WorldWideScience

Sample records for learning early childhood

  1. Early Childhood Systems: Transforming Early Learning

    Science.gov (United States)

    Kagan, Sharon Lynn, Ed.; Kauertz, Kristie, Ed.

    2012-01-01

    In this seminal volume, leading authorities strategize about how to create early childhood systems that transcend politics and economics to serve the needs of all young children. The authors offer different interpretations of the nature of early childhood systems, discuss the elements necessary to support their development, and examine how…

  2. Learning a Music Instrument in Early Childhood: What Can We Learn from Professional Musicians' Childhood Memories?

    Science.gov (United States)

    Smith, Wyverne

    2008-01-01

    Professional early childhood educators are often asked for advice about whether or when a young child should learn to play a music instrument. Many educators who do not have a background in music education may not be confident in providing such advice. A range of overseas research has supported learning a music instrument in the early childhood…

  3. A New Tool to Facilitate Learning Reading for Early Childhood

    Science.gov (United States)

    Puspitasari, Cita; Subiyanto

    2017-01-01

    This paper proposes a new android application for early childhood learning reading. The description includes a design, development, and an evaluation experiment of an educational game for learning reading on android. Before developing the game, Unified Modeling Language (UML) diagrams, interfaces, animation, narrative or audio were designed.…

  4. Early Childhood Development and E-Learning in Africa: The Early Childhood Development Virtual University Programme

    Science.gov (United States)

    Pence, Alan

    2007-01-01

    This article explores the development and evaluation of the graduate-level Early Childhood Development Virtual University (ECDVU) programme in Sub-Saharan Africa from 2001 through to 2004. It outlines the history of the ECDVU and the establishing of a Sub-Saharan programme for future leaders in the early childhood field guided by the key principle…

  5. Learning History in Early Childhood: Teaching Methods and Children's Understanding

    Science.gov (United States)

    Skjaeveland, Yngve

    2017-01-01

    This article discusses the teaching of history in early childhood education and care centres and children's understanding of history. Based on interviews with eight Norwegian early childhood education and care teachers and on interpretative phenomenological analysis, the article shows how the early childhood education and care centres teach…

  6. Designs for Living and Learning: Transforming Early Childhood Environments.

    Science.gov (United States)

    Curtis, Deb; Carter, Margie

    While the early childhood field has formed standards to help in recognizing quality programs for children, practitioners seldom use values to guide in selection of materials or to help plan early childhood environments. This book draws on a variety of educational approaches, including Waldorf, Montessori, and Reggio Emilia, to outline hundreds of…

  7. 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…

  8. Learning with Nature and Learning from Others: Nature as Setting and Resource for Early Childhood Education

    Science.gov (United States)

    MacQuarrie, Sarah; Nugent, Clare; Warden, Claire

    2015-01-01

    Nature-based learning is an increasingly popular type of early childhood education. Despite this, children's experiences--in particular, their form and function within different settings and how they are viewed by practitioners--are relatively unknown. Accordingly, the use of nature as a setting and a resource for learning was researched. A…

  9. Learning with nature and learning from others: nature as setting and resource for early childhood education

    OpenAIRE

    MacQuarrie, Sarah; Nugent, Clare; Warden, Claire

    2015-01-01

    Nature-based learning is an increasingly popular type of early childhood education. Despite this, children's experiences-in particular, their form and function within different settings and how they are viewed by practitioners-are relatively unknown. Accordingly, the use of nature as a setting and a resource for learning was researched. A description and an emerging understanding of nature-based learning were obtained through the use of a group discussion and case studies. Practitioners' view...

  10. 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.

  11. 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…

  12. Learning in Early Childhood: Experiences, Relationships and "Learning to Be"

    Science.gov (United States)

    Tayler, Collette

    2015-01-01

    Learning in the earliest stage of life--the infancy, toddlerhood and preschool period--is relational and rapid. Child-initiated and adult-mediated conversations, playful interactions and learning through active involvement are integral to young children making sense of their environments and to their development over time. The child's experience…

  13. The Role of Motive Objects in Early Childhood Teacher Development Concerning Children's Digital Play and Play-Based Learning in Early Childhood Curricula

    Science.gov (United States)

    Nuttall, Joce; Edwards, Susan; Mantilla, Ana; Grieshaber, Sue; Wood, Elizabeth

    2015-01-01

    Digital technologies are increasingly accepted as a viable aspect of early childhood curriculum. However, teacher uptake of digital technologies in early childhood education and their use with young children in play-based approaches to learning have not been strong. Traditional approaches to the problem of teacher uptake of digital technologies in…

  14. 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.

    2014-01-01

    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 hours) of training on math and science or on an alternative topic. Educators’ provision of math and science learning opportunities were documented, as were the fall-to-spring math and science learning gains of children (n = 385) enrolled in their classrooms. Professional development significantly impacted provision of science, but not math, learning opportunities. Professional development did not directly impact children’s math or science learning, although science learning was indirectly affected via the increase in science learning opportunities. Both math and science learning opportunities were positively associated with children’s learning. Results suggest that substantive efforts are necessary to ensure that children have opportunities to learn math and science from a young age. PMID:26257434

  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. 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…

  17. KidSmart© in Early Childhood Learning Practices

    DEFF Research Database (Denmark)

    Petersson, Eva; Borum, Nanna

    2014-01-01

    This paper reports on a study exploring the outcomes from young children’s play with digital technology in formal and semi-formal learning practices. The study is part of a bigger project being conducted by IBM KidSmart Early Learning Program, Denmark, the Danish Agency of Culture, 13 kindergartens...

  18. 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.

  19. Machine Learning Techniques for Prediction of Early Childhood Obesity.

    Science.gov (United States)

    Dugan, T M; Mukhopadhyay, S; Carroll, A; Downs, S

    2015-01-01

    This paper aims to predict childhood obesity after age two, using only data collected prior to the second birthday by a clinical decision support system called CHICA. Analyses of six different machine learning methods: RandomTree, RandomForest, J48, ID3, Naïve Bayes, and Bayes trained on CHICA data show that an accurate, sensitive model can be created. Of the methods analyzed, the ID3 model trained on the CHICA dataset proved the best overall performance with accuracy of 85% and sensitivity of 89%. Additionally, the ID3 model had a positive predictive value of 84% and a negative predictive value of 88%. The structure of the tree also gives insight into the strongest predictors of future obesity in children. Many of the strongest predictors seen in the ID3 modeling of the CHICA dataset have been independently validated in the literature as correlated with obesity, thereby supporting the validity of the model. This study demonstrated that data from a production clinical decision support system can be used to build an accurate machine learning model to predict obesity in children after age two.

  20. 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...

  1. Early Childhood Teachers' Perspectives on Social-Emotional Competence and Learning in Urban Classrooms

    Science.gov (United States)

    Humphries, Marisha L.; Williams, Brittney V.; May, Tanginia

    2018-01-01

    The promotion of social-emotional competence and implementation of social-emotional learning programs have increased substantially in schools; however, little is known about teachers' perceptions of such programs. This qualitative study explored early childhood (3 to 8 years old) teachers' perceptions of classroom-based social-emotional learning…

  2. Foods and Families Learning Package: An Educational Supplement to Early Childhood News.

    Science.gov (United States)

    General Mills, Inc., Minneapolis, Minn.

    This resource guide for the early childhood professional contains creative art activities, active learning experiences, interactive bulletin boards, teacher-made materials, simple cooking projects, inviting fingerplays, songs, and music. The activities are planned to stimulate children's curiosity and senses. Through experiencing these activities,…

  3. Co-Located Single Display Collaborative Learning for Early Childhood Education

    Science.gov (United States)

    Gomez, Florencia; Nussbaum, Miguel; Weitz, Juan F.; Lopez, Ximena; Mena, Javiera; Torres, Alex

    2013-01-01

    The benefits of collaborative learning are well documented. However, most of the research has been done with children beyond the ages of early childhood. This could be due to the common and erroneous belief that young children have not developed the capacity to work collaboratively toward a given aim. In this paper we show how small group…

  4. Nature and the Outdoor Learning Environment: The Forgotten Resource in Early Childhood Education

    Science.gov (United States)

    Cooper, Allen

    2015-01-01

    Longitudinal studies now confirm the economic, academic, and social importance of high-quality early childhood education. At the same time, a substantial body of research indicates that an outdoor learning and play environment with diverse natural elements advances and enriches all of the domains relevant to the development, health, and well-being…

  5. Applying Technology to Inquiry-Based Learning in Early Childhood Education

    Science.gov (United States)

    Wang, Feng; Kinzie, Mable B.; McGuire, Patrick; Pan, Edward

    2010-01-01

    Children naturally explore and learn about their environments through inquiry, and computer technologies offer an accessible vehicle for extending the domain and range of this inquiry. Over the past decade, a growing number of interactive games and educational software packages have been implemented in early childhood education and addressed a…

  6. Mixed-Age Grouping in Early Childhood--Creating the Outdoor Learning Environment

    Science.gov (United States)

    Rouse, Elizabeth

    2015-01-01

    Children attending centre-based early childhood care and education programmes across Australia are most likely to be grouped according to age and development. While multi- or mixed-age grouping has been seen to have positive benefits on young children's learning and pro-social behaviours, this approach is not usually adopted in the organisation of…

  7. Gaze Awareness in Agent-Based Early-Childhood Learning Application

    OpenAIRE

    Akkil , Deepak; Dey , Prasenjit; Salian , Deepshika; Rajput , Nitendra

    2017-01-01

    Part 6: Interaction with Children; International audience; Use of technological devices for early childhood learning is increasing. Now, kindergarten and primary school children use interactive applications on mobile phones and tablet computers to support and complement classroom learning. With increase in cognitive technologies, there is further potential to make such applications more engaging by understanding the user context. In this paper, we present the Little Bear, a gaze aware pedagog...

  8. Early Childhood Educators' Use of Natural Outdoor Settings as Learning Environments: An Exploratory Study of Beliefs, Practices, and Barriers

    Science.gov (United States)

    Ernst, Julie

    2014-01-01

    In efforts to encourage use of natural outdoor settings as learning environments within early childhood education, survey research was conducted with 46 early childhood educators from northern Minnesota (United States) to explore their beliefs and practices regarding natural outdoor settings, as well investigate predictors of and barriers to the…

  9. Engaging First Graders in Transformational Early Childhood Emergent Learning Themes

    Science.gov (United States)

    Pendergrass, Amanda Daniel

    2013-01-01

    The purpose of this qualitative case study was to encourage learners to care for others and make a difference in the world through Reggio Emilia-inspired teaching and learning practice that promoted transformational education. Students were anticipated to take an active role in helping to develop the transformational educational curriculum.…

  10. Selective effects of explanation on learning during early childhood.

    Science.gov (United States)

    Legare, Cristine H; Lombrozo, Tania

    2014-10-01

    Two studies examined the specificity of effects of explanation on learning by prompting 3- to 6-year-old children to explain a mechanical toy and comparing what they learned about the toy's causal and non-causal properties with children who only observed the toy, both with and without accompanying verbalization. In Study 1, children were experimentally assigned to either explain or observe the mechanical toy. In Study 2, children were classified according to whether the content of their response to an undirected prompt involved explanation. Dependent measures included whether children understood the toy's functional-mechanical relationships, remembered perceptual features of the toy, effectively reconstructed the toy, and (for Study 2) generalized the function of the toy when constructing a new one. Results demonstrate that across age groups, explanation promotes causal learning and generalization but does not improve (and in younger children can even impair) memory for causally irrelevant perceptual details. Copyright © 2014 The Authors. Published by Elsevier Inc. All rights reserved.

  11. Social Learning Family Therapy and the Treatment of Conduct Disorder in Early Childhood: Premise, Procedures and Prospects.

    Science.gov (United States)

    Mpofu, Elias

    1997-01-01

    Discusses social learning family therapy hypotheses on the development and sustenance of conduct disorder in early childhood, together with treatment approaches that use parents as the primary agents of change. Reviews research showing that parent training procedures hold much promise for the treatment of conduct disorder in childhood. (JPB)

  12. Early Childhood Professional Development: An Experimental Study of Adult Teaching Practices Derived from Adult Learning Theory

    Science.gov (United States)

    Weber-Mayrer, Melissa M.

    Research that describes how adults acquire and use new information, collectively called adult learning theory, has potentially important implications for facilitating such adult learning experiences as educator professional development. The purpose of this study was to examine whether integrating adult teaching practices derived from adult learning theories into early childhood educators professional development would result in better gains in educator engagement in professional development, phonological awareness abilities, phonological awareness knowledge, and language and literacy beliefs. The impact on educator engagement and educator proximal knowledge was analyzed using one way ANOVA. The impact on educator phonological awareness abilities, phonological awareness general knowledge, and beliefs was analyzed using a 3 X (2 X S) mixed analyses of variance to examine the pretest to posttest change between educators participating the three conditions. Results revealed significant findings for increased engagement in professional learning and gains in educators general knowledge. This study is a first step in understanding effective adult teaching practices that may or may not contribute to better educator outcomes and promoting more effective professional learning experiences for early childhood educators.

  13. The role of food experiences during early childhood in food pleasure learning.

    Science.gov (United States)

    Nicklaus, Sophie

    2016-09-01

    Infants are born equipped to ingest nutrients, but have to learn what to eat. This must occur early, because the mode of feeding evolves dramatically, from "tube" feeding in utero to eating family foods. Eating habits established during early years contribute to the development of subsequent eating habits. Therefore, it is fundamental to understand the most important early periods (between birth and 2 years, i.e. onset of food neophobia) for the development of eating habits and the drivers of this development. The role of pleasure in eating is central, especially during childhood when cognitive drivers of food choices may be less prominent than later in life. It is not easy to define and measure pleasure of eating in early childhood. However, it is possible to identify the characteristics of the eating experience which contribute to drive infant's eating and to shape preferences (food sensory properties; food rewarding properties; social context of eating). The learning processes involve repeated exposure (including to a variety of flavours), association with post-absorptive consequences and with contextual signals (including family members). The important early periods for learning food pleasure start being well identified. Beyond the first flavour discoveries during the prenatal and lactation periods (through the infant's exposure to flavours from foods of the mother's diet), the most important phase may be the beginning of complementary feeding. Infants discover the sensory (texture, taste and flavour) and nutritional properties (energy density) of the foods that will ultimately compose their adult diet; parents are still in charge of providing appropriate foods, timing, context for eating. Inter-individual differences in food pleasure learning, related to temperamental dimensions, or to sensory sensitivity also have to be taken into account. Copyright © 2015 Elsevier Ltd. All rights reserved.

  14. 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…

  15. Teachers' perceptions about children's movement and learning in early childhood education programmes.

    Science.gov (United States)

    Gehris, J S; Gooze, R A; Whitaker, R C

    2015-01-01

    Efforts to improve the academic skills of preschool-aged children have resulted in approaches that tend to limit children's movement. However, movement experiences have long been considered important to children's learning and have received increased attention because of the obesity epidemic. Early childhood educators are important sources of information about if and how to promote learning and school readiness through movement, but little effort has been made to understand teachers' views on this topic. We conducted six focus groups with 37 teachers from a Head Start programme with centres in three cities in eastern Pennsylvania. We inquired about: (1) how movement influences children's learning; (2) what types of movement experiences are most beneficial for children; (3) what settings best support children's movement; and (4) challenges related to children's movement. To identify key themes from the focus groups, transcripts were analysed using an inductive method of coding. Teachers' views were expressed in four major themes. First, young children have an innate need to move, and teachers respond to this need by using movement experiences to prepare children to learn and to teach academic concepts and spatial awareness. However, teachers wanted more training in these areas. Second, movement prepares children for school and for life by building children's confidence and social skills. Third, teachers and children benefit from moving together because it motivates children and promotes teacher-child relationships. Finally, moving outdoors promotes learning by engaging children's senses and promoting community interaction. More training may be required to help early childhood educators use movement experiences to teach academic concepts and improve children's spatial awareness. Future interventions could examine the impacts on children's movement and learning of having teachers move with children during outdoor free play and including more natural features in the

  16. Early Childhood Studies--Students' Participation in the Development of a Learning Space in a Higher Education Institution

    Science.gov (United States)

    Kanyal, Mallika

    2014-01-01

    The article argues for the participation and involvement of students in developing learning spaces within higher education. In early childhood education there is a strong emphasis upon rights, democracy and planning learning through listening to young children. Taking inspiration from this, the study explores the use of participatory approaches in…

  17. The Workplace as Learning Environment in Early Childhood Teacher Education: An Investigation of Work-Based Education

    Science.gov (United States)

    Kaarby, Karen Marie Eid; Lindboe, Inger Marie

    2016-01-01

    The article focuses on the workplace as a learning environment in work-based early childhood teacher education in Norway. The main question is: Which understandings of the workplace as a learning environment are to be found in regulations and policy documents, among students and among staff managers? Taking as the point of departure, a theoretical…

  18. Unleashing the Power of Science in Early Childhood: A Foundation for High-Quality Interactions and Learning

    Science.gov (United States)

    Greenfield, Daryl B.; Alexander, Alexandra; Frechette, Elizabeth

    2017-01-01

    When science is integrated into early childhood learning experiences, it becomes a critical area supporting young children's development. Young children are natural scientists, curious about their world, and they engage in scientific practices to learn about and explore their world. This article describes how the K-12 Framework for Science…

  19. Beliefs Associated with Support for Child-Centred Learning Environment among Hong Kong Pre-Service Early Childhood Teachers

    Science.gov (United States)

    Cheung, Sum Kwing; Ling, Elsa Ka-wei; Leung, Suzannie Kit Ying

    2017-01-01

    The physical, social and temporal dimensions of the classroom environment have an important role in children's learning. This study examines the level of support for child-centred learning, and its associated beliefs, that is provided by Hong Kong's pre-service early childhood teachers. Two hundred and seventy-five students from a pre-service…

  20. Using the Scientific Method to Guide Learning: An Integrated Approach to Early Childhood Curriculum

    Science.gov (United States)

    Gerde, Hope K.; Schachter, Rachel E.; Wasik, Barbara A.

    2013-01-01

    Researchers and practitioners have become increasingly interested in how early childhood programs prepare young children for science. Due to a number of factors, including educators' low self-efficacy for teaching science and lack of educational resources, many early childhood classrooms do not offer high-quality science experiences for young…

  1. Photo-Booklets for English Language Learning: Incorporating Visual Communication into Early Childhood Teacher Preparation

    Science.gov (United States)

    Britsch, Susan

    2010-01-01

    Teachers can integrate discussion and writing about photographs into the early childhood curriculum to build speaking, reading, and writing skills in any language. Although little available research focuses on photography and early childhood education as related specifically to English Language Learners, several current teacher resources do focus…

  2. Age-related changes in learning across early childhood: a new imitation task.

    Science.gov (United States)

    Dickerson, Kelly; Gerhardstein, Peter; Zack, Elizabeth; Barr, Rachel

    2013-11-01

    Imitation plays a critical role in social and cognitive development, but the social learning mechanisms contributing to the development of imitation are not well understood. We developed a new imitation task designed to examine social learning mechanisms across the early childhood period. The new task involves assembly of abstract-shaped puzzle pieces in an arbitrary sequence on a magnet board. Additionally, we introduce a new scoring system that extends traditional goal-directed imitation scoring to include measures of both children's success at copying gestures (sliding the puzzle pieces) and goals (connecting the puzzle pieces). In Experiment 1, we demonstrated an age-invariant baseline from 1.5 to 3.5 years of age, accompanied by age-related changes in success at copying goals and gestures from a live demonstrator. In Experiment 2, we applied our new task to learning following a video demonstration. Imitation performance in the video demonstration group lagged behind that of the live demonstration group, showing a protracted video deficit effect. Across both experiments, children were more likely to copy gestures at earlier ages, suggesting mimicry, and only later copy both goals and gestures, suggesting imitation. Taken together, the findings suggest that different social learning strategies may predominate in imitation learning dependent upon the degree of object affordance, task novelty, and task complexity. © 2012 Wiley Periodicals, Inc.

  3. Enhancing early child care quality and learning for toddlers at risk: the responsive early childhood program.

    Science.gov (United States)

    Landry, Susan H; Zucker, Tricia A; Taylor, Heather B; Swank, Paul R; Williams, Jeffrey M; Assel, Michael; Crawford, April; Huang, Weihua; Clancy-Menchetti, Jeanine; Lonigan, Christopher J; Phillips, Beth M; Eisenberg, Nancy; Spinrad, Tracy L; de Villiers, Jill; de Villiers, Peter; Barnes, Marcia; Starkey, Prentice; Klein, Alice

    2014-02-01

    Despite reports of positive effects of high-quality child care, few experimental studies have examined the process of improving low-quality center-based care for toddler-age children. In this article, we report intervention effects on child care teachers' behaviors and children's social, emotional, behavioral, early literacy, language, and math outcomes as well as the teacher-child relationship. The intervention targeted the use of a set of responsive teacher practices, derived from attachment and sociocultural theories, and a comprehensive curriculum. Sixty-five childcare classrooms serving low-income 2- and 3-year-old children were randomized into 3 conditions: business-as-usual control, Responsive Early Childhood Curriculum (RECC), and RECC plus explicit social-emotional classroom activities (RECC+). Classroom observations showed greater gains for RECC and RECC+ teachers' responsive practices including helping children manage their behavior, establishing a predictable schedule, and use of cognitively stimulating activities (e.g., shared book reading) compared with controls; however, teacher behaviors did not differ for focal areas such as sensitivity and positive discipline supports. Child assessments demonstrated that children in the interventions outperformed controls in areas of social and emotional development, although children's performance in control and intervention groups was similar for cognitive skills (language, literacy, and math). Results support the positive impact of responsive teachers and environments providing appropriate support for toddlers' social and emotional development. Possible explanations for the absence of systematic differences in children's cognitive skills are considered, including implications for practice and future research targeting low-income toddlers.

  4. Using Electronic Portfolio to Promote Professional Learning Community for Pre-Service Early Childhood Teachers at Alquds University

    Science.gov (United States)

    Khales, Buad

    2016-01-01

    The present study aims to explore whether the electronic portfolio can influence pre-service teachers' education and to examine how professional learning communities develop through electronic portfolios. To achieve this, twenty-four student-teachers taking a course in early childhood education at Al-Quds University participated in a study to…

  5. 'The Playing-Exploring Child' : Re-conceptualizing the Relationship between Play and Learning in  Early Childhood Education

    OpenAIRE

    Nilsson, Monica; Ferholt, Beth; Lecusay, Robert

    2017-01-01

    In this paper we problematize the dichotomization of play and learning that often shapes the agenda of early childhood education research and practice. This dichotomization is driven in part by the tendency to define lerning in terms of formal learning (i.e. learning as an outcome of direct instruction; and of school-based approaches that focus on teacher-led, goal directed activities and declarative knowledge; and learning in the content areas, such as math and literacy). We argue for a re-c...

  6. Threads: theory of Vygotsky to learning processes and child development in early childhood education mediated by toy construction

    Directory of Open Access Journals (Sweden)

    Fábio Tadeu Reina

    2016-05-01

    Full Text Available This article has the objectivity to point out some of the threads of the cultural historical theory of Vygotsky partner to the process of learning and development of children in early childhood education mediated by the construction of toys and games. In this direction, looking to approach the foundations of this theory in order to internalize the reader in his work in search of reflections and readings on the theme proposed here.

  7. Living Jazz, Learning Jazz: Thoughts on a Responsive Pedagogy of Early Childhood Music

    Science.gov (United States)

    Custodero, Lori A.

    2008-01-01

    In this article, jazz music is used as a lens through which early childhood music pedagogy is viewed, specifically thinking about swing and improvisation--the listening and responding to what is heard and seen, and the openness to possibility. These two concepts are defined by prominent jazz musicians and are traced in the child development…

  8. Implementing an Early Childhood Professional Development Course across 10 Sites and 15 Sections: Lessons Learned

    Science.gov (United States)

    LoCasale-Crouch, Jennifer; Kraft-Sayre, Marcia; Pianta, Robert C.; Hamre, Bridget K.; Downer, Jason T.; Leach, Allison; Burchinal, Margaret; Howes, Carollee; La Paro, Karen; Scott-Little, Catherine

    2011-01-01

    In this article we describe the design and implementation of the National Center for Research on Early Childhood Education's (NCRECE's) college-level course and its delivery to teachers across 10 settings and 15 instructional sections. This professional development intervention, found effective in changing teachers' beliefs, knowledge, and actual…

  9. Early childhood aggression

    NARCIS (Netherlands)

    Alink, Lenneke Rosalie Agnes

    2006-01-01

    In this thesis the development, stability, and correlates of early childhood aggression were investigated. The normative development was examined in a general population sample using questionnaires completed by the parents of 12-, 24-, and 36-month-old children and again one year later. Results

  10. Early Childhood Trauma

    Science.gov (United States)

    National Child Traumatic Stress Network, 2010

    2010-01-01

    Early childhood trauma generally refers to the traumatic experiences that occur to children aged 0-6. Because infants' and young children's reactions may be different from older children's, and because they may not be able to verbalize their reactions to threatening or dangerous events, many people assume that young age protects children from the…

  11. Learning mathematics in two dimensions: a review and look ahead at teaching and learning early childhood mathematics with children's literature.

    Science.gov (United States)

    Flevares, Lucia M; Schiff, Jamie R

    2014-01-01

    In the past 25 years an identifiable interest in using children's literature in mathematics learning emerged (Clyne and Griffiths, 1991; Welchman-Tischler, 1992; Hong, 1996; Hellwig etal., 2000; Haury, 2001). We critically review the rationales given for the use of picture books in mathematics learning, with a special focus on geometry due to its underrepresentation in this body of literature and the need for greater focus on this topic. The benefits and effectiveness of using picture books for children's mathematics learning and interest have been documented (Hong, 1996; O'Neill etal., 2004; Young-Loveridge, 2004). For geometry, although much learning of shape ideas should be hands-on, two-dimensional figures are essential to develop children's understanding of plane geometry. Books may effectively engage pre-literate children with plane shapes (van den Heuvel-Panhuizen and van den Boogaard, 2008; Skoumpourdi and Mpakopoulou, 2011) and shapes as gestalt wholes or prototypes (van Hiele, 1986; Clements etal., 1999; Hannibal, 1999). We review several guidelines and evaluative criteria for book selection, including Cianciolo (2000), Schiro (1997), Hunsader (2004), and van den Heuvel-Panhuizen and Elia (2012). Geometry concepts have proven challenging for young students, but their difficulties may stem, in part, from inadequate teacher training and professional development (Clements and Sarama, 2000; Chard etal., 2008) which lead to misconceptions (Oberdorf and Taylor-Cox, 1999; Inan and Dogan-Temur, 2010). Using picture books in teacher training may be an inviting way for early childhood teachers to enhance their own knowledge. We will examine the literature for guidance on incorporating children's literature into teacher training. In closing we will outline a comprehensive, multi-pronged agenda for best instructional practices for selection and use of children's books in mathematics activities and for teacher training.

