomponent intervention. A total of 1398 participants (90.8%) in the original sample had educational attainment records at 35 years of age. The study was performed from January 1, 2002, through May 31, 2015. The Child-Parent Center Program provides school-based educational enrichment and comprehensive family services from preschool to third grade (ages 3-9 years). Educational outcomes from administrative records and self-report included school dropout, 4-year high school graduation, years of education, postsecondary credential, and earned degrees from associate's to master's or higher. A total of 1539 participants (mean [SD] age, 35.1 [0.32] years; 1423 [92.9%] black and 108 [7.1%] Hispanic) were included in the study. After weighting on 2 propensity scores, preschool participants had higher rates of postsecondary degree completion, including associate's degree or higher (15.7% vs 10.7%; difference, 5.0%; 95% CI, 1.0%-9.0%), master's degree (4.2% vs 1.5%; difference, 2.7%; 95% CI, 1

  16. School-based early childhood education and age-28 well-being: effects by timing, dosage, and subgroups.

    Science.gov (United States)

    Reynolds, Arthur J; Temple, Judy A; Ou, Suh-Ruu; Arteaga, Irma A; White, Barry A B

    2011-07-15

    Advances in understanding the effects of early education have benefited public policy and developmental science. Although preschool has demonstrated positive effects on life-course outcomes, limitations in knowledge on program scale, subgroup differences, and dosage levels have hindered understanding. We report the effects of the Child-Parent Center Education Program on indicators of well-being up to 25 years later for more than 1400 participants. This established, publicly funded intervention begins in preschool and provides up to 6 years of service in inner-city Chicago schools. Relative to the comparison group receiving the usual services, program participation was independently linked to higher educational attainment, income, socioeconomic status (SES), and health insurance coverage, as well as lower rates of justice-system involvement and substance abuse. Evidence of enduring effects was strongest for preschool, especially for males and children of high school dropouts. The positive influence of four or more years of service was limited primarily to education and SES. Dosage within program components was mostly unrelated to outcomes. Findings demonstrate support for the enduring effects of sustained school-based early education to the end of the third decade of life.

  17. Intelligence and education as predictors of cognitive state in late life: a 50-year follow-up.

    Science.gov (United States)

    Plassman, B L; Welsh, K A; Helms, M; Brandt, J; Page, W F; Breitner, J C

    1995-08-01

    We evaluated the relation of education and intelligence in early adult life to cognitive function in a group of elderly male twins. The Army General Classification Test (AGCT) was administered to US armed forces inductees in the early 1940s. Fifty years later, as part of a study of dementia in twins, we tested the cognitive status of 930 of these men using the modified Telephone Interview for Cognitive Status (TICS-m). TICS-m scores obtained in later life were correlated with AGCT scores (r = 0.457) and with years of education (r = 0.408). Thus, in univariate analyses, the AGCT score accounted for 20.6% and education accounted for 16.7% of variance in cognitive status. However, these two effects were not fully independent. A multivariable model using AGCT score, education, and the interaction of the two variables as predictors of the TICS-m score explained 24.8% of the variance, a slightly but significantly greater proportion than was explained by either factor alone. In a separate analysis based on 604 pairs of twins who took the AGCT, heritability of intelligence (estimated by AGCT score) was 0.503. Although this study does not address the issue of education and premorbid IQ as risk factors for dementia, the findings suggest that basic cognitive abilities in late life are related to cognitive performance measures from early adult life (ie, education and IQ).

  18. TEACHER OF EARLY EDUCATION IN THE ROLE OF A TRAPPER-CREATOR OF LIBERATING EDUCATION

    Directory of Open Access Journals (Sweden)

    Jolanta Maciąg

    2017-03-01

    Full Text Available The modern civilization is characterised by a significant degree of development in thefields of science, technology and industry – which leads to numerous transformations in thefunctioning of traditional communities and societies, population migrations and creation ofnew groups and socio-professional layers. Due to the above-mentioned transformations, humaninterpersonal relations are frequently subject to the process of depersonalization, manifesting atendency to objectify people. Observing social changes that have been transpiring in Polandrecently as well as attempts to reform the educational system result in an increased importanceof questions concerning the role played by teachers and tasks they are to perform.According to Aleksander Nalaskowski, “a school is worth only as much as the teacherswho work in it”1. Answering the questions of ”Who currently works in Polish schools?” “Whoare our teachers?”- the author comes to the conclusion that we no longer encounter teacherteams at schools but only purely accidental gatherings of teachers. Such arbitrarily composedteacher assemblies do not form a unity, a characteristic group with numerous individual traits2.I consider it worthwhile to focus on the issue of professional awareness and professionalcompetences and qualifications of the teacher of children in the pre-school and early schoolstages (the so-called early education. School functioning is, after all, all the more effective ifthe teachers cooperate with one another, have a better understanding of children’s needs andare able to jointly improve their individual styles of work. In this article, I shall make anattempt to present a story of a teacher on a road, a trapper (to use a metaphor, a freeman/hunter in the process of permanent learning of the surrounding world. A reality which is tothe same extent expected and unpredictable as it fluctuates between the known and/versus thediscovered. The postmodern view of the world is