  12. 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.

  13. Early Childhood Caries

    Directory of Open Access Journals (Sweden)

    Yumiko Kawashita

    2011-01-01

    Full Text Available Dental caries is one of the most common childhood diseases, and people continue to be susceptible to it throughout their lives. Although dental caries can be arrested and potentially even reversed in its early stages, it is often not self-limiting and progresses without proper care until the tooth is destroyed. Early childhood caries (ECC is often complicated by inappropriate feeding practices and heavy infection with mutans streptococci. Such children should be targeted with a professional preventive program that includes oral hygiene instructions for mothers or caregivers, along with fluoride and diet counseling. However, these strategies alone are not sufficient to prevent dental caries in high-risk children; prevention of ECC also requires addressing the socioeconomic factors that face many families in which ECC is endemic. The aim of this paper is to systematically review information about ECC and to describe why many children are suffering from dental caries.

  14. Learning through English Language in Early Childhood Education: A Case of English Medium Schools in China

    Science.gov (United States)

    Mwalongo, Leopard Jacob

    2016-01-01

    In China the English medium schools are now mushrooming and many parents send their children at very early age. These schools enroll children of pre-school to school age to learn through English as foreign language regardless of their proficiency in the first language. Therefore the study aims at examining the learning English language as a…

  15. Early Childhood Workforce Index, 2016

    Science.gov (United States)

    Whitebook, Marcy; McLean, Caitlin; Austin, Lea J. E.

    2016-01-01

    The State of the Early Childhood Workforce (SECW) Initiative is a groundbreaking multi-year project to shine a steady spotlight on the nation's early childhood workforce. The SECW Initiative is designed to challenge entrenched ideas and policies that maintain an inequitable and inadequate status quo for early educators and for the children and…

  16. Transparency in Early Childhood Education: What the West Can Learn from Australia’s Focus on Well-Being

    Directory of Open Access Journals (Sweden)

    Elizabeth J. Erwin

    2017-09-01

    Full Text Available The landscape of early childhood education and care has become unrecognizable in many countries, particularly in the West. There is an increasing pressure to focus on outcomes over process, prescribed curricula, standardized assessments, and unrealistic academic expectations for young learners and the adults who work on their behalf. This shift in educational practice has become a harsh reality for many young children, families and educators. The purpose of this paper is to challenge these mounting pressures through an in-depth examination of how early education and care in Australia places well-being as one of the top priorities for young children. Australia was deliberately identified for this analysis because of international acclaim received for its highly praised national early childhood framework as well as the steadfast and visible commitment to education and care for its youngest citizens. Using multiple contexts and narratives, three key features are described that demonstrate how early education practices in Australia counter Western beliefs about who children are and how they learn. These three features are: (a a strong sense about holistic well-being, (b truth about place, and (c living in harmony with the natural world. Ideas for global education reform are proposed as one way of joining with other voices to protect young children across the world.

  17. Introducing Online Training in an Early Childhood Professional Development System: Lessons Learned in One State

    Science.gov (United States)

    Stone-MacDonald, Angi; Douglass, Anne

    2015-01-01

    Online educational opportunities provide improved access to high quality professional development for the early education and care workforce. Online and technology mediated learning can create sustainable education and development opportunities for states when face-to-face training is financially prohibitive. This study examined one state's…

  18. Exploring Partnerships in Early Childhood Teacher Education through Scenario-Based Learning

    Science.gov (United States)

    Sorin, Reesa

    2013-01-01

    Belonging to "a family, a cultural group, a neighbourhood and a wider community" (Department of Education, Employment and Workplace Relations [DEEWR], 2009, p. 7) is integral to children's early development and learning. Acknowledging families as "children's first and most influential educators" (DEEWR, 2009, p. 7), DEEWR notes…

  19. Developing Cultural Humility through Experiential Learning: How Home Visits Transform Early Childhood Preservice Educators' Attitudes for Engaging Families

    Science.gov (United States)

    Vesely, Colleen K.; Brown, Elizabeth Levine; Mehta, Swati

    2017-01-01

    Research calls for teacher education to prepare early childhood educators for the needs of diverse and marginalized young children and their families in the U.S. With an increasing cultural divide between teachers and students, some early childhood educators may demonstrate limited understanding for how diverse cultural, linguistic, racial, and…

  20. 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)

  1. Early Childhood Inclusion in Spain

    Science.gov (United States)

    Giné, Climent; Balcells-Balcells, Anna; Cañadas, Margarita; Paniagua, Gema

    2016-01-01

    This article describes early childhood inclusion in educational settings in Spain. First, we address the legislative framework of preschool education in Spain and offer a brief analysis of some relevant issues, including the current situation of early childhood education and inclusion at this stage. Second, current policies and practices relating…

  2. The Study of Supporting Learning Sufficiency Economy Philosophy of Students Majoring in Early Childhood Education by Backyard Gardening Activity

    Directory of Open Access Journals (Sweden)

    Vannisa Hakoon

    2017-06-01

    Full Text Available This research was aimed to make students majoring in early childhood education learn about the Sufficiency Economy Philosophy by integrating learning process through practicing planting vegetables and herbs, harvesting, processing products and selling the products at the CEECE farm. This case study include 104 students in total, 2 males students and 102 females students majoring in early childhood education in the second semester of academic year 2016, Mahasarakham university. The researcher integrated the learning with subjects in early childhood education field such as Story and literature for young Children, Thai languages and literacy for young children, Independent study in early childhood education and Early childhood education quality assurance. The research instruments were 1 CEECE Farm area for practicing growing vegetables and herbs and 2 Self Reflection from the students. Data collection was conducted through three phases including 1 preparation 2 process and 3 data collection. The researcher analyzed the content by describing and drawing conclusions from students opinions about the learning. This research revealed: 1. Factors affecting success or barriers to learning include students, location, materials, budget, academic advisors and other factors such as climate and workloads of students. 2. Students majoring in early childhood education learn the Sufficiency Economy Philosophy through practicing at the CEECE farm. Students learn Sufficiency Economy Philosophy and knowledge as follows ; 2.1 Moderation: Students learn to use the resources sufficiently. Students realize the value and use resources in order to maximize savings ; location, materials and budget. 2.2 Reasonableness: Students learn to apply the principles of reason and critical thinking to planning decisions and resolving issues arising from the implementation based on information that they have gathered and relies on the concept, “if students are consumers, will they

  3. Como los padres ocupados pueden ayudar a sus hijos a aprender y desarrollarse (How Busy Parents Can Help Their Children Learn and Develop). Early Childhood Digest.

    Science.gov (United States)

    Mayer, Ellen; Kreider, Holly; Vaughan, Peggy

    Although parents are often very busy with work and family responsibilities, there are many things they can do to help their school-age children learn and develop. This Spanish-language early childhood digest for parents provides tips obtained from parents of first and second graders in the School Transition Study on creative ways to stay involved…

  4. Effects of Emotional Needs on Participation of Children Aged 4-6 with Learning Disabilities in Early Childhood Centers in Starehe Division, Nairobi County, Kenya

    Science.gov (United States)

    Lilian, Ganira Khavugwi; Odundo, Paul Amolo; Ngaruiya, Boniface

    2015-01-01

    During early childhood, the foundations for emotional, social and spiritual well being of children with learning disabilities (CWLD) are laid. The CWLD emotional well being is influenced by all the experiences they go through. It is essential to provide warm, trusting relationships, predictable and safe environment, affirmation and respect for all…

  5. The Impacts of Workplace Advantage, Learning Intentions, and Technology Skills on the Use of Information Technology-Assisted Instruction by Early Childhood Pre-Service Teachers

    Science.gov (United States)

    Chen, Ru-Si

    2015-01-01

    The practical value and usefulness of IT-assisted instruction for Taiwanese preschool children are popular topics in academic and practical settings. The purpose of this study was to survey early childhood pre-service teachers' attitudes regarding the workplace advantage of IT-related pedagogy and their learning intentions regarding IT-based…

  6. New Concepts of Play and the Problem of Technology, Digital Media and Popular-Culture Integration with Play-Based Learning in Early Childhood Education

    Science.gov (United States)

    Edwards, Susan

    2016-01-01

    Technology, digital media and popular culture form an important aspect of young children's life-worlds in contemporary post-industrial societies. A problem for early childhood educators is how to most effectively integrate these aspects of children's life-worlds into the provision of play-based learning. Traditionally, research has considered…

  7. Early Childhood Numeracy in a Multiage Setting

    Science.gov (United States)

    Wood, Karen; Frid, Sandra

    2005-01-01

    This research is a case study examining numeracy teaching and learning practices in an early childhood multiage setting with Pre-Primary to Year 2 children. Data were collected via running records, researcher reflection notes, and video and audio recordings. Video and audio transcripts were analysed using a mathematical discourse and social…

  8. The Importance of Music in Early Childhood.

    Science.gov (United States)

    Levinowitz, Lili M.

    1998-01-01

    Surveys some of the research in music education that validates the inclusion of music for its own sake in models for early childhood learning. Focuses on topics that include, but are not limited to, child and vocal development, the importance of movement for children, and adult involvement in music education. (CMK)

  9. Effects of Early Chemotherapeutic Treatment on Learning in Adolescent Mice: Implications for Cognitive Impairment and Remediation in Childhood Cancer Survivors

    Science.gov (United States)

    Bisen-Hersh, Emily B.; Hineline, Philip N.; Walker, Ellen A.

    2013-01-01

    Purpose Among children diagnosed with acute lymphoblastic leukemia (ALL) and given chemotherapy-only treatment, 40-70% of survivors experience neurocognitive impairment. The present study used a preclinical mouse model to investigate the effects of early exposure to common ALL chemotherapeutics methotrexate (MTX) and cytarabine (Ara-C) on learning and memory. Experimental Design Pre-weanling mouse pups were treated on postnatal day (PND) 14, 15, and 16 with saline, MTX, Ara-C, or a combination of MTX and Ara-C. Nineteen days following treatment (PND 35), behavioral tasks measuring different aspects of learning and memory were administered. Results Significant impairment in acquisition and retention over both short (1h) and long (24h) intervals, as measured by autoshaping and novel object recognition tasks, were found following treatment with MTX and Ara-C. Similarly, a novel conditional discrimination task revealed impairment in acquisition for chemotherapy-treated mice. No significant group differences were found following the extensive training component of this task, with impairment following the rapid training component occurring only for the highest MTX and Ara-C combination group. Conclusions Findings are consistent with clinical studies suggesting that childhood cancer survivors are slower at learning new information and primarily exhibit deficits in memory years after successful completion of chemotherapy treatment. The occurrence of mild deficits on a novel conditional discrimination task suggests that chemotherapy-induced cognitive impairment may be ameliorated through extensive training or practice. PMID:23596103

  10. Effects of early chemotherapeutic treatment on learning in adolescent mice: implications for cognitive impairment and remediation in childhood cancer survivors.

    Science.gov (United States)

    Bisen-Hersh, Emily B; Hineline, Philip N; Walker, Ellen A

    2013-06-01

    Among children diagnosed with acute lymphoblastic leukemia (ALL) and given chemotherapy-only treatment, 40% to 70% of survivors experience neurocognitive impairment. The present study used a preclinical mouse model to investigate the effects of early exposure to common ALL chemotherapeutics methotrexate (MTX) and cytarabine (Ara-C) on learning and memory. Preweanling mouse pups were treated on postnatal day (PND) 14, 15, and 16 with saline, MTX, Ara-C, or a combination of MTX and Ara-C. Nineteen days after treatment (PND 35), behavioral tasks measuring different aspects of learning and memory were administered. Significant impairment in acquisition and retention over both short (1 hour) and long (24 hours) intervals, as measured by autoshaping and novel object recognition tasks, was found following treatment with MTX and Ara-C. Similarly, a novel conditional discrimination task revealed impairment in acquisition for chemotherapy-treated mice. No significant group differences were found following the extensive training component of this task, with impairment following the rapid training component occurring only for the highest MTX and Ara-C combination group. Findings are consistent with those from clinical studies suggesting that childhood cancer survivors are slower at learning new information and primarily exhibit deficits in memory years after successful completion of chemotherapy. The occurrence of mild deficits on a novel conditional discrimination task suggests that chemotherapy-induced cognitive impairment may be ameliorated through extensive training or practice. ©2013 AACR

  11. A study looking at the effectiveness of developmental screening in identifying learning disabilities in early childhood.

    Science.gov (United States)

    Flanagan, O; Nualláin, S O

    2001-05-01

    This is a retrospective study of children under six years of age referred to the Brothers of Charity Early Intervention Services in County Galway, a service that caters for children under 6 years with learning disabilities. The aim in doing this study was to assess the value of routine developmental screening in identifying children with learning difficulties. This study also investigates the patterns and sources of referral to the remedial services provided by the Brothers of Charity and highlights possible avoidable delays in referral. The results showed that many children were referred for remedial services late. The reasons for late referral included late identification of some children with problems, insufficient co-ordination of community-based services and a lack of awareness of the importance of early intervention in some cases. As some communication disorders such as autism, autistic spectrum disorders and specific language delay may not express themselves until the later part of the second year of life, the 18-24 month developmental assessment is of vital importance. However identification of these disorders can present difficulties and may call for additional training for professionals involved in the developmental screening of children in that age group. The interval between initial identification and referral for remedial care in many cases was more than twelve months. We propose that, in order to minimize this time, children requiring a more in-depth assessment should be assessed by a community-based multidisciplinary team, enabling integrated assessment by the different disciplines and thus speedier referral to remedial services.

  12. A Fourth Dimension: Tapping the Artist within the Early Childhood Educator

    Science.gov (United States)

    Dehouske, Ellen J.

    2006-01-01

    This article examines the concept of an early childhood teacher learning, in stages, a new method for integrating the arts into the early childhood curriculum. An early childhood graduate course, Aesthetics as Learning, is the learning ground. In this course, the graduate students discover the "Adult Within," the "Child Within," the "Teacher…

  13. Spotlight on daytime napping during early childhood.

    Science.gov (United States)

    Horváth, Klára; Plunkett, Kim

    2018-01-01

    Daytime napping undergoes a remarkable change in early childhood, and research regarding its relationship to cognitive development has recently accelerated. In this review, we summarize our current understanding of this relationship focusing on children aged napping status of children may modulate the relationship between learning and napping. Third, the possible role of sleep spindles, ie, specific electroencephalographic components during sleep, in cognitive development is explored. We conclude that daytime napping is crucial in early memory development.

  14. Sustainable Professional Learning for Early Childhood Educators: Lessons from an Australia-Wide Mental Health Promotion Initiative

    Science.gov (United States)

    Askell-Williams, Helen; Murray-Harvey, Rosalind

    2016-01-01

    New policy initiatives, such as those concerned with promoting young children's positive mental health, highlight the need for good quality professional education in the early childhood education and care sector. However, although a wealth of literature exists from the school sector, little is known about professional education in early childhood…

  15. 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…

  16. The Meaning and the Role of Learning Support for Siblings in Early Childhood Educator Training: from the Prospect of Child with Special Needs

    OpenAIRE

    吉野, 真弓; Yoshino, Mayumi

    2018-01-01

    The purpose of this study is to clarify the meaning and the role of learning support for siblings in early childhood educator training. This survey was conducted using a questionnaire. From the results of the survey, the students didnʼt know the siblingsʼ problems. The students thought of very necessary for learning support for siblings. The learning about siblingsʼ support through group work was share each otherʼs thoughts and get new insights. It became clear of the meaning and the role of ...

  17. A Mixed Methods Study of Early Childhood Preservice Teachers: Beliefs about Poverty, Perceived Learning from Specific Instructional Strategies, and Preparedness to Serve Children and Families in Poverty

    Science.gov (United States)

    van Schagen Johnson, Amy

    2016-01-01

    A large number of young children experiencing poverty are receiving some type of formal early care and education. Effective early childhood teachers are an important component to providing high quality early childhood education. Yet, limited research has examined from the preservice teacher perspective how early childhood teacher preparation…

  18. 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.

  19. Theory of Mind and Children's Understanding of Teaching and Learning during Early Childhood

    Science.gov (United States)

    Wang, Zhenlin

    2015-01-01

    How children understand the concepts of teaching and learning is inherently underpinned by their mental state understanding and critical to the successful transition to formal schooling. Knowledge is a private representational mental state; learning is a knowledge change process that can be either intentional or not; and teaching is an intentional…

  20. Move, Act, Play, Sing (MAPS): Exploring Early Childhood Arts Teaching and Learning Strategies and Concepts through Community Arts Interventions

    Science.gov (United States)

    Lines, David; Naughton, Chris; Roder, John; Matapo, Jacoba; Whyte, Marjolein; Liao, Tiffany

    2014-01-01

    This project/report worked with three early childhood education centres who have adopted the Reggio Emilia philosophy of educational practice. Each centre works with children and parents in close collaboration and all the staff and centre management are committed to the project. The aim of this project was to work with each centre in developing…

  1. "A Day in the Life": Advancing a Methodology for the Cultural Study of Development and Learning in Early Childhood

    Science.gov (United States)

    Gillen, Julia; Cameron, Catherine Ann; Tapanya, Sombat; Pinto, Giuliana; Hancock, Roger; Young, Susan; Gamannossi, Beatrice Accorti

    2007-01-01

    This paper explores the methodology of an ecological investigation of aspects of culture in the interactional construction of early childhood in diverse global communities: Peru, Italy, Canada, Thailand, and the United Kingdom. Regarding culture as a dynamic dimension of the child's socialisation, the approach taken was to film a "day in the…

  2. Analyzing Teacher Narratives in Early Childhood Garden-Based Education

    Science.gov (United States)

    Murakami, Christopher Daniel; Su-Russell, Chang; Manfra, Louis

    2018-01-01

    Learning gardens can provide dynamic learning and developmental experiences for young children. This case study of 12 early childhood teachers explores how teachers describe (1) learning across numerous school readiness domains and (2) how to support this learning by promoting opportunities for autonomy, relatedness, and competence. Participants…

  3. Scientific spirit in early childhood

    Directory of Open Access Journals (Sweden)

    Isabel Samacá Bohórquez

    2016-01-01

    Full Text Available Play and fun are key elements in the pedagogical work with five-year school children, since the teacher is required to carry out a hermeneutical and phenomenological exercise coming from the interaction among the different languages used by children to communicate their thoughts, emotions and ideas. In order to reflect about the scientific spirit in early childhood, it is necessary firstly to think about how its logic develops and operates and about the need to recognize in the sociocultural environment the possibilities to stimulate talents or the limitations demarcating their development, secondly, teaching practice must be thought in order to establish dialogue forums with students to know their needs and interests and guide their searches. To meet other is possible for children to the extent that the dialogical principle of knowledge interaction is recognized and the discovery of tensions and meeting points around the educational praxis, as an approach to infant’s rationality and his/her ways of learning, towards the social construction of boy and girl gender identity in our society.

  4. Early Childhood Intervention in China

    Science.gov (United States)

    Zheng, Yuzhu; Maude, Susan P.; Brotherson, Mary Jane

    2015-01-01

    With rapid economic development and increasing awareness of the importance of early childhood intervention (ECI), China is re-examining its social and educational practices for young children with disabilities. This re-examination may have a significant impact on young children with disabilities in China. It may also set an example for other…

  5. Boys' Bodies in Early Childhood

    Science.gov (United States)

    Drummond, Murray

    2012-01-01

    This paper is based on qualitative research data from a project investigating early childhood boys' constructions of masculinities in relation to sport, health and the body. The focus group data, with 33 boys, has been collected in each of the boys' first three years at school. It is part of the data that will be collected over eight years with…

  6. Early Childhood Inclusion in Croatia

    Science.gov (United States)

    Ljubešic, Marta; Šimleša, Sanja

    2016-01-01

    This article explains early childhood inclusion in Croatia from its beginnings up to challenges in current policy and practice. The first preschool education for children with disabilities dates back to the 1980s and was provided in special institutions. In the last 10 years, mainstream kindergartens have been enrolling children with disabilities…

  7. 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…

  8. FUNdamental Movement in Early Childhood.

    Science.gov (United States)

    Campbell, Linley

    2001-01-01

    Noting that the development of fundamental movement skills is basic to children's motor development, this booklet provides a guide for early childhood educators in planning movement experiences for children between 4 and 8 years. The booklet introduces a wide variety of appropriate practices to promote movement skill acquisition and increased…

  9. IDEA and Early Childhood Inclusion.

    Science.gov (United States)

    Smith, Barbara J.; Rapport, Mary Jane K.

    This paper discusses 1997 amendments to the Individuals with Disabilities Education Act (IDEA) that promote the inclusion of children with disabilities in general early childhood education settings. The evolution of inclusion policy is explored and changes in disability terminology are described. Amended provisions are then explained and include:…

  10. Early Childhood Inclusion in Israel

    Science.gov (United States)

    Al-Yagon, Michal; Aram, Dorit; Margalit, Malka

    2016-01-01

    This article describes conceptual aspects, current policies and practices, and research representing the Israeli perspective regarding early childhood inclusion (ECI) at preschool ages (3-6 years). We review legislative, historical, attitudinal, philosophical, practical, empirical, and cultural issues regarding ECI in Israel. Finally, we focus on…

  11. The Integrated Early Childhood Curriculum.

    Science.gov (United States)

    Krogh, Suzanne

    This textbook provides an outline of an integrated curriculum for early childhood education. Part 1 discusses the human element in school: the child and the teacher and child development. Part 2 contains the curriculum itself and covers the subjects of language, mathematics, science, social studies, art, music, and movement. Guidelines provide…

  12. Playing with Mathematics: Play in Early Childhood as a Context for Mathematical Learning

    Science.gov (United States)

    Mathematics Education Research Group of Australasia, 2010

    2010-01-01

    Play is an essential part of young children's lives. This symposium highlights the integral role of play in young children's mathematics learning and examines the teacher's role in facilitating and extending this. Papers examine key tenets of play, contributing to theoretical understandings and presenting data on teacher's perceptions of play and…

  13. Post-Structuralist Potentialities for Studies of Subjectivity and Second Language Learning in Early Childhood

    Science.gov (United States)

    Bernstein, Katie A.

    2016-01-01

    The past two decades have seen a proliferation of studies investigating, complicating, and reimagining the relationship between second language learning and identity. Yet, with only a handful of exceptions, these studies are limited to adolescent and adult second language learners. In this article, the author proposes that identity research with…

  14. Joint Attention in Infant-Toddler Early Childhood Programs: Its Dynamics and Potential for Collaborative Learning

    Science.gov (United States)

    Degotardi, Sheila

    2017-01-01

    This article examines how joint attention episodes constitute a core feature of relational pedagogy for infants and toddlers. It draws on social interactionist approaches to language and cognitive development to propose that joint attention may afford significant current and future potential for young children's learning. However, most joint…

  15. 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…

  16. Assessing self-regulated learning in early childhood education: Difficulties, needs, and prospects.

    Science.gov (United States)

    de la Fuente Arias, Jesús; Lozano Díaz, Antonia

    2010-05-01

    Self-regulated learning is one of the main processes being investigated today within developmental and educational psychology; however, the research has come up against a number of challenges for which no satisfactory response has been found, and which are impeding progress in the field. These challenges are two-fold: one part is methodological, as the process of self-regulation must be evaluated at the very moment in which it occurs, and the other part is developmental, as these processes have not been fully assessed in children under the age of 6 years. This article gives a broad overview of these challenges, as well as prospects for future solutions which are beginning to take shape.

  17. 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...

  18. Learning mathematics in two dimensions: a review and look ahead at teaching and learning early childhood mathematics with children’s literature

    Science.gov (United States)

    Flevares, Lucia M.; Schiff, Jamie R.

    2014-01-01

    In the past 25 years an identifiable interest in using children’s literature in mathematics learning emerged (Clyne and Griffiths, 1991; Welchman-Tischler, 1992; Hong, 1996; Hellwig etal., 2000; Haury, 2001). We critically review the rationales given for the use of picture books in mathematics learning, with a special focus on geometry due to its underrepresentation in this body of literature and the need for greater focus on this topic. The benefits and effectiveness of using picture books for children’s mathematics learning and interest have been documented (Hong, 1996; O’Neill etal., 2004; Young-Loveridge, 2004). For geometry, although much learning of shape ideas should be hands-on, two-dimensional figures are essential to develop children’s understanding of plane geometry. Books may effectively engage pre-literate children with plane shapes (van den Heuvel-Panhuizen and van den Boogaard, 2008; Skoumpourdi and Mpakopoulou, 2011) and shapes as gestalt wholes or prototypes (van Hiele, 1986; Clements etal., 1999; Hannibal, 1999). We review several guidelines and evaluative criteria for book selection, including Cianciolo (2000), Schiro (1997), Hunsader (2004), and van den Heuvel-Panhuizen and Elia (2012). Geometry concepts have proven challenging for young students, but their difficulties may stem, in part, from inadequate teacher training and professional development (Clements and Sarama, 2000; Chard etal., 2008) which lead to misconceptions (Oberdorf and Taylor-Cox, 1999; Inan and Dogan-Temur, 2010). Using picture books in teacher training may be an inviting way for early childhood teachers to enhance their own knowledge. We will examine the literature for guidance on incorporating children’s literature into teacher training. In closing we will outline a comprehensive, multi-pronged agenda for best instructional practices for selection and use of children’s books in mathematics activities and for teacher training. PMID:24904475

  19. Learning Mathematics in Two Dimensions: A Review and Look Ahead at Teaching and Learning Early Childhood Mathematics with Children’s Literature

    Directory of Open Access Journals (Sweden)

    Lucia M. Flevares

    2014-05-01

    Full Text Available In the past 25 years an identifiable interest in using children’s literature in mathematics learning emerged (Clyne & Griffiths, 1991; Haury, 2001; Hellwig, Monroe, & Jacobs, 2000; Hong, 1996; Welchman-Tischler, 1992. We critically review the rationales given for the use of picture books in mathematics learning, with a special focus on geometry due to its underrepresentation in this body of literature and the need for greater focus on this topic. The benefits and effectiveness of using picture books for children’s mathematics learning and interest have been documented (Hong, 1996; O’Neill, Pearce & Pick, 2004; Young-Loveridge, 2004. For geometry, although much learning of shape ideas should be hands-on, two-dimensional figures are essential to develop children’s understanding of plane geometry. Books may effectively engage pre-literate children with plane shapes (Skoumpourdi & Mpakopoulou, 2011; van den Heuvel-Panhuizen & Van den Boogaard, 2008 and shapes as gestalt wholes or prototypes (Clements et al., 1999; Hannibal, 1999; van Hiele, 1986. We review several guidelines and evaluative criteria for book selection, including Cianciolo (2000, Schiro (1997, Hunsader (2004 and Van den Heuvel-Panhuizen and Elia (2012. Geometry concepts have proven challenging for young students, but their difficulties may stem, in part, from inadequate teacher training and professional development (Chard, Baker & Clarke, 2008; Clements & Sarama, 2000 which lead to misconceptions (Inan & Dogan-Temur, 2010; Oberdorf & Taylor-Cox, 1999. Using picture books in teacher training may be an inviting way for early childhood teachers to enhance their own knowledge. We will examine the literature for guidance on incorporating children’s literature into teacher training. In closing we will outline a comprehensive, multi-pronged agenda for best instructional practices for selection and use of children’s books in mathematics activities and for teacher training.

  20. Early Childhood Inclusion in the United Kingdom

    Science.gov (United States)

    Blackburn, Carolyn

    2016-01-01

    A policy-to-practice paper is presented of early childhood inclusion in England. The article aims to report the benefits of early intervention services and early childhood inclusion for children with special educational needs and disabilities (SEND), document the chronology of policy development, and discuss research evidence about…

  1. What More Has Been Learned? the Science of Early Childhood Development 15 Years after "Neurons to Neighborhoods"

    Science.gov (United States)

    Thompson, Ross A.

    2016-01-01

    The new Institute of Medicine/National Research Council report, "Transforming the Workforce for Children From Birth Through Age 8: A Unifying Foundation" (2015), begins with a summary of the science of early development and learning, with particular attention to discoveries during the past 15 years since the publication of "From…

  2. Early Childhood Directors as Socializers of Emotional Climate

    Science.gov (United States)

    Zinsser, Katherine M.; Denham, Susanne A.; Curby, Timothy W.; Chazan-Cohen, Rachel

    2016-01-01

    Early childhood centres are vibrant social communities where child and adult emotions are integral to learning. Previous research has focused on teaching practices that support children's social-emotional learning; fewer studies have attended to relevant centre-level factors, such as the emotional leadership practices of the centre director. The…

  3. 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.…

  4. Early childhood numeracy in a multiage setting

    Science.gov (United States)

    Wood, Karen; Frid, Sandra

    2005-10-01

    This research is a case study examining numeracy teaching and learning practices in an early childhood multiage setting with Pre-Primary to Year 2 children. Data were collected via running records, researcher reflection notes, and video and audio recordings. Video and audio transcripts were analysed using a mathematical discourse and social interactions coding system designed by MacMillan (1998), while the running records and reflection notes contributed to descriptions of the children's interactions with each other and with the teachers. Teachers used an `assisted performance' approach to instruction that supported problem solving and inquiry processes in mathematics activities, and this, combined with a child-centred pedagogy and specific values about community learning, created a learning environment designed to stimulate and foster learning. The mathematics discourse analysis showed a use of explanatory language in mathematics discourse, and this language supported scaffolding among children for new mathematics concepts. These and other interactions related to peer sharing, tutoring and regulation also emerged as key aspects of students' learning practices. However, the findings indicated that multiage grouping alone did not support learning. Rather, effective learning was dependent upon the teacher's capacities to develop productive discussion among children, as well as implement developmentally appropriate curricula that addressed the needs of the different children.

  5. Process and impact evaluation of the Romp & Chomp obesity prevention intervention in early childhood settings: lessons learned from implementation in preschools and long day care settings.

    Science.gov (United States)

    de Silva-Sanigorski, Andrea M; Bell, Andrew C; Kremer, Peter; Park, Janet; Demajo, Lisa; Smith, Michael; Sharp, Sharon; Nichols, Melanie; Carpenter, Lauren; Boak, Rachel; Swinburn, Boyd

    2012-06-01

    The Romp & Chomp controlled trial, which aimed to prevent obesity in preschool Australian children, was recently found to reduce the prevalence of childhood overweight and obesity and improve children's dietary patterns. The intervention focused on capacity building and policy implementation within various early childhood settings. This paper reports on the process and impact evaluation of this trial and the lessons learned from this complex community intervention. Process data was collected throughout and audits capturing nutrition and physical activity-related environments and practices were completed postintervention by directors of Long Day Care (LDC) centers (n = 10) and preschools (n = 41) in intervention and comparison (n = 161 LDC and n = 347 preschool) groups. The environmental audits demonstrated positive impacts in both settings on policy, nutrition, physical activity opportunities, and staff capacity and practices, although results varied across settings and were more substantial in the preschool settings. Important lessons were learned in relation to implementation of such community-based interventions, including the significant barriers to implementing health-promotion interventions in early childhood settings, lack of engagement of for-profit LDC centers in the evaluation, and an inability to attribute direct intervention impacts when the intervention components were delivered as part of a health-promotion package integrated with other programs. These results provide confidence that obesity prevention interventions in children's settings can be effective; however, significant efforts must be directed toward developing context-specific strategies that invest in policies, capacity building, staff support, and parent engagement. Recognition by funders and reviewers of the difficulties involved in implementing and evaluating such complex interventions is also critical to strengthening the evidence base on the effectiveness of such public health

  6. Infusing Early Childhood Mental Health into Early Intervention Services

    Science.gov (United States)

    Grabert, John C.

    2009-01-01

    This article describes the process of enhancing early childhood mental health awareness and skills in non-mental health staff. The author describes a pilot training model, conducted the U.S. Army's Early Intervention Services, that involved: (a) increasing early childhood mental health knowledge through reflective readings, (b) enhancing…

  7. Gender and Boys' Singing in Early Childhood

    Science.gov (United States)

    Hall, Clare

    2005-01-01

    This article derives from a research project investigating the singing behaviour of a group of Australian boys in their first year of school. The project showed that the genesis of the "missing male" trend in singing at school may be occurring in early childhood. The impact of hegemonic masculinity in early childhood is explored here by…

  8. Pretend Play in the Early Childhood Classroom

    Science.gov (United States)

    McEntire, Nancy

    2009-01-01

    This article presents and summarizes recent resources related to pretend play in the early childhood classroom. These include "Contemporary Perspectives on Play in Early Childhood Education" by Olivia N. Sarachoe and Bernard Spodek; "Dramatic Play: Bring It Back" by Tammy Benson; and "The Importance of Being Playful" by Elena Bodrova and Deborah…

  9. 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 ...

  10. 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…

  11. 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

  12. Spotlight on daytime napping during early childhood

    Directory of Open Access Journals (Sweden)

    Horváth K

    2018-03-01

    Full Text Available Klára Horváth,1 Kim Plunkett2 12nd Department of Pediatrics, Semmelweis University, Budapest, Hungary; 2Department of Experimental Psychology, University of Oxford, Oxford, UK Abstract: Daytime napping undergoes a remarkable change in early childhood, and research regarding its relationship to cognitive development has recently accelerated. In this review, we summarize our current understanding of this relationship focusing on children aged <5 years. First, we evaluate different studies on the basis of the experimental design used and the specific cognitive processes they investigate. Second, we analyze how the napping status of children may modulate the relationship between learning and napping. Third, the possible role of sleep spindles, ie, specific electroencephalographic components during sleep, in cognitive development is explored. We conclude that daytime napping is crucial in early memory development. Keywords: napping, children, infants, cognitive development, daytime sleep, memory, language development, sleep spindles

  13. Acute leukemia in early childhood

    Directory of Open Access Journals (Sweden)

    M. Emerenciano

    2007-06-01

    Full Text Available Acute leukemia in early childhood is biologically and clinically distinct. The particular characteristics of this malignancy diagnosed during the first months of life have provided remarkable insights into the etiology of the disease. The pro-B, CD10 negative immunophenotype is typically found in infant acute leukemia, and the most common genetic alterations are the rearrangements of the MLL gene. In addition, the TEL/AML1 fusion gene is most frequently found in children older than 24 months. A molecular study on a Brazilian cohort (age range 0-23 months has detected TEL/AML1+ve (N = 9, E2A/PBX1+ve (N = 4, PML/RARA+ve (N = 4, and AML1/ETO+ve (N = 2 cases. Undoubtedly, the great majority of genetic events occurring in these patients arise prenatally. The environmental exposure to damaging agents that give rise to genetic changes prenatally may be accurately determined in infants since the window of exposure is limited and known. Several studies have shown maternal exposures that may give rise to leukemogenic changes. The Brazilian Collaborative Study Group of Infant Acute Leukemia has found that mothers exposed to dipyrone, pesticides and hormones had an increased chance to give birth to babies with infant acute leukemia [OR = 1.48 (95%CI = 1.05-2.07, OR = 2.27 (95%CI = 1.56-3.31 and OR = 9.08 (95%CI = 2.95-27.96], respectively. This review aims to summarize recent clues that have facilitated the elucidation of the biology of early childhood leukemias, with emphasis on infant acute leukemia in the Brazilian population.

  14. Incorporating Early Learning Strategies in the School Improvement Grants (SIG) Program: How Three Schools Integrated Early Childhood Strategies into School Turnaround Efforts to Improve Instruction for All Students

    Science.gov (United States)

    Connors-Tadros, Lori; Dunn, Lenay; Martella, Jana; McCauley, Carlas

    2015-01-01

    A significant body of research shows that achievement gaps evident in persistently low-performing schools, in many instances, manifest prior to children entering kindergarten. High-quality early learning programs have proven to demonstrate positive effects on closing academic gaps both for individual children and in the aggregate for the school.…

  15. Early intervention as a catalyst for effective early childhood ...

    African Journals Online (AJOL)

    ... of positive attitudes towards children with disabilities in a country like Ghana. ... As Ghana strides towards mainstreaming early childhood education in the quest ... an integrated, inclusive and effective early intervention programme becomes ...

  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. Managing Asthma in the Early Childhood Setting

    Science.gov (United States)

    Graville, Iris

    2011-01-01

    Asthma, one of the most common chronic disorders in childhood, affects more than seven million children in the United States, and is the third leading cause of hospitalization for children. Statistics like these make planning and preparing for asthma in the early childhood setting a high priority. With the high rates of asthma in the U.S. today,…

  18. 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…

  19. 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…

  20. The Importance of Father Involvement in Early Childhood Programs

    Science.gov (United States)

    Ancell, Katherine S.; Bruns, Deborah A.; Chitiyo, Jonathan

    2018-01-01

    Active family involvement in Early Childhood Special Education (ECSE) is regarded as a beneficial factor in young children's learning and development. One definition of family involvement is the active role parents take in their child's development and the knowledge and participation they share with professionals who are part of the child's daily…

  1. Business Case for Early Childhood Investments

    Science.gov (United States)

    America's Promise Alliance (NJ1), 2011

    2011-01-01

    America's Promise's ReadyNation initiative has released this brief, which "makes the case" to business leaders on why investing in early childhood should be important to them. The brief includes "how-to" tips, helpful statistics and more.

  2. 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)

  3. Childhood cancer: Early warning signs

    African Journals Online (AJOL)

    World-wide there are more than 200 000 new cases of childhood cancer per year and more than 70% of these occur in the developing world. In the First World more than 70% of these children will become long-term survivors. For some childhood cancers 5-year survival rates approach 95% . In England only 0.5% of all ...

  4. Robotics in the Early Childhood Classroom: Learning Outcomes from an 8-Week Robotics Curriculum in Pre-Kindergarten through Second Grade

    Science.gov (United States)

    Sullivan, Amanda; Bers, Marina Umaschi

    2016-01-01

    In recent years there has been an increasing focus on the missing "T" of technology and "E" of engineering in early childhood STEM (science, technology, engineering, mathematics) curricula. Robotics offers a playful and tangible way for children to engage with both T and E concepts during their foundational early childhood…

  5. Clarifying Parent-Child Reciprocities during Early Childhood: The Early Childhood Coercion Model

    Science.gov (United States)

    Scaramella, Laura V.; Leve, Leslie D.

    2004-01-01

    Consistent with existing theory, the quality of parent-child interactions during early childhood affects children's social relationships and behavioral adjustment during middle childhood and adolescence. Harsh parenting and a propensity toward emotional overarousal interact very early in life to affect risk for later conduct problems. Less…

  6. Early Childhood Math: Make It Manipulative!

    Science.gov (United States)

    Stone, Janet I.

    1987-01-01

    Maintains that early childhood teachers should provide young children with creative, stimulating, and manipulative (hands-on) experiences rather than workbook pages in early mathematics programs. Presents reasons and corresponding counterpositions for using workbooks and suggests sample activities which teachers can use to make mathematics more…

  7. Scaffolding conceptual change in early childhood

    Science.gov (United States)

    Fleer, Marilyn

    1990-01-01

    The general educational literature draws our attention to the limitations of Piaget’s work and presents a number of interesting ideas that science educators and researchers could consider. Of interest are Soviet psychologist Lev Vygotsky’s writings on the zone of proximal development and the more recent writings of Jerome Bruner on scaffolding. The notion of learning as a a socially constructed process in opposition to the more individualistic orientation of Piaget has challenged much of our educational practice. This paper will briefly explore the basic tenets of constructivism and contrast the theories developed from within this paradigm to the work of Vygotsky and Bruner through an analysis of classroom discourse collected from a number of early childhood classes involved in the interactive teaching approach to science. Transcripts of teacher-child discourse are presented as evidence to support the proposition that when the teacher’s role is not clearly defined, the range of teacher-child interactions will vary enormously, and the subsequent learning outcomes for children will be quite different.

  8. Determination of Preservice Special Education Teachers' Views on Early Childhood Intervention

    Science.gov (United States)

    Baglama, Basak; Demirok, Mukaddes Sakalli

    2016-01-01

    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…

  9. 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…

  10. Advancing Early Childhood Development: from Science to Scale 1

    Science.gov (United States)

    Black, Maureen M; Walker, Susan P; Fernald, Lia C H; Andersen, Christopher T; DiGirolamo, Ann M; Lu, Chunling; McCoy, Dana C; Fink, Günther; Shawar, Yusra R; Shiffman, Prof Jeremy; Devercelli, Amanda E; Wodon, Quentin T; Vargas-Barón, Emily; Grantham-McGregor, Sally

    2018-01-01

    Early childhood development programmes vary in coordination and quality, with inadequate and inequitable access, especially for children younger than 3 years. New estimates, based on proxy measures of stunting and poverty, indicate that 250 million children (43%) younger than 5 years in low-income and middle-income countries are at risk of not reaching their developmental potential. There is therefore an urgent need to increase multisectoral coverage of quality programming that incorporates health, nutrition, security and safety, responsive caregiving, and early learning. Equitable early childhood policies and programmes are crucial for meeting Sustainable Development Goals, and for children to develop the intellectual skills, creativity, and wellbeing required to become healthy and productive adults. In this paper, the first in a three part Series on early childhood development, we examine recent scientific progress and global commitments to early childhood development. Research, programmes, and policies have advanced substantially since 2000, with new neuroscientific evidence linking early adversity and nurturing care with brain development and function throughout the life course. PMID:27717614

  11. 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.

  12. 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.

  13. Arts Education Academics' Perceptions of eLearning & Teaching in Australian Early Childhood and Primary ITE Degrees

    Science.gov (United States)

    Baker, William J.; Hunter, Mary Ann; Thomas, Sharon

    2016-01-01

    This article presents the findings of an investigation of eLearning & teaching in Arts education in Australian Initial Teacher Education (ITE) degrees. This project used survey and interviews to collect data from academics in 16 universities in 5 Australian states regarding their experiences of eLearning and Arts education. A rigorous and…

  14. 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…

  15. 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.

  16. Space and materiality in early childhood pedagogy – introductory notes

    OpenAIRE

    Løkken, Gunvor; Moser, Thomas

    2012-01-01

    This issue of Education Inquiry includes a thematic section with five articles about different aspects of the physical environment in Norwegian early childhood education institutions (kindergartens). The contributions represent five out of nine sub-projects in a research project entitled Kindergarten space – materiality, learning and meaning making – The importance of space for kindergarten’s pedagogical activities conducted at Vestfold University College (VUC) funded by the Norwegian Researc...

  17. Infant Attention and Early Childhood Executive Function

    Science.gov (United States)

    Cuevas, Kimberly; Bell, Martha Ann

    2014-01-01

    Individual differences in infant attention are theorized to reflect the speed of information processing and are related to later cognitive abilities (i.e., memory, language, and intelligence). This study provides the first systematic longitudinal analysis of infant attention and early childhood executive function (EF; e.g., working memory,…

  18. 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…

  19. "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…

  20. Following Watery Relations in Early Childhood Pedagogies

    Science.gov (United States)

    Pacini-Ketchabaw, Veronica; Clark, Vanessa

    2016-01-01

    Working methodologically and theoretically with the hydro-logics of bodies of water, this article addresses the limitations of humanistic perspectives on water play in early childhood classrooms, and proposes pedagogies of watery relations. The article traces the fluid, murky, surging, creative, unpredictable specificities of bodies of water that…

  1. Agentive and Communitarian Play in Early Childhood

    Science.gov (United States)

    Dmytro, Dana; Kubiliene, Neringa; Cameron, Catherine Ann

    2014-01-01

    Play has long been recognised as a vehicle by which significant developmental advances occur during early childhood. Children use play to explore their relationships, their psychosocial skills, and their environment, and through their experiences, they begin to adopt specific capacities and values that have an impact on future socio-emotional and…

  2. Creativity in Music and Early Childhood.

    Science.gov (United States)

    Hildebrandt, Carolyn

    1998-01-01

    Discusses ways for early childhood educators to encourage young children's creativity in music. Argues that teachers often present music as a teacher-guided activity used to control children, and that musical education can be facilitated by allowing children to guide their own musical explorations. (JPB)

  3. 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…

  4. Affordability Funding Models for Early Childhood Services

    Science.gov (United States)

    Purcal, Christiane; Fisher, Karen

    2006-01-01

    This paper presents a model of the approaches open to government to ensure that early childhood services are affordable to families. We derived the model from a comparative literature review of affordability approaches taken by government, both in Australia and internationally. The model adds significantly to the literature by proposing a means to…

  5. 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…

  6. 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…

  7. National Quality Improvement Center on Early Childhood

    Science.gov (United States)

    Browne, Charlyn Harper

    2014-01-01

    The national Quality Improvement Center on early Childhood (QIC-eC) funded four research and demonstration projects that tested child maltreatment prevention approaches. The projects were guided by several key perspectives: the importance of increasing protective factors in addition to decreasing risk factors in child maltreatment prevention…

  8. The Relation between Early Childhood Teachers' Conceptualization of "Play" and Their Practice: Implication for the Process of Learning to Teach

    Science.gov (United States)

    Cheng, Doris Pui-Wah

    2012-01-01

    For centuries, educators and psychologists have advocated "play" as the ideal activity for the development of young children. Actually, play has been found currently to be the central pedagogy in the learning of young children in 21 countries in the world. However, the quality of play-based pedagogy is becoming a key concern across…

  9. Improving early childhood development and well-being in refugee ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    Improving early childhood development and well-being in refugee and other marginalized countries. Early childhood development research has traditionally focused on single-intervention initiatives and non-refugee populations. This project will generate evidence to support effective, integrated and scalable early childhood ...

  10. Early Childhood Inclusion in Australia

    Science.gov (United States)

    Kemp, Coral R.

    2016-01-01

    From the introduction of early intervention services in Australian in the mid-1970s, the families of children with intellectual and multiple disabilities have been encouraged to enroll their children in local preschools and childcare centers. Children with disabilities have also accessed a range of alternatives to full inclusion, such as reverse…

  11. 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....

  12. Maternal, Infant, and Early Childhood Home Visiting Program (MIECHV): Building Health and Early Development with the Pediatric Family-Centered Medical Home

    Science.gov (United States)

    Willis, David W.

    2013-01-01

    President Obama announced his Early Learning Agenda during his Second Inaugural Address. This announcement has galvanized a special focus on early childhood policy and practices, for the prenatal to 5-year-old period, to improve educational outcomes for America's youth. The emergent science of early childhood development places an emphasis on…

  13. 75 FR 20830 - Early Learning

    Science.gov (United States)

    2010-04-21

    ... DEPARTMENT OF EDUCATION Early Learning AGENCY: Office of the Secretary, Department of Education... meetings and written submissions, is seeking input from State agencies responsible for early learning and... assistance providers, researchers of early learning, stakeholders who work with early learning and...

  14. 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…

  15. Compositional Reasoning in Early Childhood.

    Directory of Open Access Journals (Sweden)

    Steven Piantadosi

    Full Text Available Compositional "language of thought" models have recently been proposed to account for a wide range of children's conceptual and linguistic learning. The present work aims to evaluate one of the most basic assumptions of these models: children should have an ability to represent and compose functions. We show that 3.5-4.5 year olds are able to predictively compose two novel functions at significantly above chance levels, even without any explicit training or feedback on the composition itself. We take this as evidence that children at this age possess some capacity for compositionality, consistent with models that make this ability explicit, and providing an empirical challenge to those that do not.

  16. 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....

  17. Spotlight on daytime napping during early childhood

    OpenAIRE

    Horváth,Klára; Plunkett,Kim

    2018-01-01

    Klára Horváth,1 Kim Plunkett2 12nd Department of Pediatrics, Semmelweis University, Budapest, Hungary; 2Department of Experimental Psychology, University of Oxford, Oxford, UK Abstract: Daytime napping undergoes a remarkable change in early childhood, and research regarding its relationship to cognitive development has recently accelerated. In this review, we summarize our current understanding of this relationship focusing on children aged <5 years. First, we eva...

  18. Obesity and Skill Attainment in Early Childhood

    OpenAIRE

    John Cawley; C. Katharina Spiess

    2008-01-01

    This paper investigates the association between obesity and skill attainment in early childhood (aged 2-4 years). Data from the German Socio-Economic Panel Study are used to estimate models of developmental functioning in four critical areas (verbal skills, activities of daily living, motor skills, and social skills) as a function of various measures of weight (including body mass index and obesity) controlling for a rich set of child, parent, and family characteristics. The findings indicate...

  19. Women, motherhood and early childhood

    DEFF Research Database (Denmark)

    Ravnbøl, Camilla Ida

    This paper explores the question of how Roma women’s situation influences Roma children’s survival, growth and development in the early years. It focuses specifically on the barriers and opportunities for action that Roma women experience and how these influence their possibilities to engage...... in efforts for their young children. The paper adopts the perspective that in poor and socially excluded Roma communities, young children’s survival, growth and development cannot be addressed effectively if the rights of women are overlooked. Roma women navigate in contexts where they, as women, experience...... an assessment of the mothers’ capacity to internalize and act upon advice. It is argued that supporting Roma women’s access to human rights is likely to have positive outcomes for the women and their families, especially the young children...

  20. Nurturing care: promoting early childhood development.

    Science.gov (United States)

    Britto, Pia R; Lye, Stephen J; Proulx, Kerrie; Yousafzai, Aisha K; Matthews, Stephen G; Vaivada, Tyler; Perez-Escamilla, Rafael; Rao, Nirmala; Ip, Patrick; Fernald, Lia C H; MacMillan, Harriet; Hanson, Mark; Wachs, Theodore D; Yao, Haogen; Yoshikawa, Hirokazu; Cerezo, Adrian; Leckman, James F; Bhutta, Zulfiqar A

    2017-01-07

    The UN Sustainable Development Goals provide a historic opportunity to implement interventions, at scale, to promote early childhood development. Although the evidence base for the importance of early childhood development has grown, the research is distributed across sectors, populations, and settings, with diversity noted in both scope and focus. We provide a comprehensive updated analysis of early childhood development interventions across the five sectors of health, nutrition, education, child protection, and social protection. Our review concludes that to make interventions successful, smart, and sustainable, they need to be implemented as multi-sectoral intervention packages anchored in nurturing care. The recommendations emphasise that intervention packages should be applied at developmentally appropriate times during the life course, target multiple risks, and build on existing delivery platforms for feasibility of scale-up. While interventions will continue to improve with the growth of developmental science, the evidence now strongly suggests that parents, caregivers, and families need to be supported in providing nurturing care and protection in order for young children to achieve their developmental potential. Copyright © 2017 Elsevier Ltd. All rights reserved.

  1. 78 FR 44553 - Agency Information Collection Activities; Comment Request; Early Childhood Longitudinal Study...

    Science.gov (United States)

    2013-07-24

    ...) of the U.S. Department of Education (ED), is a survey that focuses on children's early school... child assessments. Like its sister study, the Early Childhood Longitudinal Study, Kindergarten Class of..., early learning, and school progress, drawing together information from multiple sources to provide rich...

  2. 76 FR 32967 - Proposed Extensions and Waivers: National Early Childhood Technical Assistance Center

    Science.gov (United States)

    2011-06-07

    ... under Parts B and C of the IDEA that ultimately improve their developmental and early learning outcomes... strengthen State and local early childhood systems and improve outcomes for infants, toddlers, and children... DEPARTMENT OF EDUCATION [CFDA No. 84.326H] Proposed Extensions and Waivers: National Early...

  3. Prevention Starts in Early Childhood

    Science.gov (United States)

    Maciel, B. A. P. C.; Neto, R. P.; Hartmann, R. P.; Melo, M. O.; Gonçalves, M.; Marques, G.; Rocha, F. L.; Silveira, G. M.

    2014-12-01

    Unlike other natural hazards, earthquakes strike suddenly and without warning. Consequently, prevention is the best we can do to ensure safety. In spite of the large and medium earthquakes, some of them tsunamigenic, that affected Portugal in the past, the Portuguese society is little aware of the seismic risk and has not developed an adequate culture of prevention. This is most probably due to the long time interval between destructive earthquakes. Earthquakes can be a real danger to societies, damaging human-made structures and endangering human lives. Earthquakes can trigger additional emergencies, and individuals should also be prepared to contend with it. By planning and practicing what to do if an earthquake strikes, children and their family can learn to react correctly and automatically when the shaking begins. Risks can then be dramatically lessened if the population is educated on how to react before, during and after an earthquake. Children's knowledge is ever growing. They have a fundamental role in changing societies. By educating the children of today we are forming better adults of tomorrow. We are simultaneously passing this knowledge to their caregivers and families. Through demonstrating how fundamental it is to be conscious of those issues, not only will the children will be informed, but also their relatives will be aware of such risks. We use this approach to explain children how to assess risk in a broader sense. We teach them other preventive measures, namely those related with electricity, gas and the danger on non-potable water, essential topics on "what to do before an earthquake" but also on the daily routines. This presentation will highlight the importance of encouraging a culture of prevention. This project funded by the Portuguese "Ciência Viva" program, and is conducted by science high-school students, teachers and the parents association. Scientific support is given by the seismology research group at Instituto Dom Luíz.