  19. Child Protection, Care and Education in Vietnam from Now up to the Year 2000.

    Science.gov (United States)

    Son, Ngo Quang

    1994-01-01

    Provides an overview of child welfare and early childhood education programs in Vietnam, including statistics on infant mortality, child survival, vaccination ratios, birth weight trends, and rates of disease and disability. Describes government programs to promote child welfare; early childhood (creche) education; kindergarten; programs for…

  20. Five years of specialised early intervention versus two years of specialised early intervention followed by three years of standard treatment for patients with a first episode psychosis

    DEFF Research Database (Denmark)

    Albert, Nikolai; Melau, Marianne; Jensen, Heidi

    2017-01-01

    assessment. Randomisation was centralised and computerised with concealed randomisation sequence carried out at an external site. SETTING: Participants were recruited from six OPUS teams in Denmark between 2009 and 2012. OPUS teams provide SEI treatment to all patients diagnosed with a schizophrenia spectrum...... of three core elements-modified assertive community treatment, family involvement, and social skill training-with a patient-case manager ratio of no more than 12:1. For participants randomised to five years of OPUS treatment, the treatment was largely unchanged. Participants randomised to the control group......, alogia, and affective blunting). Secondary outcomes were remission of both negative and psychotic symptoms, psychotic symptoms, suicidal ideation, substance abuse, compliance with medical treatment, adherence with treatment, client satisfaction, days in hospital care, and labour market affiliation...

  1. Adequacy of the Regular Early Education Classroom Environment for Students with Visual Impairment

    Science.gov (United States)

    Brown, Cherylee M.; Packer, Tanya L.; Passmore, Anne

    2013-01-01

    This study describes the classroom environment that students with visual impairment typically experience in regular Australian early education. Adequacy of the classroom environment (teacher training and experience, teacher support, parent involvement, adult involvement, inclusive attitude, individualization of the curriculum, physical…

  2. Early Child Care and Education: HHS and Education Are Taking Steps to Improve Workforce Data and Enhance Worker Quality. Report to the Chairman, Committee on Finance, U.S. Senate. GAO-12-248

    Science.gov (United States)

    Brown, Kay E.

    2012-01-01

    Research shows that well trained and educated early child care and education (ECCE) workers are key to helping children in care reach their full developmental potential. Federal and state governments spend billions of dollars each year to improve ECCE programs, including the quality of its caregivers and teachers. Because of the importance of this…

  3. Development of early communication skills in the first two years of life.

    Science.gov (United States)

    Beuker, Karin T; Rommelse, Nanda N J; Donders, Rogier; Buitelaar, Jan K

    2013-02-01

    The first two years of life is a crucially important period for the development of communication skills. In this study joint attention and language development were monthly assessed between 8 and 24 months of age in a sample of 23 typically developing children to establish the developmental trajectory of specific joint attention skills, to investigate the developmental interrelations of these different joint attention skills with vocabulary size, and to examine whether the order of development of following and directing attention influences the development of other early communication skills such as language. All joint attention skills emerged between 8 and 15 months of age and responsive joint attention skills tend to emerge before initiative joint attention. Early joint attention skills influenced later language development, but not the other way around. Children in whom directing attention with gaze alternation developed early (in age or order) showed a relatively larger early vocabulary growth. A fine grained mapping of the normal development of early communication skills can be helpful in the early detection of abnormalities in these skills. Copyright © 2012 Elsevier Inc. All rights reserved.

  4. Depression and anxiety in women with early breast cancer: five year observational cohort study

    Science.gov (United States)

    Burgess, Caroline; Cornelius, Victoria; Love, Sharon; Graham, Jill; Richards, Michael; Ramirez, Amanda