  4. Near Heterophoria in Early Childhood

    Science.gov (United States)

    Babinsky, Erin; Sreenivasan, Vidhyapriya; Candy, T. Rowan

    2015-01-01

    Purpose. The purpose of this study was to measure near heterophoria in young children to determine the impact of early growth and development on the alignment of the eyes. Methods. Fifty young children (≥2 and accommodation responses, in the absence of optical correction, were measured using simultaneous Purkinje image tracking and photorefraction technology (MCS PowerRefractor, PR). The resulting heterophorias, and both accommodative convergence/accommodation (AC/A) and convergence accommodation/convergence (CA/C) ratios were then computed as a function of age, refractive error, and an alternating cover test. Results. The mean heterophoria after approximately 60 seconds of dissociation at a 33-cm viewing distance was 5.0 prism diopters (pd) of exophoria (SD ± 3.7) in the children (78% of children > 2 pd exophoric) and 5.6 pd of exophoria (SD ± 4.7) in adults (69% of adults > 2pd exophoric; a nonsignificant difference), with no effect of age between 2 and 6 years. In these children, heterophoria was not significantly correlated with AC/A (r = 0.25), CA/C (r = 0.12), or refractive error (r = 0.21). The mean difference between heterophoria measurements from the PR and the clinical cover test was −2.4 pd (SD = ±3.4), with an exophoric bias in the PR measurements. Conclusions. Despite developmental maturation of interpupillary distance, refractive error, and AC/A, in a typical sample of young children the predominant dissociated position is one of exophoria. PMID:25634983

  5. 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…

  6. Tracing Early Interventions on Childhood Overweight

    DEFF Research Database (Denmark)

    Ditlevsen, Kia

    This thesis presents results from a qualitative research project on early interventions to counter childhood obesity in Denmark. Overall, it was found that these interventions in families with preschool children were rarely performed. One barrier to the interventions is the structural setting...... in families with a non-western ethnic minority background and with low socioeconomic status. In families who participated in interventions, other social problems and a sense of insecurity caused by precarious living conditions of different kinds influenced the parents’ readiness to restrict children in order...... in the Danish health care system, which was found to be insufficient to initiate and facilitate early interventions. In addition, cultural stereotypes were found to affect the health care practitioners who are performing early interventions, and this can create reluctance to address overweight problems...

  7. 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....

  8. 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.

  9. Integrated and Early Childhood Education: Preparation for Social Development. Theme A: Relevant Provision for Early Childhood.

    Science.gov (United States)

    Axton, J. H. M.

    Factors which influence child development are listed and briefly discussed. These factors are (1) mother's childhood, (2) mother's age, (3) care during pregnancy and delivery, (4) early neonatal factors, (5) birth interval, (6) effect of repeated infection and malnutrition on brain growth and intellectual development, and (7) home environment. The…

  10. Playing at School: An Inquiry Approach to Using an Experiential Play Lab in an Early Childhood Teacher Education Course

    Science.gov (United States)

    Kemple, Kristen M.; Oh, Ji Hyun; Porter, Daniella

    2015-01-01

    Play is considered an important activity of the early childhood years. Research supports the contribution of play to children's development, learning, and well-being. In spite of this, time for play is being pushed out in many early childhood programs by greater time allotted to formal instruction in narrow academic skills to be tested eventually…

  11. At-Risk Children and Otitis Media with Effusion: Management Issues for the Early Childhood Special Educator.

    Science.gov (United States)

    Medley, Lynn P.; And Others

    1995-01-01

    This article describes the implications of otitis media with effusion (OME) for children with disabilities who are already at risk for speech, language, and learning difficulties. The results of a survey of 189 early childhood special educators on management of young children with OME and the role of the early childhood special educator are…

  12. Before They Walk in the Door: Environmental Influences on Musical Ability in Early Childhood and Implications for Nurturing the Nurturers

    Science.gov (United States)

    Bond, Vanessa L.

    2011-01-01

    Environmental factors play a role in musical development, particularly in the critical period of early childhood. Children have the capacity to learn in the first days of life, long before entering formal schooling. Music education during this period is consequently the responsibility of parents, caregivers, and early childhood teachers. These…

  13. The Content and Implementation of Shared Professional Knowledge in Early Childhood Education

    Science.gov (United States)

    Melasalmi, Anitta; Husu, Jukka

    2016-01-01

    Drawing on the sociocultural view, shared knowledge is regarded as a basis for interdependent working and multi-professional learning in early childhood education. Shared professional knowledge can be seen as a central element in successful collaboration facilitating individual and collaborative professional learning. This study aims to…

  14. Quality Early Childhood Education for Disadvantaged Children: An Investigation in the MCD Schools

    Science.gov (United States)

    Chopra, Neelima

    2016-01-01

    Schools run by Municipal Corporation of Delhi (MCD) play a pivotal role in providing early childhood education to young children belonging to marginalized sections of Delhi. However, literature review reveals that low learning outcomes are common among children attending these schools. Low levels of learning are often associated with poor quality…

  15. Cranial thickness changes in early childhood

    Science.gov (United States)

    Gajawelli, Niharika; Deoni, Sean; Shi, Jie; Dirks, Holly; Linguraru, Marius George; Nelson, Marvin D.; Wang, Yalin; Lepore, Natasha

    2017-11-01

    The neurocranium changes rapidly in early childhood to accommodate the developing brain. However, developmental disorders may cause abnormal growth of the neurocranium, the most common one being craniosynostosis, affecting about 1 in 2000 children. It is important to understand how the brain and neurocranium develop together to understand the role of the neurocranium in neurodevelopmental outcomes. However, the neurocranium is not as well studied as the human brain in early childhood, due to a lack of imaging data. CT is typically employed to investigate the cranium, but, due to ionizing radiation, may only be used for clinical cases. However, the neurocranium is also visible on magnetic resonance imaging (MRI). Here, we used a large dataset of MRI images from healthy children in the age range of 1 to 2 years old and extracted the neurocranium. A conformal geometry based analysis pipeline is implemented to determine a set of statistical atlases of the neurocranium. A growth model of the neurocranium will help us understand cranial bone and suture development with respect to the brain, which will in turn inform better treatment strategies for neurocranial disorders.

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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.

  1. 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.

  2. Science Technology Engineering and Math (STEM) Education MUST Begin in Early Childhood Education: A Systematic Analysis of Washington State Guidelines Used to Gauge the Development and Learning of Young Learners

    Science.gov (United States)

    Briseno, Luis Miguel

    This paper reflects future direction for early Science Technology Engineering and Mathematics (STEM) education, science in particular. Washington State stakeholders use guidelines including: standards, curriculums and assessments to gauge young children's development and learning, in early childhood education (ECE). Next Generation Science Standards (NGSS), and the Framework for K-12 programs (National Research Council, 2011) emphasizes the need for reconfiguration of standards: "Too often standards are a long list of detailed and disconnected facts... this approach alienates young people, it also leaves them with fragments of knowledge and little sense of the inherent logic and consistency of science and of its universality." NGSS' position elevates the concern and need for learners to experience teaching and learning from intentionally designed cohesive curriculum units, rather than as a series of unrelated and isolated lessons. To introduce the argument the present study seeks to examine Washington State early learning standards. To evaluate this need, I examined balance and coverage/depth. Analysis measures the level of continuum in high-quality guidelines from which Washington State operates to serve its youngest citizens and their families.

  3. The hierarchical structure of childhood personality in five countries: continuity from early childhood to early adolescence.

    Science.gov (United States)

    Tackett, Jennifer L; Slobodskaya, Helena R; Mar, Raymond A; Deal, James; Halverson, Charles F; Baker, Spencer R; Pavlopoulos, Vassilis; Besevegis, Elias

    2012-08-01

    Childhood personality is a rapidly growing area of investigation within individual differences research. One understudied topic is the universality of the hierarchical structure of childhood personality. In the present investigation, parents rated the personality characteristics of 3,751 children from 5 countries and 4 age groups. The hierarchical structure of childhood personality was examined for 1-, 2-, 3-, 4-, and 5-factor models across country (Canada, China, Greece, Russia, and the United States) and age group (3-5, 6-8, 9-11, and 12-14 years of age). Many similarities were noted across both country and age. The Five-Factor Model was salient beginning in early childhood (ages 3-5). Deviations across groups and from adult findings are noted, including the prominent role of antagonism in childhood personality and the high covariation between Conscientiousness and intellect. Future directions, including the need for more explicit attempts to merge temperament and personality models, are discussed. © 2011 The Authors. Journal of Personality © 2011, Wiley Periodicals, Inc.

  4. 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…

  5. Motivation, Work Satisfaction, and Teacher Change among Early Childhood Teachers

    Science.gov (United States)

    Wagner, Brigid Daly; French, Lucia

    2010-01-01

    This study tests the explanatory power of Deci and Ryan's (1985) self-determination theory as a framework for describing how interactions between early childhood teachers and the systems within which their work is embedded influence motivation for professional growth and change in teaching practice. Fifty-four early childhood teachers and teacher…

  6. 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…

  7. 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 ...

  8. Culturally Responsive Literacy Practices in an Early Childhood Community

    Science.gov (United States)

    Bennett, Susan V.; Gunn, AnnMarie Alberton; Gayle-Evans, Guda; Barrera, Estanislado S.; Leung, Cynthia B.

    2018-01-01

    Early childhood educators continue to see an increase in their culturally diverse student population. As our country continues to grow as a multicultural nation, it is imperative that our early childhood classrooms embrace this rich diversity and provide experiences that affirm all students, families and communities. We (teacher educators)…

  9. Effects of Critical Thinking Intervention for Early Childhood Teacher Candidates

    Science.gov (United States)

    Han, Heejeong Sophia; Brown, E. Todd

    2013-01-01

    This study is based on an intervention designed to enhance early childhood teacher candidates' critical thinking abilities. The concept, elements, standards, and traits of critical thinking were integrated into the main course contents, and the effects of the intervention were examined. The results indicated that early childhood teacher…

  10. 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…

  11. 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…

  12. Making the Case for Early Childhood Investments: Three Arguments

    Science.gov (United States)

    Neugebauer, Roger

    2011-01-01

    Tamar Manuelyan Atinc, vice president of The World Bank, introduces a World Bank report, "Investing in Young Children: An Early Childhood Development Guide for Policy Dialogue and Project Preparation". This report, which is a must for inclusion in every advocate's make the case for investing in early childhood services. It defines three arguments…

  13. Aesthetic Discourses in Early Childhood Settings: Dewey, Steiner, and Vygotsky

    Science.gov (United States)

    Lim, Booyeun

    2004-01-01

    Early childhood, when young children are already capable of undergoing aesthetic experience, must be the starting point for aesthetic education. Despite increasing attention to the significant values of the arts in early childhood classrooms, no theoretical framework to support aesthetic education has been established. This article introduces the…

  14. The Role of Staff in Quality Improvement in Early Childhood

    Science.gov (United States)

    Sims, Margaret; Waniganayake, Manjula

    2015-01-01

    There is international recognition of the importance of high quality services for young children with a consensus that three pillars contribute to quality improvement: adult: child ratios, staff qualifications and group size. In Australia over the past 5 years, early childhood policy has attempted to drive improvements in early childhood service…

  15. Teaching Practices that Promote Motor Skills in Early Childhood Settings

    Science.gov (United States)

    Robinson, Leah E.; Webster, E. Kipling; Logan, S. Wood; Lucas, W. Amarie; Barber, Laura T.

    2012-01-01

    Early childhood educators, especially those in preschool centers, are often expected to design and implement movement programs. However, these individuals may not have been taught these skills during their education. The purpose of this study was to determine if early childhood majors could successfully be taught to implement a mastery climate…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. Promoting School and Life Success through Early Childhood Family Literacy

    Science.gov (United States)

    Swick, Kevin J.

    2009-01-01

    Early childhood family literacy programs have great potential to positively influence children and families. This article presents the core values and key components of high quality early childhood family literacy programs. The benefits and cost effectiveness of these programs are also discussed.

  1. Researching Early Childhood Policy and Practice. A Critical Ecology

    Science.gov (United States)

    Urban, Mathias

    2012-01-01

    This article examines the renewed interest in early childhood education and care in European politics, and the implications for research in changing policy contexts. Based on the policy analysis, it argues for a radical reconceptualisation of how, with and for whom, and to what end we design, conduct and interpret research in early childhood in…

  2. Imaging in early phase childhood cancer trials

    International Nuclear Information System (INIS)

    Adamson, Peter C.

    2009-01-01

    Advances made in the treatment of childhood malignancies during the last four decades have resulted in overall cure rates of approximately 80%, but progress has slowed significantly during the last 10 years, underscoring the need for more effective and less toxic agents. Current research is focused on development of molecularly targeted agents, an era ushered in with the discovery of imatinib mesylate for the treatment of chronic myelogenous leukemia. Since imatinib's introduction into the clinic, an increasing number of tyrosine kinase inhibitors have been developed and entered into clinical trials and practice. Parallel to the initial advances made in molecularly targeted agents has been the development of a spectrum of novel imaging modalities. Future goals for imaging in childhood cancer research thus include (1) patient identification based on target identification or other biologic characteristics of the tumor, (2) assessing pharmacokinetic-pharmacodynamic (PK-PD) effects, and (3) predictive value with an early indication of patient benefit. Development and application of novel imaging modalities for children with cancer can serve to streamline development of molecularly targeted agents. (orig.)

  3. Early Childhood Teachers and Computers: Beliefs and Self-Reported Practices

    OpenAIRE

    Sak, Ramazan; Tantekin Erden, Feyza; Şahin Sak, İkbal Tuba; Esmeray, Hadi

    2016-01-01

    There are disadvantages as well as advantages to the use of computers, and early childhood teachers have an important role to play in the appropriate incorporation of computer technology into learning. To fulfill this role, they not only need to have the skills and knowledge to implement this relatively new way of learning, but also to have a positive attitude towards and belief in the validity of the use of computer technology in the classroom. Thus, it is important to analyze early childhoo...

  4. 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…

  5. 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,…

  6. Punishment Insensitivity in Early Childhood: A Developmental, Dimensional Approach.

    Science.gov (United States)

    Nichols, Sara R; Briggs-Gowan, Margaret J; Estabrook, Ryne; Burns, James L; Kestler, Jacqueline; Berman, Grace; Henry, David B; Wakschlag, Lauren S

    2015-08-01

    Impairment in learning from punishment ("punishment insensitivity") is an established feature of severe antisocial behavior in adults and youth but it has not been well studied as a developmental phenomenon. In early childhood, differentiating a normal: abnormal spectrum of punishment insensitivity is key for distinguishing normative misbehavior from atypical manifestations. This study employed a novel measure, the Multidimensional Assessment Profile of Disruptive Behavior (MAP-DB), to examine the distribution, dimensionality, and external validity of punishment insensitivity in a large, demographically diverse community sample of preschoolers (3-5 years) recruited from pediatric clinics (N = 1,855). Caregivers completed surveys from which a seven-item Punishment Insensitivity scale was derived. Findings indicated that Punishment Insensitivity behaviors are relatively common in young children, with at least 50 % of preschoolers exhibiting them sometimes. Item response theory analyses revealed a Punishment Insensitivity spectrum. Items varied along a severity continuum: most items needed to occur "Often" in order to be severe and behaviors that were qualitatively atypical or intense were more severe. Although there were item-level differences across sociodemographic groups, these were small. Construct, convergent, and divergent validity were demonstrated via association to low concern for others and noncompliance, motivational regulation, and a disruptive family context. Incremental clinical utility was demonstrated in relation to impairment. Early childhood punishment insensitivity varies along a severity continuum and is atypical when it predominates. Implications for understanding the phenomenology of emergent disruptive behavior are discussed.

  7. 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.

  8. Parental Obesity and Early Childhood Development.

    Science.gov (United States)

    Yeung, Edwina H; Sundaram, Rajeshwari; Ghassabian, Akhgar; Xie, Yunlong; Buck Louis, Germaine

    2017-02-01

    Previous studies identified associations between maternal obesity and childhood neurodevelopment, but few examined paternal obesity despite potentially distinct genetic/epigenetic effects related to developmental programming. Upstate KIDS (2008-2010) recruited mothers from New York State (excluding New York City) at ∼4 months postpartum. Parents completed the Ages and Stages Questionnaire (ASQ) when their children were 4, 8, 12, 18, 24, 30, and 36 months of age corrected for gestation. The ASQ is validated to screen for delays in 5 developmental domains (ie, fine motor, gross motor, communication, personal-social functioning, and problem-solving ability). Analyses included 3759 singletons and 1062 nonrelated twins with ≥1 ASQs returned. Adjusted odds ratios (aORs) and 95% confidence intervals were estimated by using generalized linear mixed models accounting for maternal covariates (ie, age, race, education, insurance, marital status, parity, and pregnancy smoking). Compared with normal/underweight mothers (BMI obese mothers (26% with BMI ≥30) had increased odds of failing the fine motor domain (aOR 1.67; confidence interval 1.12-2.47). The association remained after additional adjustment for paternal BMI (1.67; 1.11-2.52). Paternal obesity (29%) was associated with increased risk of failing the personal-social domain (1.75; 1.13-2.71), albeit attenuated after adjustment for maternal obesity (aOR 1.71; 1.08-2.70). Children whose parents both had BMI ≥35 were likely to additionally fail the problem-solving domain (2.93; 1.09-7.85). Findings suggest that maternal and paternal obesity are each associated with specific delays in early childhood development, emphasizing the importance of family information when screening child development. Copyright © 2017 by the American Academy of Pediatrics.

  9. Early childhood identity: ethnicity and acculturation

    Directory of Open Access Journals (Sweden)

    Maria Dan

    2014-09-01

    Full Text Available How are concepts such as ethnic identity, acculturation and cultural orientation being perceived by a child? What is the process of identity construction in early preschool age? How is children’s wellbeing affected by parents’ desire to expose them to a certain culture, other than the one the children were born into? How natural is learning a foreign language for children, given a multiethnic space characterized by adversity and disparities such as “them”-“us”? And what are the potential outcomes of the phenomena in question? These are a few questions that the current study reflectively followed up upon by using a qualitative research design and data triangulation in order to increase its validity. The SDQ Questionnaire used to study the children’s wellbeing, the semi-structured “in-depth” interviews conducted on the main early preschool identity builders in the Cristian community and the participative observation indicated the children were proud to be part of the German department group. They did not undergo a brutal process of affiliation to the Saxon ethnicity due to the educators’ various compromises, and their wellbeing didn’t seem to be affected at the SDQ administration stage. However, learning German proved to be a difficult process and the two potential outcomes included hitting the language barrier or resuming adaptation to the native ethnic code. This study highlights the impact of the cultural code on the early identity foundation.

  10. Implementation of Hierarchical Task Analysis for User Interface Design in Drawing Application for Early Childhood Education

    Directory of Open Access Journals (Sweden)

    Mira Kania Sabariah

    2016-05-01

    Full Text Available Draw learning in early childhood is an important lesson and full of stimulation of the process of growth and development of children which could help to train the fine motor skills. We have had a lot of applications that can be used to perform learning, including interactive learning applications. Referring to the observations that have been conducted showed that the experiences given by the applications that exist today are very diverse and have not been able to represent the model of learning and characteristics of early childhood (4-6 years. Based on the results, Hierarchical Task Analysis method generated a list of tasks that must be done in designing an user interface that represents the user experience in draw learning. Then by using the Heuristic Evaluation method the usability of the model has fulfilled a very good level of understanding and also it can be enhanced and produce a better model.

  11. The academic consequences of early childhood problem behaviors.

    Science.gov (United States)

    Turney, Kristin; McLanahan, Sara

    2015-11-01

    Social/emotional skills in early childhood are associated with education, labor market, and family formation outcomes throughout the life course. One explanation for these associations is that poor social/emotional skills in early childhood interfere with the development of cognitive skills. In this paper, we use data from the Fragile Families and Child Wellbeing Study (N=2302) to examine how the timing of social/emotional skills-measured as internalizing, externalizing, and attention problem behaviors in early childhood-is associated with cognitive test scores in middle childhood. Results show that externalizing problems at age 3 and attention problems at age 5, as well as externalizing and attention problems at both ages 3 and 5, are associated with poor cognitive development in middle childhood, net of a wide array of control variables and prior test scores. Surprisingly, maternal engagement at age five does not mediate these associations. Copyright © 2015 Elsevier Inc. All rights reserved.

  12. 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'…

  13. Childhood Fish Consumption and Learning and Behavioral Disorders

    Directory of Open Access Journals (Sweden)

    Jenny L. Carwile

    2016-11-01

    Full Text Available Fish is a major source of nutrients critical for brain development during early life. The importance of childhood fish consumption is supported by several studies reporting associations of n-3 polyunsaturated fatty acid (n-3 PUFA supplementation with better behavior and school performance. However, fish may have a different effect than n-3 PUFA alone due to the neurotoxic effects of methylmercury, a frequent contaminant. We investigated associations of childhood fish consumption with learning and behavioral disorders in birth cohort study of the neurotoxic effects of early life exposure to solvent-contaminated drinking water. Childhood (age 7–12 years fish consumption and learning and behavioral problems were reported in self-administered questionnaires (age 23–41 at questionnaire completion. Fish consumption was not meaningfully associated with repeating a grade, tutoring, attending summer school, special class placement, or low educational attainment. However, participants who ate fish several times a week had an elevated odds of Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder (odds ratio: 5.2; 95% confidence interval: 1.5–18 compared to participants who did not eat fish. While these findings generally support the safety of the observed level of fish consumption, the absence of a beneficial effect may be attributed to insufficient fish intake or the choice of relatively low n-3 PUFA fish.

  14. Early childhood experiences shaping vulnerability to Obsessive-Compulsive Disorder

    Directory of Open Access Journals (Sweden)

    Barbara Barcaccia

    2015-12-01

    Full Text Available According to the literature, inflated responsibility/sensitivity to guilt play a pivotal role in both the genesis and maintenance of Obsessive-Compulsive Disorder (OCD. They may be learned in childhood and adolescence, through particular experiences and parental rearing styles, involving criticism, excessively high standards, and social moralization. Preliminary data on the role of dysfunctional beliefs in the development/maintenance of OCD also show that non-affected family members of OC individuals score higher than controls in domains concerning responsibility, suggesting it might represent a candidate endophenotype for the disorder. Compulsive conducts, that far from being mechanical reactions are instead clearly goal-oriented, may be triggered by the need of preventing responsibility/guilt. Therefore, useful psychological interventions aimed at not only reappraising meanings associated with the specific early experiences connected to hyper-sensitivity to guilt, but also at developing a more general compassionate and forgiving stance towards oneself, may prove particularly effective.

  15. The development of storytelling in early childhood

    Directory of Open Access Journals (Sweden)

    Ljubica Marjanovič Umek

    2011-01-01

    Full Text Available Storytelling is an important aspect of child's language competence, which largely depends on her/his understanding and expression of a decontextualised content and develops rapidly in the period between the second and sixth year of life. The purpose of this study was to examine age differences in children's storytelling in the period between the third and sixth year of age. In addition, we considered the effect of gender on storytelling of children of different ages. The sample included 156 children aged from 3 to 6 years, who were divided into 3 age groups, namely children, aged 3, 4 and 5 years. Child's storytelling competence was assessed with the Little Glove Storytelling Test. Children's stories told by a standard set of illustrations, were analyzed in terms of criteria, designed to assess the developmental level of the stories. The criteria refer to the words, included in the story, the grammatical structure and the content of the story. The obtained results suggested that several important changes in the development of storytelling occur within the period of early childhood. The 5-years-old children told longer stories with a more complex grammatical structure and a coherent content as the 3-years-old children. Children's achievements on the individual criteria for assessing the developmental level of the stories progressed relatively steadily through all three age groups. The results also showed that gender had no significant effect on the storytelling of children of different ages.

  16. Infant formula and early childhood caries

    Directory of Open Access Journals (Sweden)

    Saudamini Girish More

    2018-01-01

    Full Text Available The prevalence of early childhood caries (ECC is increasing worldwide. Impaired oral health could have a negative impact on the overall health of infants. ECC can continue to deteriorate the growth and development of the child in preschool stage. Feeding practices largely influence the occurrence of ECC. Infant formula is commonly used as supplements or substitutes for breast milk up to the first 2 years of age. The dietary sugars such as lactose and sucrose, present in the infant formula, could act as a favorable substrate and change the oral microflora. Infant formula constitutes of various minerals which are known to affect tooth mineralization including iron, fluoride, and calcium. A number of in vitro, animal, and human studies have been conducted to understand their effect on oral environment and microbiota. Exploring the scientific literature for different types of infant formula and their role in the etiopathogenesis of dental caries could give us an insight into the cariogenic potential of infant formula. Furthermore, this could be source of information for health practitioners as they are the ones who are first sought by parents for advice related to infant feeding.

  17. Inequality in early childhood neurodevelopment in six poor rural counties of China: a decomposition analysis.

    Science.gov (United States)

    Zhang, Cuihong; Zhao, Chunxia; Liu, Xiangyu; Wei, Qianwei; Luo, Shusheng; Guo, Sufang; Zhang, Jingxu; Wang, Xiaoli; Scherpbier, Robert W

    2017-12-08

    Previous studies about inequality in children's health focused more on physical health than the neurodevelopment. In this study, we aimed to evaluate the inequality in early childhood neurodevelopment in poor rural China and explore the contributions of socioeconomic factors to the inequality. Information of 2120 children aged 0 to 35 months and their households in six poor rural counties of China was collected during July - September, 2013. Age and Stages Questionnaire-Chinese version, concentration index and decomposition analysis were used to assess the neurodevelopment of early childhood, measure its inequality and evaluate the contributions of socioeconomic factors to the inequality, respectively. The prevalence of suspected developmental delay in children under 35 months of age in six poor rural counties of China was nearly 40%, with the concentration index of -0.0877. Household economic status, caregivers' depressive symptoms, learning material and family support for learning were significantly associated with children's suspected developmental delay, and explained 34.1, 14.1, 8.9 and 7.0% of the inequality in early childhood neurodevelopment, respectively. The early childhood neurodevelopment in the surveyed area is poor and unfair. Factors including household economic status, caregivers' depressive symptoms, learning material and family support for learning are significantly associated with children's suspected developmental delay and early developmental inequality. The results highlight the urgent need of monitoring child neurodevelopment in poor rural areas. Interventions targeting the caregivers' depressive symptoms, providing learning material and developmental appropriate stimulating activities may help improve early childhood neurodevelopment and reduce its inequality.

  18. Applying an Evidence-Based Framework to the Early Childhood Coaching Literature

    Science.gov (United States)

    Artman-Meeker, Kathleen; Fettig, Angel; Barton, Erin E.; Penney, Ashley; Zeng, Songtian

    2015-01-01

    Professional development (PD) is a critical pathway for promoting the use of evidence-based intervention practices in early childhood (EC) settings. Coaching has been proposed as a type of PD that is especially promising for job-embedded learning. A lack of consensus exists regarding evidence-based EC coaching strategies and what types of support…

  19. Instructional Media Production for Early Childhood Education: A. B. C. Jig-Saw Puzzle, a Model

    Science.gov (United States)

    Yusuf, Mudashiru Olalere; Olanrewaju, Olatayo Solomon; Soetan, Aderonke K.

    2015-01-01

    In this paper, a. b. c. jig-saw puzzle was produced for early childhood education using local materials. This study was a production based type of research, to serve as a supplemental or total learning resource. Its production followed four phases of development referred to as information, design, production and evaluation. The storyboard cards,…

  20. Early Childhood Education and Care Content for the Social Work Curriculum

    Science.gov (United States)

    Greenberg, Joy Pastan; Herman-Smith, Robert; Allen, Susan F.; Fram, Maryah Stella

    2013-01-01

    Social workers are poised to play an important role in early childhood education and care (ECEC) settings; however, they need the knowledge and skills necessary to make a meaningful contribution. This article presents learning activities that infuse ECEC content, centered on the following four areas for social work education: (1) history of the…

  1. Evaluating Assistive Technology in Early Childhood Education: The Use of a Concurrent Time Series Probe Approach

    Science.gov (United States)

    Parette, Howard P.; Blum, Craig; Boeckmann, Nichole M.

    2009-01-01

    As assistive technology applications are increasingly implemented in early childhood settings for children who are at risk or who have disabilities, it is critical that teachers utilize observational approaches to determine whether targeted assistive technology-supported interventions make a difference in children's learning. One structured…

  2. Early Childhood Education for Sustainability: Origins and Inspirations in the Work of John Dewey

    Science.gov (United States)

    Luff, Paulette

    2018-01-01

    In this article, the work of John Dewey is recontextualised and proposed as a basis for contemporary early childhood education for sustainability (ECEfS). Five key themes are explored: experiential learning; curiosity and critical thinking; children's experiences in nature; democracy and participation and classroom as community. In each case,…

  3. Vygotsky Meets Technology: A Reinvention of Collaboration in the Early Childhood Mathematics Classroom

    Science.gov (United States)

    Cicconi, Megan

    2014-01-01

    With the advent of Web 2.0, Vygotsky's traditional role of the more knowledgeable other (MKO) has been transformed. This transformation shifts the power of a facilitator of learning from an elite group of MKOs to all students. Such a transformation possesses significant value in the early childhood mathematics classroom where collaboration is…

  4. Early Childhood Teacher Preparation: A Tale of Authors and Multimedia, A Model of Technology Integration Described.

    Science.gov (United States)

    Wetzel, Keith; McLean, S. V.

    1997-01-01

    Describes collaboration of two teacher educators, one in early childhood language arts and one in computers in education. Discusses advantages and disadvantages and extensions of this model, including how a college-wide survey revealed that students in teamed courses are better prepared to teach and learn with technology. (DR)

  5. Mentoring in Early Childhood Education: A Compilation of Thinking, Pedagogy and Practice

    Science.gov (United States)

    Murphy, Caterina, Ed.; Thornton, Kate, Ed.

    2015-01-01

    Mentoring is a fundamental and increasingly important part of professional learning and development for teachers in Aotearoa New Zealand. This book is a much-needed resource for mentors, leaders and teachers in early childhood education. It is the first of its kind: a wide ranging compilation that explores the thinking, pedagogy and practice of…

  6. The Importance of Free Play in the Early Childhood Classroom: Perspectives from a Teacher

    Science.gov (United States)

    Engel, Maria

    2015-01-01

    Teaching is hard. It's the most rewarding, fulfilling job in the world, but it's also frustrating, infuriating, and really, really hard. In this article, the author reflects on the importance of free play in early childhood classrooms. If teachers want to create happy children who love learning, forcing them to sit at desks or tables through early…

  7. Together and Equal: Fostering Cooperative Play and Promoting Gender Equity in Early Childhood Programs.

    Science.gov (United States)

    Schlank, Carol Hilgartner; Metzger, Barbara

    Noting the need to promote gender equity and foster cooperative play between boys and girls in early childhood programs, this guide presents ways that teachers and parents of young children can help all children realize their potential, regardless of gender, and help children learn to work and play together. Chapter 1, "Teaching for…

  8. Put Your Robot In, Put Your Robot Out: Sequencing through Programming Robots in Early Childhood

    Science.gov (United States)

    Kazakoff, Elizabeth R.; Bers, Marina Umaschi

    2014-01-01

    This article examines the impact of programming robots on sequencing ability in early childhood. Thirty-four children (ages 4.5-6.5 years) participated in computer programming activities with a developmentally appropriate tool, CHERP, specifically designed to program a robot's behaviors. The children learned to build and program robots over three…

  9. The State of Early Childhood Higher Education in New York State. Technical Report

    Science.gov (United States)

    Center for the Study of Child Care Employment, University of California at Berkeley, 2015

    2015-01-01

    The New York State Early Childhood Advisory Council (ECAC) serves the Governor and is charged with ensuring that all of New York's young children are healthy, learning, and thriving in families that are supported by a full complement of services and resources essential for successful development. The council's Workforce Work Group is dedicated to…

  10. Arte: Un Programa Creativo Para Ninos Pre-Escolares (Art: A Creative Curriculum for Early Childhood).

    Science.gov (United States)

    Creative Associates, Inc., Washington, DC.

    Written in Spanish and focusing on art activities for early childhood education, this manual provides guidelines for Spanish-speaking teachers of preschool and primary school children. The content of the manual is oriented to the learning styles and special interests of Spanish-speaking children. Part One defines artistic activity in the preschool…

  11. Reflective Practice as "Enrichment": How New Early Childhood Teachers Enact Preservice Values in Their Classrooms

    Science.gov (United States)

    Recchia, Susan L.; Beck, Lisa M.

    2014-01-01

    This article is part of a larger exploratory study that followed preservice early childhood teachers through their program and into their first year of practice, giving voice to their understandings of quality teaching and learning, and insight into the ways their preservice program prepared them for the challenges of teaching in diverse settings.…

  12. 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.

  13. Auditory-neurophysiological responses to speech during early childhood: Effects of background noise.

    Science.gov (United States)

    White-Schwoch, Travis; Davies, Evan C; Thompson, Elaine C; Woodruff Carr, Kali; Nicol, Trent; Bradlow, Ann R; Kraus, Nina

    2015-10-01

    Early childhood is a critical period of auditory learning, during which children are constantly mapping sounds to meaning. But this auditory learning rarely occurs in ideal listening conditions-children are forced to listen against a relentless din. This background noise degrades the neural coding of these critical sounds, in turn interfering with auditory learning. Despite the importance of robust and reliable auditory processing during early childhood, little is known about the neurophysiology underlying speech processing in children so young. To better understand the physiological constraints these adverse listening scenarios impose on speech sound coding during early childhood, auditory-neurophysiological responses were elicited to a consonant-vowel syllable in quiet and background noise in a cohort of typically-developing preschoolers (ages 3-5 yr). Overall, responses were degraded in noise: they were smaller, less stable across trials, slower, and there was poorer coding of spectral content and the temporal envelope. These effects were exacerbated in response to the consonant transition relative to the vowel, suggesting that the neural coding of spectrotemporally-dynamic speech features is more tenuous in noise than the coding of static features-even in children this young. Neural coding of speech temporal fine structure, however, was more resilient to the addition of background noise than coding of temporal envelope information. Taken together, these results demonstrate that noise places a neurophysiological constraint on speech processing during early childhood by causing a breakdown in neural processing of speech acoustics. These results may explain why some listeners have inordinate difficulties understanding speech in noise. Speech-elicited auditory-neurophysiological responses offer objective insight into listening skills during early childhood by reflecting the integrity of neural coding in quiet and noise; this paper documents typical response

  14. Developing the quality of early childhood mentoring institutions

    Directory of Open Access Journals (Sweden)

    Sri Hartini

    2017-09-01

    Full Text Available The study was to uncover the concept of quality improvement, the supporting and the inhibiting factors within the quality improve and the quality improvement in the early childhood mentoring institutions/kindergarten. The study was a qualitative research. The subjects in the study were kindergarten principals, kindergarten teachers and parents. The data were gathered by means of observation, interview and documentation. For the data analysis, the researcher selected the qualitative descriptive data analysis method. The results of the study were as follows. First, the concept of educational quality improvement in the early childhood mentoring institutions/ kindergarten has been improveed from the vision, the mission and the objectives and the concept includes the aspects of planning, process and output which has synergy from one to another. The planning has been formulated in the curriculum, the syllabus and the daily activity plan. Second, the approach, the strategy and the technique of quality improvement has maximized the well-qualified schools’ resources, have been supported by the sufficient facilities and have been funded by the sufficient budget. Third, the supporting factors within the quality improvement of early childhood mentoring institutions/kindergarten have been the increasing awareness within the society toward the significance of early childhood mentoring institutions, the massive socialization conducted by the Office of Education through the provision of training programs in relation to the early childhood mentoring institution/kindergarten management and the human resources empowerment toward developing the quality of early childhood mentoring institutions. Fourth, the inhibiting factors within the quality improvement of early childhood mentoring institutions have been the lack of society care and participation, the less quality human resources that early childhood mentoring institutions have, the fund limitation, the

  15. Early menarche and childhood adversities in a nationally representative sample.

    Science.gov (United States)

    Henrichs, Kimberly L; McCauley, Heather L; Miller, Elizabeth; Styne, Dennis M; Saito, Naomi; Breslau, Joshua

    2014-01-01

    Epidemiological evidence suggests that early menarche, defined as onset of menses at age 11 or earlier, has increased in prevalence in recent birth cohorts and is associated with multiple poor medical and mental health outcomes in adulthood. There is evidence that childhood adversities occurring prior to menarche contribute to early menarche. Data collected in face-to-face interviews with a nationally representative sample of women age 18 and over (N = 3288), as part of the National Comorbidity Survey-Replication, were analyzed. Associations between pre-menarchal childhood adversities and menarche at age 11 or earlier were estimated in discrete time survival models with statistical adjustment for age at interview, ethnicity, and body mass index. Adversities investigated included physical abuse, sexual abuse, neglect, biological father absence from the home, other parent loss, parent mental illness, parent substance abuse, parent criminality, inter-parental violence, serious physical illness in childhood, and family economic adversity. Mean age at menarche varied across decadal birth cohorts (χ(2)₍₄₎ = 21.41, p Childhood adversities were also more common in younger than older cohorts. Of the 11 childhood adversities, 5 were associated with menarche at age 11 or earlier, with OR of 1.3 or greater. Each of these five adversities is associated with a 26% increase in the odds of early menarche (OR = 1.26, 95% CI 1.14-1.39). The relationship between childhood sexual abuse and early menarche was sustained after adjustment for co-occurring adversities. (OR = 1.77, 95% CI 1.21-2.6). Evidence from this study is consistent with hypothesized physiological effects of early childhood family environment on endocrine development. Childhood sexual abuse is the adversity most strongly associated with early menarche. However, because of the complex way that childhood adversities cluster within families, the more generalized influence of highly dysfunctional

  16. Greek In-Service and Preservice Teachers' Views about Bullying in Early Childhood Settings

    Science.gov (United States)

    Psalti, Anastasia

    2017-01-01

    Despite the plethora of studies regarding bullying worldwide, there are limited studies at the early childhood level. This article presents the results of a pilot study aiming at exploring preservice and in-service early childhood teachers' views on bullying in Greek early childhood settings. A total of 192 early childhood teachers completed a…

  17. 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…

  18. Bilingual instruction in early childhood education, can it better develop children?

    OpenAIRE

    Djahimo Santri E. P.; Indahri Yulia

    2018-01-01

    This is a case study of teaching and learning using bilingual instruction in two schools of Early Childhood Education in Kupang-NTT, Indonesia. The aims of this study are to find out whether or not bilingual instruction in Early Childhood Education can better develop children (the outcomes) and if the issue of ‘the younger, the better” in children’s language acquisition in bilingual setting is acceptable and true. 4 students from one bilingual and one monolingual schools have been observed. I...

  19. EARLY CHILDHOOD PREDICTORS OF LOW-INCOME BOYS' PATHWAYS TO ANTISOCIAL BEHAVIOR IN CHILDHOOD, ADOLESCENCE, AND EARLY ADULTHOOD.

    Science.gov (United States)

    Shaw, Daniel S; Gilliam, Mary

    2017-01-01

    Guided by a bridging model of pathways leading to low-income boys' early starting and persistent trajectories of antisocial behavior, the current article reviews evidence supporting the model from early childhood through early adulthood. Using primarily a cohort of 310 low-income boys of families recruited from Women, Infants, and Children Nutrition Supplement centers in a large metropolitan area followed from infancy to early adulthood and a smaller cohort of boys and girls followed through early childhood, we provide evidence supporting the critical role of parenting, maternal depression, and other proximal family risk factors in early childhood that are prospectively linked to trajectories of parent-reported conduct problems in early and middle childhood, youth-reported antisocial behavior during adolescence and early adulthood, and court-reported violent offending in adolescence. The findings are discussed in terms of the need to identify at-risk boys in early childhood and methods and platforms for engaging families in healthcare settings not previously used to implement preventive mental health services. © 2016 Michigan Association for Infant Mental Health.

  20. Early childhood development: impact of national human development, family poverty, parenting practices and access to early childhood education.

    Science.gov (United States)

    Tran, T D; Luchters, S; Fisher, J

    2017-05-01

    This study was to describe and quantify the relationships among family poverty, parents' caregiving practices, access to education and the development of children living in low- and middle-income countries (LAMIC). We conducted a secondary analysis of data collected in UNICEF's Multiple Indicator Cluster Surveys (MICS). Early childhood development was assessed in four domains: language-cognitive, physical, socio-emotional and approaches to learning. Countries were classified into three groups on the basis of the Human Development Index (HDI). Overall, data from 97 731 children aged 36 to 59 months from 35 LAMIC were included in the after analyses. The mean child development scale score was 4.93 out of a maximum score of 10 (95%CI 4.90 to 4.97) in low-HDI countries and 7.08 (95%CI 7.05 to 7.12) in high-HDI countries. Family poverty was associated with lower child development scores in all countries. The total indirect effect of family poverty on child development score via attending early childhood education, care for the child at home and use of harsh punishments at home was -0.13 SD (77.8% of the total effect) in low-HDI countries, -0.09 SD (23.8% of the total effect) in medium-HDI countries and -0.02 SD (6.9% of the total effect) in high-HDI countries. Children in the most disadvantaged position in their societies and children living in low-HDI countries are at the greatest risk of failing to reach their developmental potential. Optimizing care for child development at home is essential to reduce the adverse effects of poverty on children's early development and subsequent life. © 2016 John Wiley & Sons Ltd.

  1. Comparing Early Childhood Education and Care from a Rights-based Approach

    Directory of Open Access Journals (Sweden)

    Ana Ancheta Arrabal

    2015-06-01

    Full Text Available This paper pretends to examine how the equal right to quality education and care in the phase of early childhood is developed in different policies, particularly within the processes for the inclusion of children in situations of social risk and exclusion in the European systems of Early Childhood Education and Care (ECEC. Extracted from the findings of the author’s PhD, the following pages include some of the main characteristics, as well as the outcomes and the conclusions of the study, which are briefly described, comprising the structure of a comparison on the ECEC policies between three representative countries in Europe. The work attended to the previous studies on early childhood describing ECEC throughout western European societies, to analyse their impact in equity of opportunity considering ECEC as the long life learning base, and discussing its implications for the inter-generational exclusion, in searching policy recommendations to enhance ECEC and child well-being. 

  2. Early Nutrition and Physical Activity Interventions in Childhood Cancer Survivors.

    Science.gov (United States)

    Zhang, Fang Fang; Kelly, Michael J; Must, Aviva

    2017-06-01

    Childhood cancer survivors experience excessive weight gain early in treatment. Lifestyle interventions need to be initiated early in cancer care to prevent the early onset of obesity and cardiovascular disease (CVD). We reviewed the existing literature on early lifestyle interventions in childhood cancer survivors and consider implications for clinical care. Few lifestyle interventions focus on improving nutrition in childhood cancer survivors. A consistent effect on reducing obesity and CVD risk factors is not evident from the limited number of studies with heterogeneous intervention characteristics, although interventions with a longer duration and follow-up show more promising trends. Future lifestyle interventions should be of a longer duration and include a nutrition component. Interventions with a longer duration and follow-up are needed to assess the timing and sustainability of the intervention effect. Lifestyle interventions introduced early in cancer care are both safe and feasible.

  3. Intrauterine and genetic factors in early childhood sensitization

    DEFF Research Database (Denmark)

    Bønnelykke, Klaus

    2010-01-01

    The allergy-associated (atopic) diseases; asthma, eczema and rhinoconjunctivitis, are the most common chronic diseases in childhood. A large number of environmental and genetic risk factors have been suggested, but still our understanding of the underlying disease mechanisms and etiologies...... and identifying the environmental risk factors interacting with this genetic susceptibility and the age at which intervention should be initiated. We found a FLG-associated pattern of atopic disease in early childhood characterized by early onset of eczema, early onset of asthma with severe exacerbations...... a subtype of disease where skin barrier dysfunction leads to early eczema, early asthma symptoms and later sensitization. Future FLG-targeted research has the potential of improving understanding prevention and treatment of atopic diseases in childhood....

  4. EARLY CHILDHOOD EDUCATION AND THE WALDORF SCHOOL PLAN.

    Science.gov (United States)

    GRUNELIUS, ELIZABETH M.

    THE WALDORF SCHOOL NURSERY-KINDERGARTEN PLAN PROPOSES AN UNSTRUCTURED ENVIRONMENT IN WHICH THE YOUNG CHILD IS PERMITTED TO DEVELOP AT HIS NATURAL RATE THROUGHOUT THE DISCOVERY PERIOD OF CHILDHOOD. BECAUSE THE CHILD LEARNS BEST THROUGH IMITATION, ADULT MODELS WHO PROVIDE APPROPRIATE EXPERIENCES FOR SENSORY PERCEPTION AND IMITATION LEARNING OFFER…

  5. Prenatal exposure to diurnal temperature variation and early childhood pneumonia.

    Science.gov (United States)

    Zeng, Ji; Lu, Chan; Deng, Qihong

    2017-04-01

    Childhood pneumonia is one of the leading single causes of mortality and morbidity in children worldwide, but its etiology still remains unclear. We investigate the association between childhood pneumonia and exposure to diurnal temperature variation (DTV) in different timing windows. We conducted a prospective cohort study of 2,598 children aged 3-6 years in Changsha, China. The lifetime prevalence of pneumonia was assessed by a questionnaire administered by the parents. Individual exposure to DTV during both prenatal and postnatal periods was estimated. Logic regression models was used to examine the association between childhood pneumonia and DTV exposure in terms of odds ratios (OR) and 95% confidence interval (CI). Lifetime prevalence of childhood pneumonia in preschool children in Changsha was high up to 38.6%. We found that childhood pneumonia was significantly associated with prenatal DTV exposure, with adjusted OR (95%CI) =1.19 (1.02-1.38), particularly during the second trimester. However, childhood pneumonia not associated with postnatal DTV exposure. Sensitivity analysis indicated that boys are more susceptible to the pneumonia risk of diurnal temperature variation than girls. We further observed that the prevalence of childhood pneumonia was decreased in recent years as DTV shrinked. Early childhood pneumonia was associated with prenatal exposure to the diurnal temperature variation (DTV) during pregnancy, particularly in the second trimester, which suggests fetal origin of childhood pneumonia. Copyright © 2017 Elsevier Ltd. All rights reserved.

  6. Equity and Quality? Challenges for Early Childhood and Primary Education in Ethiopia, India and Peru. Working Papers in Early Childhood Development, No. 55. Studies in Early Childhood Transitions

    Science.gov (United States)

    Woodhead, Martin; Ames, Patricia; Vennam, Uma; Abebe, Workneh; Streuli, Natalia

    2009-01-01

    Part of the "Studies in Early Transitions" series, this Working Paper draws on interviews and observations carried out as part of "Young Lives", a 15-year longitudinal study of childhood poverty in Ethiopia, India, Peru and Vietnam based at the University of Oxford's Department of International Development. This paper focuses…

  7. In-Service and Pre-Service Early Childhood Teachers' Views and Intentions about ICT Use in Early Childhood Settings: A Comparative Study

    Science.gov (United States)

    Gialamas, Vasilis; Nikolopoulou, Kleopatra

    2010-01-01

    This paper regards a comparative study which investigates in-service and pre-service Greek early childhood teachers' views and intentions about integrating and using computers in early childhood settings. Views and intentions were investigated via a questionnaire administered to 240 in-service and 428 pre-service early childhood teachers.…

  8. Investigating Pre-Service Early Childhood Teachers' Views and Intentions about Integrating and Using Computers in Early Childhood Settings: Compilation of an Instrument

    Science.gov (United States)

    Nikolopoulou, Kleopatra; Gialamas, Vasilis

    2009-01-01

    This paper discusses the compilation of an instrument in order to investigate pre-service early childhood teachers' views and intentions about integrating and using computers in early childhood settings. For the purpose of this study a questionnaire was compiled and administered to 258 pre-service early childhood teachers (PECTs), in Greece. A…

  9. Selecting "Just Right" Electronic Books for the Early Childhood Classroom

    Science.gov (United States)

    McNelly, Tracy A.

    2018-01-01

    The effective use of e-books--now common in school libraries and classrooms--begins when teachers understand how to choose e-books that help to support emergent and early literacy skills for students in their early childhood classrooms.

  10. Early Childhood Services in AEAs: A Blueprint for the Future.

    Science.gov (United States)

    Iowa State Department of Education, 2004

    2004-01-01

    The purpose of this document is to facilitate discussion among decision makers at the Iowa Department of Education (DE), Area Education Agencies (AEAs) and local communities (including school districts) to establish early childhood priorities, and define the AEA role in the statewide efforts to build a strong early care, health, and education…

  11. 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…

  12. 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.…

  13. Periodic Early Childhood Hearing Screening: The EHDI Perspective

    Science.gov (United States)

    Hoffman, Jeff; Houston, K. Todd; Munoz, Karen F.; Bradham, Tamala S.

    2011-01-01

    State coordinators of early hearing detection and intervention (EHDI) programs completed a strengths, weaknesses, opportunities, and threats, or SWOT, analysis that examined 12 areas within state EHDI programs. Concerning periodic early childhood hearing screening, 47 coordinators listed 241 items and themes were identified within each SWOT…

  14. Transition to School from Pacific Islands Early Childhood Services.

    Science.gov (United States)

    Sauvao, Le'autuli'ilagi M.; Mapa, Lia; Podmore, Valerie N.

    Noting the need for additional information on the transition of children from Pacific Islands early childhood services to primary school, this exploratory study was designed to provide an account of the experiences of children, parents, and teachers, focusing on language and other aspects of children's move from Pacific Islands early childhood…

  15. The Development of Self-Regulation across Early Childhood

    Science.gov (United States)

    Montroy, Janelle J.; Bowles, Ryan P.; Skibbe, Lori E.; McClelland, Megan M.; Morrison, Frederick J.

    2016-01-01

    The development of early childhood self-regulation is often considered an early life marker for later life successes. Yet little longitudinal research has evaluated whether there are different trajectories of self-regulation development across children. This study investigates the development of behavioral self-regulation between the ages of 3 and…

  16. 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…

  17. The Use of Concrete Experiences in Early Childhood Mathematics Instruction.

    Science.gov (United States)

    Baroody, Arthur J

    2017-01-01

    Addressed are four key issues regarding concrete instruction: What is concrete? What is a worthwhile concrete experience? How can concrete experiences be used effectively in early childhood mathematics instruction? Is there evidence such experiences work? I argue that concrete experiences are those that build on what is familiar to a child and can involve objects, verbal analogies, or virtual images. The use of manipulatives or computer games, for instance, does not in itself guarantee an educational experience. Such experiences are worthwhile if they target and further learning (e.g., help children extend their informal knowledge or use their informal knowledge to understand and learn formal knowledge). A crucial guideline for the effective use of concrete experience is Dewey's principle of interaction-external factors (e.g., instructional activities) need to mesh with internal factors (readiness, interest). Cognitive views of concrete materials, such as the cognitive alignment perspective and dual-representation hypothesis, provide useful guidance about external factors but do not adequately take into account internal factors and their interaction with external factors. Research on the effectiveness of concrete experience is inconclusive because it frequently overlooks internal factors. © 2017 Elsevier Inc. All rights reserved.

  18. Early-onset childhood sarcoidosis: a case report

    Directory of Open Access Journals (Sweden)

    Lai-San Wong

    2011-12-01

    Full Text Available Sarcoidosis is a multisystemic granulomatous disease of unknown etiology and it most commonly affects young adults. Childhood sarcoidosis is relatively rare; older children usually present a picture similar to that of adults, with frequent hilar lymphadenopathy and pulmonary infiltration. Early-onset (<4 years of age childhood sarcoidosis is a unique disease and has a different presentation. It is characterized by arthritis, uveitis, and cutaneous involvement. The prognosis of early-onset childhood sarcoidosis varies in different studies due to the rarity of the disease. The treatment of choice in systemic involvement of childhood sarcoidosis is corticosteroids. Methotrexate can also be considered in the long-term treatment due to its safety, effectiveness, and steroid-sparing effect in children.

  19. 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.