    2005-01-01

    Objective To examine the prevalence of, and risk factors for, depression and anxiety in women with early breast cancer in the five years after diagnosis. Design Observational cohort study. Setting NHS breast clinic, London. Participants 222 women with early breast cancer: 170 (77%) provided complete interview data up to either five years after diagnosis or recurrence. Main outcome measures Prevalence of clinically important depression and anxiety (structured psychiatric interview with standardised diagnostic criteria) and clinical and patient risk factors, including stressful life experiences (Bedford College life events and difficulties schedule). Results Nearly 50% of the women with early breast cancer had depression, anxiety, or both in the year after diagnosis, 25% in the second, third, and fourth years, and 15% in the fifth year. Point prevalence was 33% at diagnosis, falling to 15% after one year. 45% of those with recurrence experienced depression, anxiety, or both within three months of the diagnosis. Previous psychological treatment predicted depression, anxiety, or both in the period around diagnosis (one month before diagnosis to four months after diagnosis). Longer term depression and anxiety, were associated with previous psychological treatment, lack of an intimate confiding relationship, younger age, and severely stressful non-cancer life experiences. Clinical factors were not associated with depression and anxiety, at any time. Lack of intimate confiding support also predicted more protracted episodes of depression and anxiety. Conclusion Increased levels of depression, anxiety, or both in the first year after a diagnosis of early breast cancer highlight the need for dedicated service provision during this time. Psychological interventions for women with breast cancer who remain disease free should take account of the broader social context in which the cancer occurs, with a focus on improving social support. PMID:15695497

  5. Disease activity decrease is associated with improvement in work productivity over 1 year in early axial spondyloarthritis (SPondyloArthritis Caught Early cohort)

    NARCIS (Netherlands)

    van Lunteren, Miranda; Ez-Zaitouni, Zineb; Fongen, Camilla; Landewé, Robert; Ramonda, Roberta; van der Heijde, Désirée; van Gaalen, Floris A.

    2017-01-01

    To assess if a change in disease activity is associated with a change in work productivity loss (WPL) over 1 year in early axial SpA (axSpA) patients. Baseline and 1 year data of axSpA patients in the SPondyloArthritis Caught Early cohort were analysed. Linear regression models were built explaining

  6. The benefits of interprofessional education 10 years on.

    Science.gov (United States)

    Illingworth, Paul; Chelvanayagam, Sonya

    2017-07-27

    Interprofessional education (IPE) was first conceived in 1973 by a World Health Organization (WHO) expert group in Geneva. WHO member states were then charged with implementing medical education IPE pilot projects and from then to today there has a been a rapid proliferation in the number of publications on the subject. IPE has generated research into its use, conferences specific to IPE, organisations dedicated to it and policy championing it. The authors question whether there has been any major shift in the silos in which different professions might be working. The authors published an article on the benefits of IPE ( Illingworth and Chelvanayagam, 2007 ). Ten years have now passed and many changes have been implemented and experienced in health and social care and therefore a review of the literature is required. Also, it is 7 years since the publication of WHO's report outlining the role of IPE in the preparation of health professionals ( WHO, 2010 ) and, increasingly, UK Government policy champions collaborative and integrated working. The conclusions from the 2007 article acknowledged the development of IPE; however, it highlighted the need for empirical evidence to demonstrate the effectiveness of IPE in service user and carer outcomes. This article will explore whether IPE has achieved the benefits discussed in the previous article and what developments have occurred since it was published.

  7. Who Benefits From Four-Year Higher Education in Turkey? A Case Study of Law School

    Directory of Open Access Journals (Sweden)

    Filiz GÖLPEK

    2013-01-01

    Full Text Available In many countries, a higher education system which is based on welfare state practices prevails. In this system, the services are substantially provided by the state free of charge or at quite low prices. Since the services are financed by taxes, additional sources cannot be provided; and because of the fact that it doesn't entail a real cost benefit comparison by the users, it leads to inefficiency. From the early 80s on, there has been a tendency towards the marketing mechanisms in the provision of many public services such as education due to both strong theoretical and empirical reason, and the restrictions in public financing. Together with this tendency, the question of who benefits from education services is tried to be answered in order to discuss the stimulation of activities and additional resources on a reasonable base. The aim of this study is to determine whether it is the individual or the society who benefits from this public service at the higher education level by calculating private and social return rates through internal return rate technique which is one of the cost benefit analysis method. Findings from calculations have shown that the individual gains more than the society after a four-year university education.

  8. Adolescent Family Experiences and Educational Attainment during Early Adulthood

    Science.gov (United States)

    Melby, Janet N.; Conger, Rand D.; Fang, Shu-Ann; Wickrama, K. A. S.; Conger, Katherine J.

    2008-01-01

    In this study, the authors investigated the degree to which a family investment model would help account for the association between family of origin socioeconomic characteristics and the later educational attainment of 451 young adults (age 26) from 2-parent families. Parents' educational level, occupational prestige, and family income in 1989…

  9. Early Development of Entrepreneurial Qualities: the Role of Initial Education

    OpenAIRE

    Isobel van der Kuip; Ingrid Verheul

    2003-01-01

    This study attempts to create a better understanding of the role of entrepreneurship education in developing entrepreneurial qualities. Theory and practice are confronted. The paper discusses the extent to which entrepreneurship can be taught, and the way in which it should be taught. The focus is on the phase of initial education.

  10. Social Media and Health Education: What the Early Literature Says

    Science.gov (United States)

    Gorham, Robyn; Carter, Lorraine; Nowrouzi, Behdin; McLean, Natalie; Guimond, Melissa

    2012-01-01

    Social media allows for a wealth of social interactions. More recently, there is a growing use of social media for the purposes of health education. Using an adaptation of the Networked student model by Drexler (2010) as a conceptual model, this article conducts a literature review focusing on the use of social media for health education purposes.…

  11. The Peter Effect in Early Experimental Education Research.

    Science.gov (United States)

    Little, Joseph

    2003-01-01

    Traces the ways in which educational researchers referred to Ronald A. Fisher's analysis of variance (ANOVA) between 1932 and 1944 in the "Journal of Experimental Education" (JXE). Shows how the changes in citational practices served to separate the ANOVA from its affiliation with Fisher, essentially effacing the memory of its human…

  12. Early Clinical Exposure as a Learning Tool to Teach Neuroanatomy for First Year MBBS Students.

    Science.gov (United States)

    Kar, Maitreyee; Kar, Chinmaya; Roy, Hironmoy; Goyal, Parmod

    2017-12-01

    Early clinical exposure (ECE) is one of the important tools to teach basic science to the MBBS students. It is one form of vertical integration between basic science and clinical subjects. This study is an effort at exploring the use of ECE as a motivational tool toward better learning in neuroanatomy for first year MBBS students. This study aims to make the students interested and motivated to study neuroanatomy by using ECE as learning tool in neuroanatomy and to make the students enable to retain the knowledge of neuroanatomy more efficiently and correlate the knowledge of neuroanatomy with neuromedicine. This study was conducted in collaboration with the Departments of Anatomy, General Medicine and Medical Education Unit in the year 2016. This was cross-sectional study. One hundred and fifty students of 1 st Professional MBBS were subdivided into two groups. After preliminary classes on brain, brainstem, and spinal cord for both groups, conventional lecture classes were taken for Group A only on upper motor neuron (UMN) and lower motor neuron (LMN) paralysis, and only Group B visited General Medicine ward where HOD, General Medicine showed and examined patients of UMN paralysis and LMN paralysis, elicited different symptoms, and discussed different investigation. It was followed by assessment of all by problem-based multiple choice questions (MCQ) and short answer questions. Then, Group B attended lecture class on different cranial nerve palsy whereas Group A visited medicine ward. It was followed by assessment of both groups by problem-based MCQ and short answer questions. The performance was compared. Then, the feedback of the students on ECE was collected by means of reflection writing followed by administration of questionnaire. Then, the perception of teachers regarding ECE was recorded by focused group discussion. Student's t -test was used to compare the performance of both batches. Reflection writing and focus group discussion were analyzed

  13. Determination of preservice special education teachers’ views on early childhood intervention

    Directory of Open Access Journals (Sweden)

    Basak Baglama

    2016-12-01

    Full Text Available Abstract Experiences in early childhood have a great influence on a child's physical and mental development. Early childhood interventions are widely accepted as an effective way to prevent learning difficulties and to promote healthy development for children with special needs. For this reason, it is important for teachers who will work with children with special needs or children who are at risk to have sufficient knowledge about early childhood intervention and be competent in this area. Therefore, the present study aims to determine the views of preservice special education teachers about early childhood intervention. This study used quantitative research method and a questionnaire form was used to collect the data. The results are discussed in detail with reference to relevant literature. Implications and recommendations for further research are also provided in order to improve the quality of education policies, programs and practices related with early childhood intervention and increase awareness and knowledge related with early childhood interventions among teacher candidates.

  14. Learning and teaching natural science in the early years: A case study of three different contexts

    Directory of Open Access Journals (Sweden)

    Angela James

    2012-07-01

    Full Text Available Currently many children in early childhood education cannot be accommodated in provincial department schools. Consequently, different non-governmental institutions offer Grade R programmes in an attempt to support the DBE. Pre-primary schools that traditionally took responsibility for early childhood education also offer Grade R education. The recent policy decision to include Grade R in the primary school is an innovation, which is still in its infancy. It is against this background that the national South African Curriculum (NCS has to be implemented. This paper focuses on the teaching of natural science in Grade R and attempts to determine if the teaching and learning of natural science has different outcomes in the different contexts described above. An oral questionnaire was administered to capture children’s understanding of natural science phenomena, while interviews provided data with regard to teachers’ understanding of natural science in the foundation phase. The results show that there are differences in children’s understanding of natural phenomena in the different contexts and these differences are related to teachers’ understanding of the curriculum, as well as their views of the nature of science.