  20. Evaluation of Early Childhood Coaching Implementation in Nebraska. Technical Report Vol. 1: Key Findings from Participant Follow Up Survey. CYFS Working Paper 2014-1

    Science.gov (United States)

    Jayaraman, Gayatri; Knoche, Lisa; Marvin, Christine; Bainter, Sue

    2014-01-01

    The Nebraska Early Childhood Coach (ECC) training was a 3 day (8 hours) professional development event sponsored by the Nebraska Department of Education, Office of Child Development in 2009-2010. Sixty-five early childhood teachers and related service providers participated for the purpose of learning the basic principles and behaviors associated…

  1. The Si Huan Playgroup: An Initiative to Provide Non-Formal Early Childhood Education Experiences to Children of Migrants in Beijing

    Science.gov (United States)

    Nyland, Berenice; Nyland, Chris; Gao, Yang; Ng, Josephine; Zeng, Xiaodong

    2016-01-01

    This paper is about an experiment in non-formal early childhood education for migrant children in Beijing. The Si Huan Playgroup was set up by a group of volunteers in 2004 and is built on ideas of early childhood pedagogy, equity, life-long learning and non-formal education. Non-formal education has implications for policy makers as this is a…

  2. Evaluation of Early Childhood Coaching Implementation in Nebraska. Technical Report Vol. 2: Key Findings from Participant Observational and Self-Reported Data. CYFS Working Paper 2014-2

    Science.gov (United States)

    Jayaraman, Gayatri; Knoche, Lisa; Marvin, Christine; Bainter, Sue

    2014-01-01

    The Nebraska Early Childhood Coach (ECC) training was a 3 day (8 hours) professional development event sponsored by the Nebraska Department of Education, Office of Child Development in 2009-2010. Sixty-five early childhood teachers and related service providers participated for the purpose of learning the basic principles and behaviors associated…

  3. Early childhood development coming of age: science through the life course.

    Science.gov (United States)

    Black, Maureen M; Walker, Susan P; Fernald, Lia C H; Andersen, Christopher T; DiGirolamo, Ann M; Lu, Chunling; McCoy, Dana C; Fink, Günther; Shawar, Yusra R; Shiffman, Jeremy; Devercelli, Amanda E; Wodon, Quentin T; Vargas-Barón, Emily; Grantham-McGregor, Sally

    2017-01-07

    Early childhood development programmes vary in coordination and quality, with inadequate and inequitable access, especially for children younger than 3 years. New estimates, based on proxy measures of stunting and poverty, indicate that 250 million children (43%) younger than 5 years in low-income and middle-income countries are at risk of not reaching their developmental potential. There is therefore an urgent need to increase multisectoral coverage of quality programming that incorporates health, nutrition, security and safety, responsive caregiving, and early learning. Equitable early childhood policies and programmes are crucial for meeting Sustainable Development Goals, and for children to develop the intellectual skills, creativity, and wellbeing required to become healthy and productive adults. In this paper, the first in a three part Series on early childhood development, we examine recent scientific progress and global commitments to early childhood development. Research, programmes, and policies have advanced substantially since 2000, with new neuroscientific evidence linking early adversity and nurturing care with brain development and function throughout the life course. Copyright © 2017 Elsevier Ltd. All rights reserved.

  4. The Center for Response to Intervention in Early Childhood: Developing Evidence-Based Tools for a Multi-Tier Approach to Preschool Language and Early Literacy Instruction

    Science.gov (United States)

    Greenwood, Charles R.; Carta, Judith J.; Goldstein, Howard; Kaminski, Ruth A.; McConnell, Scott R.; Atwater, Jane

    2014-01-01

    The prevalence of struggling readers by third grade nationwide is estimated at one in three. Reports trace the roots of this problem to early childhood and the opportunity to learn language and early literacy skills at home and in preschool. Reports also indicate that one-size-fits-all preschool language and literacy instruction is beneficial for…

  5. State-Sponsored Professional Development for Early Childhood Educators: Who Participates and Associated Implications for Future Offerings

    Science.gov (United States)

    Weber-Mayrer, Melissa M.; Piasta, Shayne B.; Yeager Pelatti, Christina

    2015-01-01

    Professional development (PD) for early childhood educators has received increased attention as a means of bolstering young children's learning and development. Theory and research indicate that educators' characteristics play roles in both their own learning and that of children; however, little research has explored who participates in PD. This…

  6. Evaluation of possible associated factors for early childhood caries and severe early childhood caries: a multicenter cross-sectional survey

    NARCIS (Netherlands)

    Özen, B.; van Strijp, A.J.P.; Özer, L.; Olmus, H.; Genc, A.; Cehreli, S.B.

    2016-01-01

    Objectives: The present study evaluated associated factors for developing early childhood caries (ECC) and Severe-ECC (S-ECC) in a group of children aged 24–71 months. Potential positive effects of early dental visit on formation of ECC is investigated as well. Study Design: This was a multicenter,

  7. guidance and behaviour management in early childhood

    African Journals Online (AJOL)

    Elizabeth

    learning and schooling regardless of his personal assets or weakness by an expert in child ... education to children below the conventional school age especially in this era of Universal .... children learn important behaviours in an informal way.

  8. Early Childhood Teachers' Psychological Well-Being: Exploring Potential Predictors of Depression, Stress, and Emotional Exhaustion

    Science.gov (United States)

    Jeon, Lieny; Buettner, Cynthia K.; Grant, Ashley A.

    2018-01-01

    Research Findings: Early childhood teachers' psychological well-being influences the nurturing and learning classroom climate in early care and education as well as children's development. However, less is known about predictors of teachers' psychological well-being in preschool. The purpose of this study was to explore associations between…

  9. Moving to the Beat: Using Music, Rhythm, and Movement to Enhance Self-Regulation in Early Childhood Classrooms

    Science.gov (United States)

    Williams, Kate E.

    2018-01-01

    Differences in early self-regulation skills contribute to disparities in success in early learning and school transition, as well as in childhood well-being. Self-regulation refers to managing emotional, cognitive, and behavioral processes that are conducive to positive adjustment and social relationships. Researchers have identified that various…

  10. 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…

  11. Perinatal and Early Childhood Environmental Factors Influencing Allergic Asthma Immunopathogenesis

    Science.gov (United States)

    Gaffin, Jonathan M.; Kanchongkittiphon, Watcharoot; Phipatanakul, Wanda

    2014-01-01

    Background The prevalence of asthma has increased dramatically over the past several decades. While hereditary factors are highly important, the rapid rise outstrips the pace of genomic variation. Great emphasis has been placed on potential modifiable early life exposures leading to childhood asthma. Methods We reviewed the recent medical literature for important studies discussing the role of the perinatal and early childhood exposures and the inception of childhood asthma. Results and Discussion Early life exposure to allergens (House dust mite (HDM), furred pets, cockroach, rodent and mold)air pollution (nitrogen dioxide (NO2), ozone (O3), volatile organic compounds (VOCs), and particulate matter (PM)) and viral respiratory tract infections (Respiratory syncytial virus (RSV) and human rhinovirus (hRV)) have been implicated in the development of asthma in high risk children. Conversely, exposure to microbial diversity in the perinatal period may diminish the development of atopy and asthma symptoms. PMID:24952205

  12. Family Structure and Childhood Obesity, Early Childhood Longitudinal Study ? Kindergarten Cohort

    OpenAIRE

    Chen, Alex Y.; Escarce, Jos? J.

    2010-01-01

    Introduction Little is known about the effect of family structure on childhood obesity among US children. This study examines the effect of number of parents and number of siblings on children's body mass index and risk of obesity. Methods We conducted a secondary data analysis of the Early Childhood Longitudinal Study ? Kindergarten Cohort (ECLS-K), which consists of a nationally representative cohort of children who entered kindergarten during 1998-1999. Our analyses included 2 cross-sectio...

  13. Hospitalisation with otitis media in early childhood and cognitive function in young adult life

    DEFF Research Database (Denmark)

    Mortensen, Marie; Nielsen, Rikke Beck; Fisker, Niels

    2013-01-01

    BACKGROUND: Otitis media (OM) is a very common condition in children and occurs during years that are critical to the development of learning, literacy, and math skills. Therefore, among a large cohort of Danish conscripts, we aimed to examine the association between hospitalisation with OM...... in early childhood and cognitive function and educational level in early adulthood. METHODS: We conducted a population-based prevalence study using linked data from healthcare databases and conscription records of Danish men born between 1977 and 1983. We identified all hospitalisations with OM before 8......% CI: 0.78-1.34)]. CONCLUSIONS: Overall, we found that hospitalisation with OM in early childhood was associated with a slightly lower cognitive function in early adulthood. Hospitalisation for OM did not seem to influence the prevalence of GSCE when level of BPP was taken into account....

  14. 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...

  15. Nomadic Research Practices in Early Childhood: Interrupting Racisms and Colonialisms

    Directory of Open Access Journals (Sweden)

    Veronica Pacini-Ketchabaw

    2011-12-01

    Full Text Available This paper considers how research practices on racialization in early childhood education might be reconceptualized when racialization is placed within relational intricacies and affects in multiple encounters. By foregrounding race and its emergence in multifarious, unpredictable ways in everyday encounters between human and non-human bodies, space, and discourse, the paper investigates how a movement toward research analyses that engage with both the materiality of race and its systemic and discursive formations might be used to constantly seek new ethical ways of responding to and acting against racisms and colonialism in early childhood.

  16. 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.

  17. An Ecological Risk Model for Early Childhood Anxiety: The Importance of Early Child Symptoms and Temperament

    Science.gov (United States)

    Mian, Nicholas D.; Wainwright, Laurel; Briggs-Gowan, Margaret J.; Carter, Alice S.

    2011-01-01

    Childhood anxiety is impairing and associated with later emotional disorders. Studying risk factors for child anxiety may allow earlier identification of at-risk children for prevention efforts. This study applied an ecological risk model to address how early childhood anxiety symptoms, child temperament, maternal anxiety and depression symptoms,…

  18. Improving Quality and Child Outcomes in Early Childhood Education by Redefining the Role Afforded to Teachers in Professional Development: A Continuous Quality Improvement Learning Collaborative among Public Preschools in Chile

    Science.gov (United States)

    Arbour, MaryCatherine; Yoshikawa, Hirokazu; Atwood, Sid; Duran Mellado, Francis Romina; Godoy Ossa, Felipe; Trevino Villareal, Ernesto; Snow, Catherine E.

    2016-01-01

    Based on evidence derived from studies conducted mostly in the United States, many low- and middle-income countries are investing in early childhood education (ECE), with high expectations that it will improve academic outcomes, increase human capital, promote economic growth and reduce economic inequality. In Chile, there has been a great…

  19. ILO Policy Guidelines on the promotion of decent work for early childhood education personnel

    OpenAIRE

    ILO International Labour Office

    2014-01-01

    These Guidelines set out principles for the promotion of decent work for early childhood education (ECE) personnel as a means of ensuring universal access to high-quality ECE services. In this respect they cover conditions of work and employment of ECE personnel and related issues, including ECE financing, curricula and learning practices, social security, professional ethics and ECE governance systems. The Guidelines are meant to serve as a reference tool on principles that should be reflect...

  20. A comparative evaluation of bifidobacteria levels in early childhood caries and severe early childhood caries

    Directory of Open Access Journals (Sweden)

    Suraj Nair

    2017-01-01

    Full Text Available Background: Bifidobacteria levels in saliva were found to be significantly correlated in adults with dental caries but less information available in the literature regarding its role in children. Aim: The aim is to compare the salivary levels of Bifidobacteria in children who are caries free with that of early childhood caries (ECC and severe ECC (S-ECC. Materials and Methods: Saliva was collected using the tongue-loop method from a total of 60 children between the age group of 3–5 years and they were further divided into 3 groups. In addition, the age and gender of the children, sugar amount in diet, sugar frequency in diet, were recorded. Results: Bifidobacteria was isolated from all the three groups, but more were from S-ECC, followed by ECC and very few cases of caries-free children and was found to statistically significant (P < 0.001. Salivary levels of Bifidobacteria were significantly correlated with amount of sugar in the diet and frequency of sugar consumption. Conclusions: Salivary levels of Bifidobacteria were significantly associated with S-ECC and ECC, followed by caries free group. In future, it can be used as a salivary marker for caries risk assesment.

  1. Precursors of adolescent substance use from early childhood and early adolescence: testing a developmental cascade model.

    Science.gov (United States)

    Sitnick, Stephanie L; Shaw, Daniel S; Hyde, Luke W

    2014-02-01

    This study examined developmentally salient risk and protective factors of adolescent substance use assessed during early childhood and early adolescence using a sample of 310 low-income boys. Child problem behavior and proximal family risk and protective factors (i.e., parenting and maternal depression) during early childhood, as well as child and family factors and peer deviant behavior during adolescence, were explored as potential precursors to later substance use during adolescence using structural equation modeling. Results revealed that early childhood risk and protective factors (i.e., child externalizing problems, mothers' depressive symptomatology, and nurturant parenting) were indirectly related to substance use at the age of 17 via risk and protective factors during early and middle adolescence (i.e., parental knowledge and externalizing problems). The implications of these findings for early prevention and intervention are discussed.

  2. Napping Reduces Emotional Attention Bias during Early Childhood

    Science.gov (United States)

    Cremone, Amanda; Kurdziel, Laura B. F.; Fraticelli-Torres, Ada; McDermott, Jennifer M.; Spencer, Rebecca M. C.

    2017-01-01

    Sleep loss alters processing of emotional stimuli in preschool-aged children. However, the mechanism by which sleep modifies emotional processing in early childhood is unknown. We tested the hypothesis that a nap, compared to an equivalent time spent awake, reduces biases in attention allocation to affective information. Children (n = 43;…

  3. Relational Aggression in Sibling and Peer Relationships during Early Childhood

    Science.gov (United States)

    Ostrov, Jamie M.; Crick, Nicki R.; Stauffacher, Kirstin

    2006-01-01

    The role of siblings ("N" = 50) in the display of physical and relational aggression among peers during early childhood was explored. Specifically, sibling pairs' rates of physical and relational aggression were assessed in their independent social contexts. Findings indicated low to moderate levels of intercorrelation between physical and…

  4. Early childhood adversities and risk of eating disorders in women

    DEFF Research Database (Denmark)

    Larsen, Janne Tidselbak; Munk-Olsen, Trine; Bulik, Cynthia M

    2017-01-01

    Objective: Previous studies evaluating the association between early childhood adversities and eating disorders have yielded conflicting results. The aim of this study is to examine the association between a range of adversities and risk of anorexia nervosa (AN), bulimia nervosa (BN), and eating...

  5. Timing of Childhood Events and Early-Adult Household Formation.

    Science.gov (United States)

    Hill, Martha S.; And Others

    1996-01-01

    Identified a number of risk factors contributing to early household formation. Found that for girls, factors included mother's educational level and birth order; for boys, parental divorce at any stage of childhood. Risk factors common to boys and girls were age of mother at time of child's birth and race. (HTH)

  6. Montessori Early Childhood Teacher Perceptions of Family Priorities and Stressors

    Science.gov (United States)

    Epstein, Ann

    2015-01-01

    Teachers of young children work closely with families. One component of teacher-family partnerships is teachers' understanding of family priorities and stressors. This study examines Montessori Early Childhood (ages three through six) teacher perceptions of family priorities and stressors through an analysis of responses to two parallel surveys.…

  7. Language-Rich Early Childhood Classroom: Simple but Powerful Beginnings

    Science.gov (United States)

    Flynn, Erin Elizabeth

    2016-01-01

    This article highlights research exploring the benefits of small-group storytelling as a way to promote rich language in early childhood classrooms. Using the storytelling of children from a preschool classroom serving lower SES children, the author explores the collaborative affordances of story circles. Results show that small-group storytelling…

  8. Recognizing Postmodern Intersectional Identities in Leadership for Early Childhood

    Science.gov (United States)

    Nicholson, Julie; Maniates, Helen

    2016-01-01

    Current interest in the development of leadership capacity within the early childhood profession provides an important opportunity to critically examine our field's conceptualizations of leadership. Modernist binary leader/follower conceptions are not reflective of contemporary scholarship describing identities as multiple, dynamic, socially…

  9. Intraneural perineurioma of the sciatic nerve in early childhood

    DEFF Research Database (Denmark)

    Østergaard, John R; Smith, Torben; Stausbøl-Grøn, Brian

    2009-01-01

    Intraneural perineurioma is an uncommon benign neoplasm characterized by focal perineural cell proliferation. The typical course is indolent, with gradual onset and slow progression of motor loss. In early childhood, uncertainty concerning the time of onset can lead to difficulty in distinguishin...

  10. Making Connections: Navigate the Internet for Early Childhood Sites.

    Science.gov (United States)

    Larson, Jeanette

    1998-01-01

    Explains terminology related to the use of the Internet, describes how to find Web sites, and explains some of the sites designed for child-care professionals. The sites included are those related to health and nutrition, early-childhood and parenting organizations, children's television, reading and literature, sites for children, and regional…

  11. The Gymnasium of the Mind: Teaching Chess in Early Childhood

    Science.gov (United States)

    Costello, Patrick J. M.

    2013-01-01

    The central aim of this paper is to undertake a critical review of arguments which propose that chess should be taught in schools and other educational settings. In particular, I offer an answer to the question: "Should chess be taught in early childhood?" Many claims have been made about the educational benefits of chess instruction. In…

  12. Nutrition, Health and Safety in Early Childhood Development ...

    African Journals Online (AJOL)

    This article investigates the nutrition, health and safety status in Early Childhood Development (ECD) programmes and its impact thereof on the quality of care and education in Harare primary schools as perceived by the school heads, ECD teachers and parents. The study is part of a larger study on assessing the quality of ...

  13. Identification of the Social Development in Early Childhood in Pakistan

    Science.gov (United States)

    Malik, Asif; Sarwar, Muhammad; Khan, Naeemullah

    2010-01-01

    This study was conducted to identify the social development in early childhood years. It was delimited to eight private schools of Lahore City from the area of Faisal Town and Shadman. Forty students (male and female) were randomly selected as the sample. Five students from Nursery, Prep and grade one were selected from each school. A checklist…

  14. 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…

  15. 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…

  16. 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…

  17. 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.

  18. The Construction Site Project: Transforming Early Childhood Teacher Practice

    Science.gov (United States)

    McNaughton, Kathryn; Krentz, Caroline

    2007-01-01

    The work of Malaguzzi (in Edwards, Gandini, & Forman, 1998; Fraser, 2006) has made the fundamentals of the preschools of Reggio Emilia familiar to many early childhood educators. The article describes an authentic project that enhanced undergraduate and postgraduate participants' understanding of the impact of collaboration, conversation, and…

  19. The effect of early childhood stunting on children's cognitive ...

    African Journals Online (AJOL)

    EPHA USER33

    The balance of the propensity score matching techniques was checked and found to be satisfied (P<0.01). Results: Early childhood stunting is significantly negatively associated with cognitive performance of .... linked to poorer cognitive attainment later in life (22). .... to the questionnaires and organization of the field work.

  20. 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 ...

  1. Male Teachers in Early Childhood Education: Issues and Case Study

    Science.gov (United States)

    Sumsion, J.

    2005-01-01

    Much of the debate about the desirability or otherwise, of attempting to address the gender imbalance in the early childhood teaching profession has been limited by a reliance on rhetoric rather than empirical evidence. The purpose of this article is to assist in shifting this debate to a more empirical basis by reporting findings from an…

  2. Creativity in the Early Childhood Classroom: Perspectives of Preservice Teachers

    Science.gov (United States)

    Eckhoff, Angela

    2011-01-01

    This study examined how preservice teachers view the nature and role of creativity in light of the complexities of contemporary early childhood classrooms. A multiple methods approach was utilized and data were collected with the Questionnaire Examining Student Teachers' Beliefs about Creativity (Diakidoy & Kanari, 1999) survey instrument and…

  3. Prevalence and awareness of early childhood caries among ...

    African Journals Online (AJOL)

    The aim of this study was to determine the prevalence, and awareness of early childhood caries (ECC) among attendees of a Reproductive and Child Health clinic at Mnazi Mmoja dispensary in Dar es Salaam. The parents or guardians were aged 16-55 years old, while the children were aged 6-36 months. Caries was ...

  4. The Importance of Play in Early Childhood Development ...

    African Journals Online (AJOL)

    In the study leading to this paper, the task was to determine the possibility of the Department of Technical Education at the University of Zimbabwe in-servicing Early Childhood Development (ECD) teachers in Design and Technology (D&T) through short and long-term courses. Such courses would specifically relate to the ...

  5. 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…

  6. Open Listening: Creative Evolution in Early Childhood Settings

    Science.gov (United States)

    Davies, Bronwyn

    2011-01-01

    This article sketches out a philosophy and practice of open listening, linking open listening to Bergson's (1998) concept of creative evolution. I draw on examples of small children at play from a variety of sources, including Reggio-Emilia-inspired preschools in Sweden. The article offers a challenge to early childhood educators to listen and to…

  7. Communicating and Thinking through Drawing Activity in Early Childhood

    Science.gov (United States)

    Papandreou, Maria

    2014-01-01

    This article considers drawing as a meaning-making activity that takes place in certain sociocultural contexts to find evidence for its communicative potentials as well as the relationship between thought and drawing in early childhood. The researcher challenges traditional views about young children's drawing that focus on the result of the…

  8. 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…

  9. Social Experiences in Infancy and Early Childhood Co-Sleeping

    Science.gov (United States)

    Hayes, Marie J.; Fukumizu, Michio; Troese, Marcia; Sallinen, Bethany A.; Gilles, Allyson A.

    2007-01-01

    Infancy and early childhood sleep-wake behaviours from current and retrospective parental reports were used to explore the relationship between sleeping arrangements and parent-child nighttime interactions at both time points. Children (N = 45) from educated, middle-class families, mostly breastfed in infancy, composed a convenience sample that…

  10. 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…

  11. Free Play in Early Childhood Education: A Phenomenological Study

    Science.gov (United States)

    Aras, Selda

    2016-01-01

    It is aimed to investigate perceptions and implementations of early childhood teachers on free play and their involvement in children's free play. Recent studies focused on that, although there is an increase in the amount of teacher involvement, the quality of this involvement should be clearly examined. Lev Vygotsky examined play as an…

  12. Qualities of Early Childhood Teachers: Reflections from Teachers and Administrators.

    Science.gov (United States)

    Weitman, Catheryn J.; Humphries, Janie H.

    Data were collected from elementary school principals and kindergarten teachers in Texas and Louisiana in an effort to identify qualities that are thought to be important for kindergarten teachers. A questionnaire listing 462 qualities of early childhood teachers was compiled from literature reviews. Subjects were asked to check a maximum of 50…

  13. Single Mothers' Religious Participation and Early Childhood Behavior

    Science.gov (United States)

    Petts, Richard J.

    2012-01-01

    Using data on 1,134 single mothers from the Fragile Families and Child Wellbeing Study, this study examined trajectories of religious participation among single mothers and whether these trajectories were associated with early childhood behavior. The results suggested that single mothers experienced diverse patterns of religious participation…

  14. Implementation of Attachment Theory into Early Childhood Settings

    Science.gov (United States)

    Shirvanian, Natalia; Michael, Tony

    2017-01-01

    Because numerous studies show that early child-adult attachment significantly affects a child's socio-emotional and cognitive development, we propose that establishing attachment-based child care can contribute to a healthy and happy childhood. This proposition is part of a new theoretical and experimental field and, thus, research is limited.…

  15. 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…

  16. Risk Factors of Early Childhood Caries among Dar es Salaam ...

    African Journals Online (AJOL)

    Background: Early childhood caries (ECC) describes caries experience on at least one primary tooth in children under six years of age. It is among the most common chronic diseases in young children and may develop as soon as the teeth erupt. Thus it presents a serious problem in pediatric dentistry not only because of ...

  17. 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…

  18. 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…

  19. 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…

  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. The Use of Personal Data Assistants in Early Childhood Assessment

    Science.gov (United States)

    Ledoux, Michael W.; Yoder, Noreen N.; Hanes, Barbara

    2010-01-01

    Four early childhood education teachers, two veteran and two newer teachers, were asked to pilot the use of handheld Personal Data Assistants loaded with Childchart assessment software. The participants were observed in their use of the electronic devices for monitoring student performance and interviewed regarding the use of the devices and their…

  2. Sensitive Situations. The DLM Early Childhood Program Professional Library.

    Science.gov (United States)

    Schiller, Pam

    Teachers know how to educate young children, but many feel ill-prepared when faced with students' emotional issues in the classroom. This book is intended as a resource for early childhood teachers who find themselves in the middle of such "sensitive situations." The information is presented by using a fictional, but typical, scenario…

  3. 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…

  4. 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…

  5. Five-Star Schools: Defining Quality in Early Childhood Programs

    Science.gov (United States)

    Hertzog, Nancy B.

    2012-01-01

    Hakeem, Emily, Jose, and Latisha are all entering preschool in the fall. Their mothers are looking for the highest quality early childhood program they can find. Is there a guide for them to find a five-star program? Are all certified or accredited programs of equal quality? How do these parents and guardians know what defines quality in early…

  6. "Pedagogy of Third Space": A Multidimensional Early Childhood Curriculum

    Science.gov (United States)

    Gupta, Amita

    2015-01-01

    This paper will illustrate how philosophical and pedagogical boundaries that are defined by diverse cultures and ideologies might be navigated in the practical implementation of an early childhood curriculum in postcolonial urban India. Findings from a qualitative naturalistic inquiry indicated that a complex, multifaceted curriculum shaped by…

  7. The Use of Email to Coach Preservice Early Childhood Teachers

    Science.gov (United States)

    Barton, Erin E.; Fuller, Elizabeth A.; Schnitz, Alana

    2016-01-01

    The purpose of this study was to examine the impact of performance feedback on preservice teachers' use of recommended practices within inclusive early childhood classrooms. A multiple baseline design across behaviors was used to examine the relation between performance feedback delivered via email and practicum students' use of target-recommended…

  8. Asthma Symptoms in Early Childhood: A public health perspective

    NARCIS (Netherlands)

    E.H.D. Hafkamp-De Groen (Esther)

    2014-01-01

    markdownabstract__Abstract__ This thesis focuses on asthma symptoms in early childhood. From a public health perspective, we aim to improve health and health-related quality of life through the prevention of asthma symptoms and by signaling, counselling or management of children who are at a high

  9. Investing in Kids: Early Childhood Programs and Local Economic Development

    Science.gov (United States)

    Bartik, Timothy J.

    2011-01-01

    Early childhood programs, if designed correctly, pay big economic dividends down the road because they increase the skills of their participants. And since many of those participants will remain in the same state or local area as adults, the local economy benefits: more persons with better skills attract business, which provides more and better…

  10. 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…

  11. Child Care and Cortisol across Early Childhood: Context Matters

    Science.gov (United States)

    Berry, Daniel; Blair, Clancy; Ursache, Alexandra; Wiloughy, Michael; Garrett-Peters, Patricia; Veron-Feagans, Lynne; Bratsch-Hines, Mary; Mills-Koonce, W. Roger; Granger, Douglas A.

    2014-01-01

    A considerable body of literature suggests that children's child-care experiences may impact adrenocortical functioning in early childhood. Yet emerging findings also suggest that the magnitude and sometimes the direction of child-care effects on development may be markedly different for children from higher risk contexts. Using data from a large…

  12. Teaching Expository Comprehension Skills in Early Childhood Classrooms

    Science.gov (United States)

    Culatta, Barbara; Hall-Kenyon, Kendra M.; Black, Sharon

    2010-01-01

    Purpose: This pilot project implemented and evaluated a theme-based unit designed to teach expository comprehension skills to young children in four preschool classrooms. Method: The program and the unit were collaborative efforts of speech-language pathologists (SLPs) and early childhood educators. Within topically related units, 71 children ages…

  13. 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)

  14. 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

  15. Supporting Early Childhood Practitioners through Relationship-Based, Reflective Supervision

    Science.gov (United States)

    Bernstein, Victor J.; Edwards, Renee C.