  15. Early Eruption of Maxillary Pre Molar with Turner's Hypoplasia in a 5-Year-Old Boy.

    Science.gov (United States)

    Rai, Nitya; Mathur, Shivani; Sandhu, Meera; Sachdev, Vinod

    2016-08-01

    Early eruption of permanent maxillary premolar appears to be a unique finding, at such an early chronological age. Untimely eruption of permanent maxillary premolar is discussed in a 5-year-old male patient. On intra oral examination grossly carious primary maxillary first molar (tooth number 54,64) were reported. The erupting teeth presented with a hypomineralized cusp tip. Extraction following space maintainer in 64 region was given. Pediatric dentist should consider these kinds of rarities in eruption pattern while examining a pediatric patient.

  16. Assessing the effectiveness of Australian early childhood education and care experiences: study protocol

    Directory of Open Access Journals (Sweden)

    Collette Tayler

    2016-04-01

    Full Text Available Abstract Background In Australia, 61.5 % of children aged 3–4 attend Early Childhood Education and Care (ECEC programs. Children’s experiences within these programs vary widely and impact directly on educational wellbeing and social development. Research has shown that higher quality programs enhance children’s learning and developmental outcomes, foster social participation and have long-lasting effects on their productivity as adults. Quality matters, yet we do not know what components of ECEC result in a quality program. Effective Early Educational Experiences (E4Kids is a 5-year longitudinal study designed to identify and assess the impact of mainstream ECEC programs and program components on children’s learning, development, social inclusion and well-being. E4Kids sets out to measure quality ECEC; identify components that add value and positively impact children’s outcomes; evaluate the effects of child, family, community and environment characteristics on programs; and provide evidence on how best to invest in ECEC. Methods/design E4Kids follows a sample of 2,494 children who have experienced a variety of approved care programs (long day care, kindergarten, family day care and occasional care, as well as 157 children who have not accessed such programs. Children are tracked to the first point of National Assessment Program – Literacy and Numeracy (NAPLAN testing at Year 3. The study presents a multi-level design in which ECEC programs were sampled from two states – Queensland and Victoria – then randomly sampled from two greater metropolitan regions and two regional and remote locations. Parents, centre directors, educators and carers complete questionnaires to provide information on demographics and children’s progress. Data collected also include the make-up and organisation of ECEC programs and schools children attended. The quality of adult-child interactions is directly assessed using the Classroom Assessment

  17. Assessing the effectiveness of Australian early childhood education and care experiences: study protocol.

    Science.gov (United States)

    Tayler, Collette; Cloney, Daniel; Adams, Ray; Ishimine, Karin; Thorpe, Karen; Nguyen, Thi Kim Cuc

    2016-04-21

    In Australia, 61.5 % of children aged 3-4 attend Early Childhood Education and Care (ECEC) programs. Children's experiences within these programs vary widely and impact directly on educational wellbeing and social development. Research has shown that higher quality programs enhance children's learning and developmental outcomes, foster social participation and have long-lasting effects on their productivity as adults. Quality matters, yet we do not know what components of ECEC result in a quality program. Effective Early Educational Experiences (E4Kids) is a 5-year longitudinal study designed to identify and assess the impact of mainstream ECEC programs and program components on children's learning, development, social inclusion and well-being. E4Kids sets out to measure quality ECEC; identify components that add value and positively impact children's outcomes; evaluate the effects of child, family, community and environment characteristics on programs; and provide evidence on how best to invest in ECEC. E4Kids follows a sample of 2,494 children who have experienced a variety of approved care programs (long day care, kindergarten, family day care and occasional care), as well as 157 children who have not accessed such programs. Children are tracked to the first point of National Assessment Program - Literacy and Numeracy (NAPLAN) testing at Year 3. The study presents a multi-level design in which ECEC programs were sampled from two states - Queensland and Victoria - then randomly sampled from two greater metropolitan regions and two regional and remote locations. Parents, centre directors, educators and carers complete questionnaires to provide information on demographics and children's progress. Data collected also include the make-up and organisation of ECEC programs and schools children attended. The quality of adult-child interactions is directly assessed using the Classroom Assessment Scoring System (CLASS) and direct testing of children's cognitive abilities

  18. Using Intervention Mapping for child development and wellbeing programs in early childhood education and care settings.

    Science.gov (United States)

    O'Connor, Amanda; Blewitt, Claire; Nolan, Andrea; Skouteris, Helen

    2018-06-01

    Supporting children's social and emotional learning benefits all elements of children's development and has been associated with positive mental health and wellbeing, development of values and life skills. However, literature relating to the creation of interventions designed for use within the early childhood education and care settings to support children's social and emotional skills and learning is lacking. Intervention Mapping (IM) is a systematic intervention development framework, utilising principles centred on participatory co-design methods, multiple theoretical approaches and existing literature to enable effective decision-making during the development process. Early childhood pedagogical programs are also shaped by these principles; however, educators tend to draw on implicit knowledge when working with families. IM offers this sector the opportunity to formally incorporate theoretical, evidence-based research into the development of early childhood education and care social and emotional interventions. Emerging literature indicates IM is useful for designing health and wellbeing interventions for children within early childhood education and care settings. Considering the similar underlying principles of IM, existing applications within early childhood education and care and development of interventions beyond health behaviour change, it is recommended IM be utilised to design early childhood education and care interventions focusing on supporting children's social and emotional development. Copyright © 2018 Elsevier Ltd. All rights reserved.

  19. Radiotherapy of early tongue cancer in patients less than 40 years old

    International Nuclear Information System (INIS)

    Yoshida, Ken; Koizumi, Masahiko; Inoue, Takehiro; Yamazaki, Hideya; Imai, Atsushi; Shiomi, Hiroya; Yoshioka, Yasuo; Tanaka, Eiichi; Shimizutani, Kimishige; Furukawa, Souhei; Inoue, Toshihiko

    1999-01-01

    Purpose: To evaluate the results of treatment for early mobile tongue cancer in patients less than 40 years. Methods and Materials: Between January 1967 and September 1992, 70 patients less than 40 years old (young age group) with early tongue cancer (T1-2N0M0) were treated with low-dose-rate (LDR) interstitial radiotherapy at the Osaka University Hospital (OUH). All patients had a minimum 2-year follow-up (median: 13 years). External radiotherapy (median: 30 Gy) was combined in 25 cases. The treatment results were compared with those for two older age groups (middle age: 40-64 years old; old age: 65 years old or more). Results: The 5-year probability of cause-specific survival (CSS) rate for the young age group was 80%, which was not significantly different from the two older groups: 81% for middle age and 71% for old age. However, male patients of young age showed significantly worse rates than those of middle and old age (p = 0.02). The 5-year local control rate for the young age group was 78%. It was not significantly different from the two older groups: 81% for middle age and 70% for old age. The incidence of regional lymph node metastasis was 32% for T1, 48% for T2, 56% for males, and 24% for females. The regional failure rate of young males was significantly higher than those of the two older groups: 32% for middle and 22% for old age (p = 0.001). Conclusion: The overall treatment results for patients with early tongue cancer less than 40 years old were not worse than those of older age groups. However, male gender was a risk factor for lymph node metastasis and CSS

  20. Providing a Head Start: Improving Access to Early Childhood Education for Refugees

    Science.gov (United States)

    Morland, Lyn; Ives, Nicole; McNeely, Clea; Allen, Chenoa

    2016-01-01

    The current research on the benefits of high-quality early childhood education and care (ECEC) leaves little doubt that early interventions have both short- and long-term advantages. Quality ECEC can have substantial positive impacts on young children's social, emotional, cognitive, and language development, with long-term effects on educational…

  1. Can Parents' Involvement in Children's Education Offset the Effects of Early Insensitivity on Academic Functioning?

    Science.gov (United States)

    Monti, Jennifer D.; Pomerantz, Eva M.; Roisman, Glenn I.

    2014-01-01

    Data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,312) were analyzed to examine whether the adverse effects of early insensitive parenting on children's academic functioning can be offset by parents' later involvement in children's education. Observations of mothers' early…

  2. Perceptions and Attitudes of Early Childhood Teachers in Korea about Education for Sustainable Development

    Science.gov (United States)

    Park, Eunhye; Kim, Heejin; Yu, Sunyoung

    2016-01-01

    This study investigates the perceptions and attitudes of Korean early childhood teachers about education for sustainable development (ESD). A total of 301 Korean early childhood teachers participated in a survey which was purposefully developed for this research. The survey focused on three areas of interest: understanding of concepts about…

  3. Sustaining the Benefits of Early Childhood Education Experiences: A Research Overview

    Science.gov (United States)

    Gomez, Rebecca E.

    2016-01-01

    Over the past decade, there has been increased recognition of the short- and long-term benefits of high-quality early childhood education programs, but the systems needed to sustain these benefits throughout early learning transitions (and beyond) have not yet been fully implemented. In this article, the author discusses the importance of early…

  4. Impact of Low Maternal Education on Early Childhood Overweight and Obesity in Europe

    NARCIS (Netherlands)

    Ruiz, Milagros; Goldblatt, Peter; Morrison, Joana; Porta, Daniela; Forastiere, Francesco; Hryhorczuk, Daniel; Antipkin, Youriy; Saurel-Cubizolles, Marie-Josèphe; Lioret, Sandrine; Vrijheid, Martine; Torrent, Maties; Iñiguez, Carmen; Larrañaga, Isabel; Bakoula, Chryssa; Veltsista, Alexandra; van Eijsden, Manon; Vrijkotte, Tanja G. M.; Andrýsková, Lenka; Dušek, Ladislav; Barros, Henrique; Correia, Sofia; Järvelin, Marjo-Riitta; Taanila, Anja; Ludvigsson, Johnny; Faresjö, Tomas; Marmot, Michael; Pikhart, Hynek

    2016-01-01

    Comparable evidence on adiposity inequalities in early life is lacking across a range of European countries. This study investigates whether low maternal education is associated with overweight and obesity risk in children from distinct European settings during early childhood. Prospective data of

  5. Creating, Constructing, and Cultivating Professional Development within a Reggio-Inspired Early Childhood Education Program

    Science.gov (United States)

    Haigh, Karen M.