    2012-01-01

    Reflective supervision is a relationship-based practice that supports the professional development of early childhood practitioners. Reflective supervision helps practitioners cope with the intense feelings and stress that are generated when working with at-risk children and families. It allows them to focus on the purpose and goals of the program…

  16. 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…

  17. Steps to Implementing Technology in Inclusive Early Childhood Programs

    Science.gov (United States)

    Lyons, Catherine D.; Tredwell, Claire T.

    2015-01-01

    Twenty-first-century preschool children, with and without disabilities, may be found using technology, including assistive technologies, on a daily basis in their homes, schools, and communities. Early childhood educators are exploring opportunities to integrate technology and interactive media into the present-day curriculum. The authors suggest…

  18. 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)

  19. Blushing in early childhood: Feeling coy or socially anxious?

    NARCIS (Netherlands)

    Nikolić, M.; Colonnesi, C.; de Vente, W.; Bögels, S.M.

    2016-01-01

    Blushing has adaptive social functions. However, blushing is also assumed to be a hallmark of social anxiety and shyness. For the first time, blushing and its relation to the expressions of shyness and social anxiety was examined in early childhood. Four-and-a-half-year-old children (N = 102) were

  20. 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…

  1. Understanding Emotional Development: Helping Early Childhood Providers Better Support Families

    Science.gov (United States)

    Edwards, Nicole Megan

    2012-01-01

    This article is intended to provide early childhood providers with a concise overview of emerging emotional development in young children (birth-5), the important role of primary caregivers, and the link between parenting, emotional development, and behavior. Specific suggestions that have been shared with urban Head Start mothers are offered,…

  2. Early Childhood Intervention in China from the Families' Perspective

    Science.gov (United States)

    Zheng, Yuzhu; Maude, Susan P.; Brotherson, Mary Jane; Merritts, Ashley

    2016-01-01

    Research highlights the importance of early childhood intervention (ECI) for children with disabilities, and there is an increasing interest in China with respect to research on ECI. However, little research exists exploring the experience of families of young children with disabilities receiving ECI services and supports in China. The purpose of…

  3. Early Childhood Discipline: A Review of the Literature

    Science.gov (United States)

    Firmin, Michael W.; Castle, Sally L.

    2008-01-01

    In this literature review concerning early childhood discipline we particularly highlight American children's discipline with respect to historical perspectives, generational theories, gender issues, parental styles, methods of discipline, and corporal punishment. We also address corporal punishment's history, the debate among experts, beliefs and…

  4. 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…

  5. 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…

  6. Early Childhood Dental Caries: A Rising Dental Public Health Crisis

    Science.gov (United States)

    Gomez, Grace Felix

    2013-01-01

    The aim of this article is to examine the literature and review the risk factors and disparities contributing to early childhood caries (ECC), which is a major health problem among preschoolers in the United States of America. A search was conducted using MEDLINE, PubMed, Google Scholar, and the Cochrane Library databases and the key terms…

  7. Early Childhood Dental Caries. Building Community Systems for Young Children.

    Science.gov (United States)

    Platt, Laurence J.; Cabezas, Maritza C.

    As part of a series of reports designed to support the implementation of Proposition 10: The California Children and Families Act and to provide comprehensive and authoritative information on critical issues concerning young children and families in California, this report describes the scope and severity of early childhood caries (ECC), a…

  8. Need for Specialist Teachers in Early Childhood Education (ECE ...

    African Journals Online (AJOL)

    Toshiba

    Early childhood is one of the major stages in ones development in life. It is a period .... through the exploration of nature, the environment, art, music and playing with toys etc. .... systems have all increased the visibility of the movement. Various.

  9. Art in Early Childhood Education Classrooms: An Invitation to ...

    African Journals Online (AJOL)

    FIRST LADY

    that it has been argued that the early childhood teacher should strive to develop in the young learner, the freedom to explore. The crux in this article ... story – telling, music, dramatic play, dance and visual arts. The focus in this ... with a general movement towards realistic representation of what they know of the world.

  10. Creating Relational Spaces: Everyday Spirituality in Early Childhood Settings

    Science.gov (United States)

    Bone, Jane

    2008-01-01

    This research addressed the question of how the spiritual experience of young children might be supported in early childhood educational settings. Qualitative case study research took place in three different contexts: a Montessori casa, a Rudolf Steiner kindergarten and a private preschool. Children aged 2 1/2-6 years, their parents and teachers…

  11. Pathways of Association from Stress to Obesity in Early Childhood.

    Science.gov (United States)

    Miller, Alison L; Lumeng, Julie C

    2018-04-14

    The objective of this study is to critically review the literature on early life stress in relation to obesity in humans, including the multiple biological and behavioral mechanisms through which early life stress exposure (birth to the age of 5 years) may associate with obesity risk during childhood. A review of the literature was conducted to identify studies on associations between early childhood stress and risk for obesity and the mechanisms of association. Multiple databases (PubMed, PsycInfo, Google Scholar) were used in the search as well as a "snowball" search strategy. All study designs were included. Early life stress and adverse childhood experiences are associated with obesity and overweight in adults. Evidence is less consistent in children. Studies vary in the nature of the stress examined (e.g., chronic vs. acute), sample characteristics, and study designs. Longitudinal studies are needed, as the effects of early life stress exposure may not emerge until later in the life-span. Early life stress exposure is associated with biological and behavioral pathways that may increase risk for childhood obesity. There is evidence that early life stress is associated with multiple biological and behavioral pathways in children that may increase risk for later obesity. Little work has detailed the interconnections among these mechanisms across development or identified potential moderators of the association. Mapping the mechanisms connecting early life stress exposure to obesity risk in young children longitudinally should be a priority for obesity researchers. Recommendations for developmentally sensitive approaches to research that can inform obesity prevention strategies are presented. © 2018 The Obesity Society.

  12. Early menarche and childhood adversities in a nationally representative sample

    OpenAIRE

    Henrichs, Kimberly L; McCauley, Heather L; Miller, Elizabeth; Styne, Dennis M; Saito, Naomi; Breslau, Joshua

    2014-01-01

    Background Epidemiological evidence suggests that early menarche, defined as onset of menses at age 11 or earlier, has increased in prevalence in recent birth cohorts and is associated with multiple poor medical and mental health outcomes in adulthood. There is evidence that childhood adversities occurring prior to menarche contribute to early menarche. Methods Data collected in face-to-face interviews with a nationally representative sample of women age 18 and over (N = 3288), as part of the...

  13. The Implementation of Traditional Games to Improve the Social Emotional Early Childhood

    Directory of Open Access Journals (Sweden)

    Putu Indah Lestari

    2017-12-01

    Full Text Available The aims of this study was to improve the social emotional early childhood through the traditional game. This research was conducted on the children of group B TK Pradnyandari III Kerobokan in the academic year 2016 / 2017. This research used Classroom Action Research design with observation method. The subjects of this study were 22 children of group B1 TK Pradnyandari III Kerobokan consisting of 11 sons and 11 daughters. The object of research is the application of traditional children's games to increase social emotional early childhood. The results og this research as in Cycle I, 14 children (63.64% reached the completeness learning mastery, 8 children (36.36% had not reached. In Cycle II, 20 children (90,91% reached the learning mastery, leaving only 2 children (9,09% had not reached. The implementation of traditional games can enhance children's social emotional skill. Based on the research findings there was an improvement of 27.27% learning mastery of the children from Cycle I to Cycle II. This means that the application of traditional games can improve children's social emotional development. Traditional games can be piloted in other areas of development skill in early childhood education.

  14. Organization Spotlight: The Power of an Association in Early Childhood Education and Care: ISSA--An Engine for Advocacy, Capacity Building, and Creating a Growing Learning Community

    Science.gov (United States)

    Ionescu, Mihaela

    2015-01-01

    The International Step by Step Association (ISSA) is an association that believes in learning from each other across cultures and borders, building on each other's strengths, and tapping into the power of a network. Building on the strong legacy of the Open Society Foundations' Step by Step program, ISSA has nurtured a culture of belonging to a…

  15. Association of parental stress and early childhood caries

    Directory of Open Access Journals (Sweden)

    Seyed Ebrahim Jabbarifar

    2009-01-01

    Full Text Available Background:Little research has been carried out on whether the parental stress affects children′s oral health in general and dental caries in particular. This study aimed to investigate the association be-tween parental stress and early childhood caries (ECC. Methods: A cross-sectional study was designed that included 250 children of 4-6 year-old; 127 ones attended the pediatric department of Isfahan School of Dentistry who had early childhood caries and a comparison group of 123 caries free children attended five kindergartens and pre-schools in Isfahan city. Clinical examinations were conducted to evaluate the caries status. The parents of the two study groups completed the self-administrated long form of the Parenting Stress Index questionnaire. De-tails of their socio-demographic status were gathered too. The collected data were analyzed by SPSS version 11.5. The nonparametric Mantel-Haenszel test for correlation statistics was used to determine bivariate associations between total parenting stress and their domains scores in the two groups; i.e., those with early childhood caries and the caries free group. Results: Mean score of PSI in the early childhood caries and caries free group were 286.66 ± 66.26 and 273.87 ± 31.03, respectively. There was not any significant relationship between total parental stress and ECC. The scores of the following domains of PSI demonstrated significant differences between ECC and CF groups: child reinforcement, child distractibility, child deficit attention, life stress and relationship with spouse (P = 0.01, 0.01, 0.001, 0.005 respectively. Conclusion: Findings of this study did not show any significant association between total parenting stress score and prevalence of early childhood caries.

  16. Early Learning Theories Made Visible

    Science.gov (United States)

    Beloglovsky, Miriam; Daly, Lisa

    2015-01-01

    Go beyond reading about early learning theories and see what they look like in action in modern programs and teacher practices. With classroom vignettes and colorful photographs, this book makes the works of Jean Piaget, Erik Erikson, Lev Vygotsky, Abraham Maslow, John Dewey, Howard Gardner, and Louise Derman-Sparks visible, accessible, and easier…

  17. 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…

  18. Developing Identities in the Workplace: Students' Experiences of Distance Early Childhood Teacher Education

    Science.gov (United States)

    Tate, Alice

    2016-01-01

    In Aotearoa New Zealand, many early childhood teachers gain their teaching qualification via distance study while working in an early childhood centre. Early childhood teachers work in a team environment, and it is important to understand more about how distance students negotiate changes in their workplace practice as their professional knowledge…

  19. From Preschool to Prosperity: The Economic Payoff to Early Childhood Education. WE Focus Series

    Science.gov (United States)

    Bartik, Timothy J.

    2014-01-01

    This book is the author's second book on preschool. His first book, "Investing in Kids: Early Childhood Programs and Local Economic Development" (2011), explored the connection between early childhood programs and the economic development of American states and metro areas, and compared early childhood programs with business tax…

  20. 76 FR 12978 - Advisory Committee on the Maternal, Infant and Early Childhood Home Visiting Program Evaluation...

    Science.gov (United States)

    2011-03-09

    ... and Early Childhood Home Visiting Program Evaluation will meet for its first session on Wednesday... Administration for Children and Families Advisory Committee on the Maternal, Infant and Early Childhood Home...: Advisory Committee on the Maternal, Infant and Early Childhood Home Visiting Program Evaluation. Date and...

  1. 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…

  2. Older Siblings Affect Gut Microbiota Development in Early Childhood

    DEFF Research Database (Denmark)

    Laursen, Martin Frederik; Zachariassen, Gitte; Bahl, Martin Iain

    .006) at 18 months. Further, having older siblings was associated with increased relative abundance of several bacterial taxa at both 9 and 18 months of age. Compared to the effect of having siblings, presence of household furred pets and early life infections had less pronounced effects on the gut microbiota....... Gut microbiota characteristics were not significantly associated with cumulative occurrence of eczema and asthmatic bronchitis during the first three years of life. Conclusions: Presence of older siblings is associated with increased gut microbial diversity and richness during early childhood, which...... could contribute to the substantiation of the hygiene hypothesis. However, no associations were found between gut microbiota and atopic symptoms of eczema and asthmatic bronchitis during early childhood and thus further studies are required to elucidate whether sibling-associated gut microbial changes...

  3. Enhancing the passing moments: An educational criticism of family visits to an early childhood science exhibition

    Science.gov (United States)

    Munroe, Elizabeth Ann

    This educational criticism describes and interprets the nature of family visits to an early childhood science exhibition, Working Wonders, at The Science Centre in Calgary, Alberta. The specific exhibits are described and features that contributed to exhibit popularity are examined. Examples of visitors' interactions with each exhibit are given. The visit experiences of four families are described in detail and analyzed. Typical family visitors' reactions, expectations, and experiences are summarized. Because one of the mutual expectations of the granting agency, The Science Centre, and the adult visitors was that a visit to the exhibition would be educational, the family visits are examined for instances of learning and analyzed to determine the factors that influenced the learning. Constructivism forms the basis for understanding the process of learning during family visits. The analysis is supported by reference to research from the fields of museum studies, education, and environmental design. The analysis of the educational significance and potential of family visits to an early childhood exhibition leads to the conclusion that specific features may facilitate learning in such an environment. Those features are represented in a set of guidelines for the development and evaluation of early childhood exhibitions. The guidelines suggest attention must be given to the ambience of the space, the general layout of the space, the exhibits, the copy and graphics, additional programs and information, the subtle influences of the building and the staff, and the learning processes of young children, adults, and intergenerational groups. The guidelines suggest specific issues to consider to develop a space that is stimulating and memorable, responsive to the needs of the two distinct visitor groups (young children and adults), and conducive to learning.

  4. Socioeconomic status, infant feeding practices and early childhood obesity.

    Science.gov (United States)

    Gibbs, B G; Forste, R

    2014-04-01

    Children from low socioeconomic households are at greater risk of obesity. As breastfeeding can protect against child obesity, disadvantaged infants are less likely to breastfeed relative to more advantaged children. Whether infant feeding patterns, as well as other maternal characteristics mediate the association between social class and obesity has not been established in available research. Examine the impact of infant feeding practices on child obesity and identify the mechanisms that link socioeconomic status (SES) with child obesity. Based on a nationally representative longitudinal survey (ECLS-B) of early childhood (n = 8030), we examine how breastfeeding practices, the early introduction of solid foods and putting an infant to bed with a bottle mediate the relationship between social class and early childhood obesity relative to the mediating influence of other maternal characteristics (BMI, age at birth, smoking, depression and daycare use). Infants predominantly fed formula for the first 6 months were about 2.5 times more likely to be obese at 24 months of age relative to infants predominantly fed breast milk. The early introduction of solid foods (obesity. Unhealthy infant feeding practices were the primary mechanism mediating the relationship between SES and early childhood obesity. Results are consistent across measures of child obesity although the effect size of infant feeding practices varies. The encouragement and support of breastfeeding and other healthy feeding practices are especially important for low socioeconomic children who are at increased risk of early childhood obesity. Targeting socioeconomically disadvantaged mothers for breastfeeding support and for infant-led feeding strategies may reduce the negative association between SES and child obesity. The implications are discussed in terms of policy and practice. © 2013 The Authors. Pediatric Obesity © 2013 International Association for the Study of Obesity.

  5. Diarrhea Management Training in Early Childhood Settings.

    Science.gov (United States)

    Winnail, Scott D.; Artz, Lynn M.; Geiger, Brian F.; Petri, Cynthia J.; Bailey, Rebecca; Mason, J.W.

    2001-01-01

    Addresses the health of young children and how to safely and effectively care for children with diarrhea in the home and in early child care settings. Discusses specific intervention and program activities, including specially designed materials for mixing homemade oral rehydration usage. (Author/SD)

  6. 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…

  7. Site Development and Teaching of Motor Skills in Early Childhood Education

    Directory of Open Access Journals (Sweden)

    Pedro Gil Madrona

    2014-11-01

    Full Text Available In the stage of Early Childhood Education children continue a progressive discovery of their body itself as a source of feelings and sensations, exploring the different possibilities of action and body functions, will constitute the necessary experiences upon which children’s thought is being built. Besides, affective relationships established in situations of psychomotor education, and particularly through game, will be essential for children’s emotional development. In this sense, this article is focused on justifying the necessary presence of Psychomotor education in Early Childhood Education as well as on showing a pedagogical proposal based on an attractive and entertaining motor intervention for children at this stage. This article contains concepts and assumptions about the psychomotor development, movement contents, motor game and the methodological approach where psychomotor storytelling, learning corners, workshops and projects based on action and adventure spaces shine in their own right. Moreover, a didactic design based on programming motor skills at this stage of Early Childhood Education in a funny and lively way also plays a relevant role in this article. We argue that professionals working in the field of Early Childhood psychomotor skills may know and recognize the value of the proposals shown here so that they can teach us to be more critical regarding our professional practice, increasing our concern about the development of motor skills – physical education in Early Childhood Education in its systematic form – which without any doubt will result in children’s higher levels of welfare and health with regards to their own construction of the reality which surrounds them.

  8. Early Childhood Depression and Alterations in the Trajectory of Gray Matter Maturation in Middle Childhood and Early Adolescence.

    Science.gov (United States)

    Luby, Joan L; Belden, Andy C; Jackson, Joshua J; Lessov-Schlaggar, Christina N; Harms, Michael P; Tillman, Rebecca; Botteron, Kelly; Whalen, Diana; Barch, Deanna M

    2016-01-01

    The trajectory of cortical gray matter development in childhood has been characterized by early neurogenesis and volume increase, peaking at puberty followed by selective elimination and myelination, resulting in volume loss and thinning. This inverted U-shaped trajectory, as well as cortical thickness, has been associated with cognitive and emotional function. Synaptic pruning-based volume decline has been related to experience-dependent plasticity in animals. To date, there have been no data to inform whether and how childhood depression might be associated with this trajectory. To examine the effects of early childhood depression, from the preschool age to the school age period, on cortical gray matter development measured across 3 waves of neuroimaging from late school age to early adolescence. Data were collected in an academic research setting from September 22, 2003, to December 13, 2014, on 193 children aged 3 to 6 years from the St Louis, Missouri, metropolitan area who were observed for up to 11 years in a longitudinal behavioral and neuroimaging study of childhood depression. Multilevel modeling was applied to explore the association between the number of childhood depression symptoms and prior diagnosis of major depressive disorder and the trajectory of gray matter change across 3 scan waves. Data analysis was conducted from October 29, 2014, to September 28, 2015. Volume, thickness, and surface area of cortical gray matter measured using structural magnetic resonance imaging at 3 scan waves. Of the 193 children, 90 had a diagnosis of major depressive disorder; 116 children had 3 full waves of neuroimaging scans. Findings demonstrated marked alterations in cortical gray matter volume loss (slope estimate, -0.93 cm³; 95% CI, -1.75 to -0.10 cm³ per scan wave) and thinning (slope estimate, -0.0044 mm; 95% CI, -0.0077 to -0.0012 mm per scan wave) associated with experiencing an episode of major depressive disorder before the first magnetic resonance

  9. Unique Associations between Childhood Temperament Characteristics and Subsequent Psychopathology Symptom Trajectories from Childhood to Early Adolescence.

    Science.gov (United States)

    Forbes, Miriam K; Rapee, Ronald M; Camberis, Anna-Lisa; McMahon, Catherine A

    2017-08-01

    Existing research suggests that temperamental traits that emerge early in childhood may have utility for early detection and intervention for common mental disorders. The present study examined the unique relationships between the temperament characteristics of reactivity, approach-sociability, and persistence in early childhood and subsequent symptom trajectories of psychopathology (depression, anxiety, conduct disorder, and attention-deficit hyperactivity disorder; ADHD) from childhood to early adolescence. Data were from the first five waves of the older cohort from the Longitudinal Study of Australian Children (n = 4983; 51.2% male), which spanned ages 4-5 to 12-13. Multivariate ordinal and logistic regressions examined whether parent-reported child temperament characteristics at age 4-5 predicted the study child's subsequent symptom trajectories for each domain of psychopathology (derived using latent class growth analyses), after controlling for other presenting symptoms. Temperament characteristics differentially predicted the symptom trajectories for depression, anxiety, conduct disorder, and ADHD: Higher levels of reactivity uniquely predicted higher symptom trajectories for all 4 domains; higher levels of approach-sociability predicted higher trajectories of conduct disorder and ADHD, but lower trajectories of anxiety; and higher levels of persistence were related to lower trajectories of conduct disorder and ADHD. These findings suggest that temperament is an early identifiable risk factor for the development of psychopathology, and that identification and timely interventions for children with highly reactive temperaments in particular could prevent later mental health problems.

  10. "We Don't Allow Children to Climb Trees": How a Focus on Safety Affects Norwegian Children's Play in Early-Childhood Education and Care Settings

    Science.gov (United States)

    Sandseter, Ellen Beate Hansen; Sando, Ole Johan

    2016-01-01

    The authors point out a basic contradiction: On one hand, we want to keep children as safe as possible; On the other, they suggest, learning to take risks is a normal part of childhood and child development. In Norway, research has shown that early-childhood education and care (ECEC) practitioners have, in the past, taken a permissive approach to…

  11. 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…

  12. 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.

  13. "Race" and Early Childhood Education: An International Approach to Identity, Politics, and Pedagogy. Critical Cultural Studies of Childhood

    Science.gov (United States)

    Mac Naughton, Glenda, Ed.; Davis, Karina, Ed.

    2009-01-01

    This book explores the prominence of "race" in the lives of young children and their early childhood educators. It critiques the often presumed racial innocence of young children and shows instead how young children actively engage with the politics of race as they form their own identities. It challenges early childhood educators to engage with…

  14. A Mobile Application That Allows Children in the Early Childhood to Program Robots

    Directory of Open Access Journals (Sweden)

    Kryscia Ramírez-Benavides

    2016-01-01

    Full Text Available Children born in the Information Age are digital natives; this characteristic should be exploited to improve the learning process through the use of technology. This paper addresses the design, construction, and evaluation process of TITIBOTS, a programming assistance tool for mobile devices that allows children in the early childhood to create programs and execute them using robots. We present the results of using TITIBOTS in different scenarios with children between 4 and 6 years old. The insight obtained in the development and evaluation of the tool could be useful when creating applications for children in the early childhood. The results were promising; children liked the application and were willing to continue using it to program robots to solve specific tasks, developing the skills of the 21st century.

  15. 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...

  16. Should Science be Taught in Early Childhood?

    Science.gov (United States)

    Eshach, Haim; Fried, Michael N.

    2005-09-01

    This essay considers the question of why we should teach science to K-2. After initial consideration of two traditional reasons for studying science, six assertions supporting the idea that even small children should be exposed to science are given. These are, in order: (1) Children naturally enjoy observing and thinking about nature. (2) Exposing students to science develops positive attitudes towards science. (3) Early exposure to scientific phenomena leads to better understanding of the scientific concepts studied later in a formal way. (4) The use of scientifically informed language at an early age influences the eventual development of scientific concepts. (5) Children can understand scientific concepts and reason scientifically. (6) Science is an efficient means for developing scientific thinking. Concrete illustrations of some of the ideas discussed in this essay, particularly, how language and prior knowledge may influence the development of scientific concepts, are then provided. The essay concludes by emphasizing that there is a window of opportunity that educators should exploit by presenting science as part of the curriculum in both kindergarten and the first years of primary school.

  17. 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.

  18. (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...

  19. 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...

  20. Success of Using Technology and Manipulatives To Introduce Numerical Problem Solving Skills in Monolingual/Bilingual Early Childhood Classrooms.

    Science.gov (United States)

    Ainsa, Trisha

    1999-01-01

    Pilots and evaluates a math activity initially utilizing M&Ms as manipulatives, then progressing to computer software math activities, in five early childhood classrooms. Concludes that there were no significant differences between learning tasks, monolingual students vs. bilingual students, and manipulative (hands-off) activities vs. computer…

  1. THINGS THAT CAN BE CHANGED IN EARLY INTERVENTION IN CHILDHOOD.

    Science.gov (United States)

    Golubović, Špela; Marković, Jasminka; Perović, Lidija

    2015-01-01

    Early intervention implies a model of support focused on a child, family and a broader community from early childhood. The aim of this study was to analyze the elements of the successful early intervention in childhood, as well as to assess the role of a special educator and rehabilitator and level of their involvement in implementing the program on the territory of Novi Sad. The study sample included 100 parents of children with disabilities (aged 3-7), who completed the questionnaire designed for the purposes of this research, based on a similar questionnaire design. Speech delay is one of the most common reasons (over 50%) why parents seek professional help. By the end of the first year of life of their child, 43% of parents responded that they had noticed the first problems, that is, a problem was identified in 25% of children of this age group, and the same number was included in the treatment. About 55% of children were involved in organized treatment from 3 years of age onwards. Special educators and rehabilitators are usually involved in treatment when the team consists of three or more professionals. It is necessary to improve early intervention services, to educate staff, and provide conditions which would make it possible to overcome the existing disadvantages in treating children from an early age. In addition, the involvement of special education and rehabilitation professionals in treatment teams since children's early age is vital.

  2. Leadership in Early Childhood Education:cross-cultural perspectives

    OpenAIRE

    Nivala, V. (Veijo); Hujala, E. (Eeva)

    2002-01-01

    Abstract The book consists of presentations given at the Open Forum at the University of Oulu on March 2001. It highlights the contextual approach in leadership in early childhood. The studies introduced in this volume provide strong evidence that leadership is not only a leader's matter — it is a matter of concern for the whole leadership community. Different methods, like focus group — discussion, self study report and shared data will be introduced in the articles. The articles are ...

  3. Residential Mobility Across Early Childhood and Children's Kindergarten Readiness.

    Science.gov (United States)

    Mollborn, Stefanie; Lawrence, Elizabeth; Root, Elisabeth Dowling

    2018-04-01

    Understanding residential mobility in early childhood is important for contextualizing family, school, and neighborhood influences on child well-being. We examined the consequences of residential mobility for socioemotional and cognitive kindergarten readiness using the Early Childhood Longitudinal Study-Birth Cohort, a nationally representative longitudinal survey that followed U.S. children born in 2001 from infancy to kindergarten. We described individual, household, and neighborhood characteristics associated with residential mobility for children aged 0-5. Our residential mobility indicators examined frequency of moves, nonlinearities in move frequency, quality of moves, comparisons between moving houses and moving neighborhoods, and heterogeneity in the consequences of residential mobility. Nearly three-quarters of children moved by kindergarten start. Mobility did not predict cognitive scores. More moves, particularly at relatively high frequencies, predicted lower kindergarten behavior scores. Moves from socioeconomically advantaged to disadvantaged neighborhoods were especially problematic, whereas moves within a ZIP code were not. The implications of moves were similar across socioeconomic status. The behavior findings largely support an instability perspective that highlights potential disruptions from frequent or problematic moves. Our study contributes to literature emphasizing the importance of contextualizing residential mobility. The high prevalence and distinct implications of early childhood moves support the need for further research.