    2009-01-01

    The study examined the professional development system of an early childhood education program which was influenced by the Reggio Emilia Approach to early learning. This multi-site program thrived within low-income, inner-city communities of Chicago. Literature connected to the program's historical context of the Settlement House and the Reggio…

  6. Family Homework and School-Based Sex Education: Delaying Early Adolescents' Sexual Behavior

    Science.gov (United States)

    Grossman, Jennifer M.; Frye, Alice; Charmaraman, Linda; Erkut, Sumru

    2013-01-01

    Background: Early sexual activity can undermine adolescents' future school success and health outcomes. The purpose of this study was to assess the role of a family homework component of a comprehensive sex education intervention in delaying sexual initiation for early adolescents and to explore what social and contextual factors prevent…

  7. Investing in Young Children: A Fact Sheet on Early Care and Education Participation, Access, and Quality

    Science.gov (United States)

    Schmit, Stephanie; Matthews, Hannah; Smith, Sheila; Robbins, Taylor

    2013-01-01

    Across the U.S., large numbers of young children are affected by one or more risk factors that have been linked to academic failure and poor health. High quality early care and education can play a critical role in promoting young children's early learning and success in life, while also supporting families' economic security. Young…

  8. Constructions of Social Inclusion within Australian Early Childhood Education and Care Policy Documents

    Science.gov (United States)

    Wong, Sandie; Turner, Kay

    2014-01-01

    Social inclusion discourses have been powerful in informing early childhood policy contexts, both internationally and in Australia (the context of the current study) for the past decade or so. But little research has examined the productive aspects of social inclusion discourses particularly within early childhood education and care (ECEC) policy…

  9. Accelerating the Early Numeracy Development of Kindergartners with Limited Working Memory Skills through Remedial Education

    Science.gov (United States)

    Toll, Sylke W. M.; Van Luit, Johannes E. H.

    2013-01-01

    Background: Young children with limited working memory skills are a special interest group among all children that score below average on early numeracy tests. This study examines the effect of accelerating the early numeracy development of these children through remedial education, by comparing them with children with typically working memory…

  10. Patterns of Practice: Case Studies of Early Childhood Education & Family Engagement in Community Schools

    Science.gov (United States)

    Jacobson, Linda; Rollins, S. Kwesi; Brown, Janet; Naviasky, Heather

    2016-01-01

    This "Patterns of Practice: Case Studies of Early Childhood Education & Family Engagement in Community Schools" report updates the community school case studies through a description of ongoing developments in Cincinnati, OH; Evansville, IN; Multnomah County, OR; and Tulsa, OK and adds to that knowledge base of early learning and…

  11. Early Years Educators at Play: A Research-Based Early Childhood Professional Development Program

    Science.gov (United States)

    Kilinc, Sultan; Kelley, Michael F.; Millinger, Jenny; Adams, Korbi

    2016-01-01

    Every culture has developed some version of performance art. Children especially appreciate performance; their innate openness, forgiveness, and self-love make them delightful performers and audience members. Every time they engage with performance art, children are learning about storytelling, history, sociability, artistry, and physicality.…

  12. The Impact of Scientist-Educator Collaborations: an early-career scientist's perspective

    Science.gov (United States)

    Roop, H. A.

    2017-12-01

    A decade ago, a forward-thinking faculty member exposed a group of aspiring scientists to the impacts and career benefits of working directly with K-12 students and educators. Ten years later, as one of those young scientists, it is clear that the relationships born out of this early experience can transform a researcher's impact and trajectory in science. Connections with programs like the NSF-funded PolarTREC program, the teacher-led Scientists in the Classroom effort, and through well-coordinated teacher training opportunities there are clear ways in which these partnerships can a) transform student learning; b) serve as a powerful and meaningful way to connect students to authentic research and researchers; and c) help researchers become more effective communicators by expanding their ability to connect their work to society. The distillation of science to K-12 students, with the expert eye of educators, makes scientists better at their work with tangible benefits to skills that matter in academia - securing funding, writing and communicating clearly and having high-value broader impacts. This invited abstract is submitted as part of this session's panel discussion and will explore in detail, with concrete examples, the mutual benefits of educator-scientist partnerships and how sustained engagement can transform the reach, connection and application of research science.

  13. Symptoms to pollen and fruits early in life and allergic disease at 4 years of age.

    Science.gov (United States)

    Mai, X-M; Neuman, A; Ostblom, E; Pershagen, G; Nordvall, L; Almqvist, C; van Hage, M; Wickman, M

    2008-11-01

    The predictive value of reported early symptoms to pollen or fruits on later allergic disease is unclear. Our aim is to evaluate if symptoms to pollen and/or to fruits early in life are associated with allergic disease and sensitization to pollen at 4 years. The study included 3619 children from the Barn (Children), Allergy, Milieu, Stockholm, Epidemiology project (BAMSE) birth cohort. Reported symptoms of wheeze, sneeze or rash to birch, grass or weed, symptoms (vomiting, diarrhea, rash, facial edema, sneeze, or wheeze) to fruits including tree-nuts at 1 or 2 years of age, and definitions of asthma, rhinitis and eczema at 4 years were derived from questionnaire data. Sensitization to pollen allergens was defined as allergen-specific IgE-antibodies to any pollen (birch/timothy/mugwort) > or =0.35 kU(A)/l. At 1 or 2 years of age, 6% of the children were reported to have pollen-related symptoms, 6% had symptoms to fruits, and 1.4% to both pollen and fruits. Children with symptoms to both pollen and fruits at 1 or 2 years of age had an increased risk for sensitization to any pollen allergen at age 4 (OR(adj) = 4.4, 95% CI = 2.1-9.2). This group of children also had a substantially elevated risk for developing any allergic disease (asthma, rhinitis, or eczema) at 4 years irrespective of sensitization to pollen (OR(adj) = 8.6, 95% CI = 4.5-16.4). The prevalence of reported symptoms to pollen and fruits is very low in early childhood. However, children with early symptoms to both pollen and fruits appear to have a markedly elevated risk for allergic disease.

  14. Years Universal Basic Education Programme in Public Primary

    African Journals Online (AJOL)

    FIRST LADY

    Indexed African Journals Online: www.ajol.info. An International ... access the impact of the implementation of the Universal Basic Education 9- ... Education in quality and content that is given in the first level of education. (Denga, 2000).

  15. the effects of early childhood education attendance on cognitive

    African Journals Online (AJOL)

    Eyerusalem

    children's cognitive development, public investment in this critical stage of education .... characteristics of the parents, shocks household encountered and initial ..... effects, the authors employed OLS, instrumental variables (IV) and matching.

  16. Interactive web site and app for early magnetic resonance education

    DEFF Research Database (Denmark)

    Hanson, Lars G.

    2016-01-01

    Teaching and understanding basic Magnetic Resonance (MR) is a challenge. This is clear from the educational literature that often repeats misinterpretations of quantum mechanics reminiscent of its earliest formulations (see www.drcmr.dk/MR that also links to the developed software). Modern quantu...... formulations of MR are much closer to classical descriptions than to typical quantum inspired myths frequent in literature. This opens for intuitive educational computer simulation using modern web technologies offering excellent interactive possibilities for experimentation....

  17. TPACK in teacher education: are we preparing teachers to use technology for early literacy?

    NARCIS (Netherlands)

    Voogt, Joke; McKenney, Susan

    2017-01-01

    This study examines if and how five teacher education institutes are helping students to develop the technological pedagogical content knowledge needed to effectively use technology for early literacy. Focus group discussions were held with teacher educators in which their responses to expert

  18. Designing Reading Instruction for Cultural Minorities: The Case of the Kamehameha Early Education Program.

    Science.gov (United States)

    Calfee, Robert C.; And Others

    This is a report on the Kamehameha Early Education Program (KEEP), a research and development project designed to find ways of improving the school performance of educationally disadvantaged Hawaiian children. The project, implemented in a laboratory school setting and continuously monitored, is described as a reading instruction program for…

  19. Operational Features of the Kamehameha Early Education Project. Technical Report #4.

    Science.gov (United States)

    Gallimore, Ronald; And Others

    This report summarizes the operational features of the initial phases of the Kamehameha Early Education Project (KEEP). The rationale for KEEP's focus on conducting research on programs similar to those in the public schools rather than on developing radically innovative educational programs is discussed. Start up procedures such as recruitment of…

  20. Early Child Care Education: Evidence from the New Law in Chile

    Science.gov (United States)

    Castillo, Felipe Aravena; Lobos, Marta Quiroga

    2017-01-01

    In the last decade, Chile has focused on early childhood education and care (ECEC) as a key opportunity to increase student-learning outcomes and decrease socio-economic inequalities. The creation of Chile's Under-Secretariat of ECEC in 2015 highlights the relevance of this educational stage. The purpose of this study is to analyse the new law…