  4. Montessori Early Childhood Teacher Perceptions of Family Priorities and Stressors

    Directory of Open Access Journals (Sweden)

    Ann Epstein

    2015-11-01

    Full Text Available Teachers of young children work closely with families. One component of teacher-family partnerships is teachers’ understanding of family priorities and stressors. This study examines Montessori early childhood (ages three through six teacher perceptions of family priorities and stressors through an analysis of responses to two parallel surveys.  Eighty teachers (37% of those who received the survey and forty-nine family members (representing a 55% response rate completed the survey.  Significant differences were found between teachers’ perceptions of four (of seven family priorities and families’ actual responses. Teachers ranked “making academic progress” as the most important of seven possible family priorities. However, families stated that “developing kindness” is the most important priority for their young children. No significant differences were found when comparing teacher rankings of family stressors with actual family responses. Montessori early childhood teachers ranked “not having enough time” as the most stressful of six possible stressors. Families confirmed that time pressures cause them the most stress. Maria Montessori’s recommendations for teachers and families are summarized. Recommendations for building stronger family partnerships in the context of Montessori’s philosophy, for example on-going self-reflection, are provided.             Keywords: Montessori, teacher-family partnerships, early childhood teacher perceptions

  5. Peer victimization and peer rejection during early childhood

    Science.gov (United States)

    Godleski, Stephanie A.; Kamper, Kimberly E.; Ostrov, Jamie M.; Hart, Emily J.; Blakely-McClure, Sarah J.

    2014-01-01

    Objective The development and course of the subtypes of peer victimization is a relatively understudied topic despite the association of victimization with important developmental and clinical outcomes. Moreover, understanding potential predictors, such as peer rejection and emotion regulation, in early childhood may be especially important to elucidate possible bi-directional pathways between relational and physical victimization and rejection. The current study (N = 97) was designed to explore several gaps and limitations in the peer victimization and peer rejection literature. In particular, the prospective associations between relational and physical victimization and peer rejection over the course of 3.5 months during early childhood (i.e., 3- to 5- years-old) were investigated in an integrated model. Method The study consisted of 97 (42 girls) preschool children recruited from four early childhood schools in the northeast of the US. Using observations, research assistant report and teacher report, relational and physical aggression, relational and physical victimization, peer rejection, and emotion regulation were measured in a short-term longitudinal study. Path analyses were conducted to test the overall hypothesized model. Results Peer rejection was found to predict increases in relational victimization. In addition, emotion regulation was found to predict decreases in peer rejection and physical victimization. Conclusions Implications for research and practice are discussed, including teaching coping strategies for peer rejection and emotional distress. PMID:25133659

  6. Obesity in Childhood Cancer Survivors: Call for Early Weight Management.

    Science.gov (United States)

    Zhang, Fang Fang; Parsons, Susan K

    2015-09-01

    A high prevalence of obesity and cardiometabolic conditions has been increasingly recognized in childhood cancer survivors. In particular, survivors of pediatric acute lymphoblastic leukemia have been found to be at risk of becoming overweight or obese early in treatment, with increases in weight maintained throughout treatment and beyond. Nutrition plays an important role in the etiology of obesity and cardiometabolic conditions and is among the few modifiable factors that can prevent or delay the early onset of these chronic conditions. However, nutritional intake in childhood cancer survivors has not been adequately examined and the evidence is built on data from small cohorts of survivors. In addition, the long-term impact of cancer diagnosis and treatment on survivors' nutritional intake as well as how survivors' nutritional intake is associated with chronic health conditions have not been well quantified in large-scale studies. Promoting family-based healthy lifestyles, preferably at a sensitive window of unhealthy weight gain, is a priority for preventing the early onset of obesity and cardiometabolic conditions in childhood cancer survivors. © 2015 American Society for Nutrition.

  7. 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.

  8. Incorporating IStation into Early Childhood Classrooms to Improve Reading Comprehension

    Directory of Open Access Journals (Sweden)

    Tian Luo

    2017-07-01

    Full Text Available Aim/Purpose: IStation is an adaptive computer-based reading program that adapts to the learner’s academic needs. This study investigates if the Istation computer-based reading program promotes reading improvement scores as shown on the STAR Reading test and the IStation test scaled scores for elementary school third-grade learners on different reading levels. Background: Prior literature provided a limited evidence base for incorporating computer-adaptive learning technologies to improve reading comprehension in the con-text of early childhood education. Methodology: Using a mixed-method case study research approach, this study purports to investigate the effects of IStation and examine the perspectives of teachers and students. Supported by survey and interview data, this case study employed a sample of 98 public school third-grade students in an urban elementary school in the southeastern United States as well as the three classroom teachers. Contribution: This study has provided a additional data to show evidence for the effectiveness of a computer-based reading program, IStation, by using the students’ and teachers’ viewpoints as well as reading comprehension test scores data; and b recommendations for practitioners and researchers regarding professional development for IStation implementation. Findings: The results of this study show a strong correlation between the usage of IStation and the rise of STAR reading scores during the time IStation was integrated. There were differing opinions regarding the effectiveness of IStation between students and teachers, as well as between low and high achieving students. Teachers recognized that intervening variables of teachers’ whole and small group lessons individualized for each class, as well as students’ practice sessions both at home and at school, could have also resulted in improved STAR reading scores. Recommendations for Practitioners: There is no one-size-fits-all solution when

  9. The Organisation for Economic Co-Operation and Development's International Early Learning Study: Opening for Debate and Contestation

    Science.gov (United States)

    Moss, Peter; Dahlberg, Gunilla; Grieshaber, Susan; Mantovani, Susanna; May, Helen; Pence, Alan; Rayna, Sylvie; Swadener, Beth Blue; Vandenbroeck, Michel

    2016-01-01

    The Organisation for Economic Co-operation and Development is initiating the International Early Learning Study, a cross-national assessment of early learning outcomes involving the testing of 5-year-old children in participating countries. The authors use this colloquium to inform members of the early childhood community about this project and to…

  10. Move to literacy: fanning emergent literacy in early childhood education in a

    Directory of Open Access Journals (Sweden)

    Lorayne Excell

    2011-12-01

    is contested. This paper argues that an early childhood education (ECE approach, which fans literacy, should follow a quality play-based approach that embraces a pedagogy of play that foregrounds how children learn through play, and how teachers teach through play. In combining two constructs ‘pedagogy’ and ‘play’, we propose an approach that is underpinned by movement and other appropriate learning activities, which support the development of perceptual-motor behaviours and sensorimotor integration in a pedagogy of play. We argue that perceptual-motor behaviours and sensorimotor integration are the ‘invisible’ pathways to literacy. They provide young children with many and varied, incidental, implicit and explicit learning opportunities. A more informal, play-based approach towards teaching and learning appears to be a successful way of nurturing literacy processes.

  11. Early childhood television viewing predicts explosive leg strength and waist circumference by middle childhood

    OpenAIRE

    Fitzpatrick Caroline; Pagani Linda S; Barnett Tracie A

    2012-01-01

    Abstract Background The relationship between early childhood television viewing and physical fitness in school age children has not been extensively studied using objective outcome measures. Methods Using a sample of 1314 children from the Québec Longitudinal Study of Child Development, we examine the association between parental reports of weekly hours of television viewing, assessed at 29 and 53 months of age, and direct measures of second grade muscular fitness using performances on the st...

  12. Intrauterine and genetic factors in early childhood sensitization

    DEFF Research Database (Denmark)

    Bønnelykke, Klaus

    2010-01-01

    The allergy-associated (atopic) diseases; asthma, eczema and rhinoconjunctivitis, are the most common chronic diseases in childhood. A large number of environmental and genetic risk factors have been suggested, but still our understanding of the underlying disease mechanisms and etiologies...... with production of specific IgE-antibodies against allergens. Sensitization may cause allergic symptoms, and sensitization early in life is a strong risk factor for later disease. Fetal and early postnatal life seems to be a critical period for development of atopic disease and may be an important “window...... of opportunity” for prevention. The aim of this thesis was to increase the understanding of sensitization in early life. We studied indicators of sensitization in the newborn, and early development of sensitization and disease associated with a newly discovered genetic risk factor. Such insight may increase our...

  13. It's Not Rocket Science: The Perspectives of Indigenous Early Childhood Workers on Supporting the Engagement of Indigenous Families in Early Childhood Settings

    Science.gov (United States)

    Grace, Rebekah; Trudgett, Michelle

    2012-01-01

    This paper presents the findings from semi-structured interviews with six Indigenous Australian early childhood workers who were asked about how Indigenous families might be better supported to engage with early childhood education and care services. The workers identified three key barriers to family participation: transport difficulties, family…

  14. 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…

  15. 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…

  16. 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…

  17. Beverage Intake in Early Childhood and Change in Body Fat from Preschool to Adolescence

    OpenAIRE

    Hasnain, Syed Ridda; Singer, Martha R.; Bradlee, M. Loring; Moore, Lynn L.

    2014-01-01

    Background: Childhood obesity is closely associated with adult obesity, hypertension, and cardiovascular disease. This study's aim was to determine the effects of beverage intake patterns on body composition from early childhood into adolescence in the Framingham Children's Study.

  18. Early Risk Factors of Overweight Developmental Trajectories during Middle Childhood.

    Directory of Open Access Journals (Sweden)

    Laura E Pryor

    Full Text Available Research is needed to identify early life risk factors associated with different developmental paths leading to overweight by adolescence.To model heterogeneity in overweight development during middle childhood and identify factors associated with differing overweight trajectories.Data was drawn from the Quebec Longitudinal Study of Child Development (QLSCD; 1998-2010. Trained research assistants measured height and weight according to a standardized protocol and conducted yearly home interviews with the child's caregiver (mother in 98% of cases. Information on several putative early life risk factors for the development of overweight were obtained, including factors related to the child's perinatal, early behavioral family and social environment. Group-based trajectories of the probability of overweight (6-12 years were identified with a semiparametric method (n=1678. Logistic regression analyses were used to identify early risk factors (5 months- 5 years associated with each trajectory.Three trajectories of overweight were identified: "early-onset overweight" (11.0 %, "late-onset overweight" (16.6% and "never overweight" (72.5%. Multinomial analyses indicated that children in the early and late-onset group, compared to the never overweight group, had 3 common types of risk factors: parental overweight, preschool overweight history, and large size for gestational age. Maternal overprotection (OR= 1.12, CI: 1.01-1.25, short nighttime sleep duration (OR=1.66, CI: 1.07-2.57, and immigrant status (OR=2.01, CI: 1.05-3.84 were factors specific to the early-onset group. Finally, family food insufficiency (OR=1.81, CI: 1.00-3.28 was weakly associated with membership in the late-onset trajectory group.The development of overweight in childhood follows two different trajectories, which have common and distinct risk factors that could be the target of early preventive interventions.

  19. Early Risk Factors of Overweight Developmental Trajectories during Middle Childhood

    Science.gov (United States)

    Pryor, Laura E.; Brendgen, Mara; Tremblay, Richard E.; Pingault, Jean-Baptiste; Liu, Xuecheng; Dubois, Lise; Touchette, Evelyne; Falissard, Bruno; Boivin, Michel; Côté, Sylvana M.

    2015-01-01

    Background Research is needed to identify early life risk factors associated with different developmental paths leading to overweight by adolescence. Objectives To model heterogeneity in overweight development during middle childhood and identify factors associated with differing overweight trajectories. Methods Data was drawn from the Quebec Longitudinal Study of Child Development (QLSCD; 1998-2010). Trained research assistants measured height and weight according to a standardized protocol and conducted yearly home interviews with the child’s caregiver (mother in 98% of cases). Information on several putative early life risk factors for the development of overweight were obtained, including factors related to the child’s perinatal, early behavioral family and social environment. Group-based trajectories of the probability of overweight (6-12 years) were identified with a semiparametric method (n=1678). Logistic regression analyses were used to identify early risk factors (5 months- 5 years) associated with each trajectory. Results Three trajectories of overweight were identified: “early-onset overweight” (11.0 %), “late-onset overweight” (16.6%) and “never overweight” (72.5%). Multinomial analyses indicated that children in the early and late-onset group, compared to the never overweight group, had 3 common types of risk factors: parental overweight, preschool overweight history, and large size for gestational age. Maternal overprotection (OR= 1.12, CI: 1.01-1.25), short nighttime sleep duration (OR=1.66, CI: 1.07-2.57), and immigrant status (OR=2.01, CI: 1.05-3.84) were factors specific to the early-onset group. Finally, family food insufficiency (OR=1.81, CI: 1.00-3.28) was weakly associated with membership in the late-onset trajectory group. Conclusions The development of overweight in childhood follows two different trajectories, which have common and distinct risk factors that could be the target of early preventive interventions. PMID

  20. Early Childhood Diarrhea Predicts Cognitive Delays in Later Childhood Independently of Malnutrition.

    Science.gov (United States)

    Pinkerton, Relana; Oriá, Reinaldo B; Lima, Aldo A M; Rogawski, Elizabeth T; Oriá, Mônica O B; Patrick, Peter D; Moore, Sean R; Wiseman, Benjamin L; Niehaus, Mark D; Guerrant, Richard L

    2016-11-02

    Understanding the complex relationship between early childhood infectious diseases, nutritional status, poverty, and cognitive development is significantly hindered by the lack of studies that adequately address confounding between these variables. This study assesses the independent contributions of early childhood diarrhea (ECD) and malnutrition on cognitive impairment in later childhood. A cohort of 131 children from a shantytown community in northeast Brazil was monitored from birth to 24 months for diarrhea and anthropometric status. Cognitive assessments including Test of Nonverbal Intelligence (TONI), coding tasks (WISC-III), and verbal fluency (NEPSY) were completed when children were an average of 8.4 years of age (range = 5.6-12.7 years). Multivariate analysis of variance models were used to assess the individual as well as combined effects of ECD and stunting on later childhood cognitive performance. ECD, height for age (HAZ) at 24 months, and weight for age (WAZ) at 24 months were significant univariate predictors of the studies three cognitive outcomes: TONI, coding, and verbal performance (P < 0.05). Multivariate models showed that ECD remained a significant predictor, after adjusting for the effect of 24 months HAZ and WAZ, for both TONI (HAZ, P = 0.029 and WAZ, P = 0.006) and coding (HAZ, P = 0.025 and WAZ, P = 0.036) scores. WAZ and HAZ were also significant predictors after adjusting for ECD. ECD remained a significant predictor of coding (WISC III) after number of household income was considered (P = 0.006). This study provides evidence that ECD and stunting may have independent effects on children's intellectual function well into later childhood. © The American Society of Tropical Medicine and Hygiene.

  1. Assessing Costs and Benefits of Early Childhood Intervention Programs. Overview and Applicaton to the Starting Early Starting Smart Program

    National Research Council Canada - National Science Library

    Karoly, Lynn

    2001-01-01

    Agency and program administrators and decisionmakers responsible for implementing early childhood intervention programs are becoming more interested in quantifying the costs and benefits of such programs...

  2. Early childhood risk and resilience factors for behavioural and emotional problems in middle childhood.

    Science.gov (United States)

    Cabaj, Jason L; McDonald, Sheila W; Tough, Suzanne C

    2014-07-01

    Mental disorders in childhood have a considerable health and societal impact but the associated negative consequences may be ameliorated through early identification of risk and protective factors that can guide health promoting and preventive interventions. The objective of this study was to inform health policy and practice through identification of demographic, familial and environmental factors associated with emotional or behavioural problems in middle childhood, and the predictors of resilience in the presence of identified risk factors. A cohort of 706 mothers followed from early pregnancy was surveyed at six to eight years post-partum by a mail-out questionnaire, which included questions on demographics, children's health, development, activities, media and technology, family, friends, community, school life, and mother's health. Although most children do well in middle childhood, of 450 respondents (64% response rate), 29.5% and 25.6% of children were found to have internalising and externalising behaviour problem scores in the lowest quintile on the NSCLY Child Behaviour Scales. Independent predictors for problem behaviours identified through multivariable logistic regression modelling included being male, demographic risk, maternal mental health risk, poor parenting interactions, and low parenting morale. Among children at high risk for behaviour problems, protective factors included high maternal and child self-esteem, good maternal emotional health, adequate social support, good academic performance, and adequate quality parenting time. These findings demonstrate that several individual and social resilience factors can counter the influence of early adversities on the likelihood of developing problem behaviours in middle childhood, thus informing enhanced public health interventions for this understudied life course phase.

  3. Quantifying brain development in early childhood using segmentation and registration

    Science.gov (United States)

    Aljabar, P.; Bhatia, K. K.; Murgasova, M.; Hajnal, J. V.; Boardman, J. P.; Srinivasan, L.; Rutherford, M. A.; Dyet, L. E.; Edwards, A. D.; Rueckert, D.

    2007-03-01

    In this work we obtain estimates of tissue growth using longitudinal data comprising MR brain images of 25 preterm children scanned at one and two years. The growth estimates are obtained using segmentation and registration based methods. The segmentation approach used an expectation maximisation (EM) method to classify tissue types and the registration approach used tensor based morphometry (TBM) applied to a free form deformation (FFD) model. The two methods show very good agreement indicating that the registration and segmentation approaches can be used interchangeably. The advantage of the registration based method, however, is that it can provide more local estimates of tissue growth. This is the first longitudinal study of growth in early childhood, previous longitudinal studies have focused on later periods during childhood.

  4. The PCDH1 gene and asthma in early childhood

    DEFF Research Database (Denmark)

    Mortensen, Li J; Kreiner-Møller, Eskil; Hakonarson, Hakon

    2014-01-01

    Previous studies have suggested that variants in the protocadherin-1 (PCDH1) gene, which is important for cell-cell adhesion, are associated with asthma, bronchial, hyperresponsiveness and atopic dermatitis in school children. Our aim was to associate common variants of the PCDH1 gene with longit......Previous studies have suggested that variants in the protocadherin-1 (PCDH1) gene, which is important for cell-cell adhesion, are associated with asthma, bronchial, hyperresponsiveness and atopic dermatitis in school children. Our aim was to associate common variants of the PCDH1 gene...... with longitudinally assessed asthma phenotypes and atopic dermatitis in early childhood. We analysed eight single-nucleotide polymorphisms in PCDH1 from 411 children born to asthmatic mothers from the Copenhagen Prospective Studies on Asthma in Childhood birth cohort. Asthma and atopic dermatitis were diagnosed...

  5. Findings of Visual Arts Research in Early Childhood and Primary Education

    Directory of Open Access Journals (Sweden)

    Marijana Županić Benić

    2016-12-01

    Full Text Available Arts research was introduced in the field of education during the 1990s by Barone and Eisner, but their methodology is rarely used because it is not considered to be consistent with traditional paradigms of the scientific method. This review identified only seven visual arts research studies in early childhood education and primary education. Four studies were conducted in early childhood education settings, and two of those studies used quantitative methods to investigate the effects of art on early childhood development. The three studies that were conducted in primary education used a case study approach to examine art projects in the community or the classroom. Participation in visual arts was associated with enhanced learning outcomes in other areas and the development of individual and social competences, but it was not found to facilitate the development of age-dependent abilities, such as visual or grapho-motor abilities. Visual arts also proved to be an effective method of communication for children in preschool and primary education institutions because it is easier for them to express their opinions and beliefs to adults with visual media than with words.

  6. 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…

  7. Implicit mentalizing persists beyond early childhood and is profoundly impaired in children with autism spectrum conditions

    Directory of Open Access Journals (Sweden)

    Tobias Schuwerk

    2016-10-01

    Full Text Available Implicit mentalizing, a fast, unconscious and rigid way of processing other's mental states has recently received much interest in typical social cognitive development in early childhood and in adults with autism spectrum conditions (ASC. This research suggests that already infants implicitly mentalize, and that adults with ASC have a sustained implicit mentalizing deficit. Yet, we have only sparse empirical evidence on implicit mentalizing beyond early childhood, and deviations thereof in children with ASC. Here, we administered an implicit mentalizing eye tracking task to assess the sensitivity to false beliefs to a group of 8-year-old children with and without ASC, matched for chronological age, verbal and nonverbal IQ. As previous research suggested that presenting outcomes of belief-based actions leads to fast learning from experience and false belief-congruent looking behavior in adults with ASC, we were also interested in whether already children with ASC learn from such information. Our results provide support for a persistent implicit mentalizing ability in neurotypical development beyond early childhood. Further, they confirmed an implicit mentalizing deficit in children with ASC, even when they are closely matched to controls for explicit mentalizing skills. In contrast to previous findings with adults, no experience-based modulation of anticipatory looking was observed. It seems that children with ASC have not yet developed compensatory general purpose learning mechanisms. The observed intact explicit, but impaired implicit mentalizing in ASC, and correlation patterns between mentalizing tasks and executive function tasks, are in line with theories on two dissociable mentalizing systems.

  8. What Early Childhood Educators Need to Know About Computers in Order

    Directory of Open Access Journals (Sweden)

    Jacqueline Specht

    2002-02-01

    Full Text Available Abstract Recent research in early childhood education centres suggests that the classroom environment and educators' knowledge about computers are not at a level that would support computer learning opportunities. The purpose of the present study was to determine what areas of support educators require in order to provide a smooth introduction of the computer into the early childhood classroom. Questionnaires assessing basic knowledge, attitudes towards computers, and information that teachers would like to have regarding computers were completed by 196 (192 females and 4 males early childhood educators from 3 mid-size Canadian cities. Overall, educators support the use of computers in the early childhood learning environment, but require information that is reliable, systematic and informed. Ideas for a computer workshop for early childhood educators are provided along with suggestions for future research. Résumé Des recherches récentes, effectuées dans des centres d’éducation de la petite enfance, suggèrent que l’environnement des salles de classe et que les connaissances en informatique des éducateurs ne sont pas d’un niveau qui puisse encourager les possibilités pédagogiques par le biais d’un ordinateur. L’objectif de la présente étude est de déterminer les domaines dans lesquels les éducateurs ont besoin de soutien, afin d’introduire, dans les meilleures conditions, l’ordinateur dans une salle de classe de la petite enfance. Des questionnaires évaluant leurs connaissances de base en informatique, leurs attitudes face à l’informatique et les informations qu’ils souhaiteraient recevoir à propos des ordinateurs ont été remplis par 196 (192 femmes et 4 hommes éducateurs de la petite enfance, situés dans 3 villes canadiennes de taille moyenne. D’une manière générale, les éducateurs encouragent l’utilisation de l’ordinateur dans l’environnement de la petite enfance, mais ils ont besoin d

  9. 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…

  10. Transactional relations between caregiving stress, executive functioning, and problem behavior from early childhood to early adolescence

    Science.gov (United States)

    LaGasse, Linda L.; Conradt, Elisabeth; Karalunas, Sarah L.; Dansereau, Lynne M.; Butner, Jonathan E.; Shankaran, Seetha; Bada, Henrietta; Bauer, Charles R.; Whitaker, Toni M.; Lester, Barry M.

    2016-01-01

    Developmental psychopathologists face the difficult task of identifying the environmental conditions that may contribute to early childhood behavior problems. Highly stressed caregivers can exacerbate behavior problems, while children with behavior problems may make parenting more difficult and increase caregiver stress. Unknown is: (1) how these transactions originate, (2) whether they persist over time to contribute to the development of problem behavior and (3) what role resilience factors, such as child executive functioning, may play in mitigating the development of problem behavior. In the present study, transactional relations between caregiving stress, executive functioning, and behavior problems were examined in a sample of 1,388 children with prenatal drug exposures at three developmental time points: early childhood (birth-age 5), middle childhood (ages 6 to 9), and early adolescence (ages 10 to 13). Transactional relations differed between caregiving stress and internalizing versus externalizing behavior. Targeting executive functioning in evidence-based interventions for children with prenatal substance exposure who present with internalizing problems and treating caregiving psychopathology, depression, and parenting stress in early childhood may be particularly important for children presenting with internalizing behavior. PMID:27427803

  11. 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...

  12. Does Early Childhood Callous-Unemotional Behavior Uniquely Predict Behavior Problems or Callous-Unemotional Behavior in Late Childhood?

    Science.gov (United States)

    Waller, Rebecca; Dishion, Thomas J.; Shaw, Daniel S.; Gardner, Frances; Wilson, Melvin N.; Hyde, Luke W.

    2016-01-01

    Callous-unemotional (CU) behavior has been linked to behavior problems in children and adolescents. However, few studies have examined whether CU behavior in "early childhood" predicts behavior problems or CU behavior in "late childhood". This study examined whether indicators of CU behavior at ages 2-4 predicted aggression,…

  13. Being Confined within? Constructions of the Good Childhood and Outdoor Play in Early Childhood Education and Care Settings in Ireland

    Science.gov (United States)

    Kernan, Margaret; Devine, Dympna

    2010-01-01

    This study is based on a study of the experience of the outdoors in early childhood education and care settings in Ireland. Central to the analyses are the inter-linkages drawn between constructions of a "good" childhood, and children's "need" for outdoor play, as well as the contradictions which arise around competing…

  14. The value of early CT in complicated childhood pneumonia

    Energy Technology Data Exchange (ETDEWEB)

    Tan Kendrick, A.P. [Department of Diagnostic Imaging, Kandang Kerbau Women' s and Children' s Hospital (Singapore); Ling, Ho [Department of Paediatric Medicine, Kandang Kerbau Women' s and Children' s Hospital (Singapore); Subramaniam, Ramnath; Joseph, Vijeyakaran T. [Department of Paediatric Surgery, Kandang Kerbau Women' s and Children' s Hospital (Singapore)

    2002-01-01

    Objective. To investigate the value of CT in complicated childhood pneumonia and its role in early intervention when chest radiography (CXR) is non-contributory. Materials and methods. Forty-two immunocompetent children, aged 1-11 years, admitted for community-acquired pneumonia from October 1997 to September 1999, had 42 contrast-enhanced CT scans and frontal chest radiographs on the same day, which were assessed independently. CT was performed when the patient remained unwell and the CXR images showed failure of resolution despite 7-10 days of antibiotics and/or drainage with urokinase therapy. Results. Compared to CT, CXR revealed suboptimal accuracy rates of lobar involvement (84%), chest tube placement (73%), fluid loculation (42%), abscess formation (40%) and bronchopleural fistulae (33%). It could not assess parenchymal or pleural complications such as cavitary necrosis, early abscess formation, empyemas or pericardial effusions. On the basis of the CT findings and poor clinical progress, 16 patients underwent surgical intervention with the aid of video-assisted thorascopic surgery (VATS). The CT features correlated well with surgical findings. Ten cases required pleural decortication while six with destructive or necrotic lung lesions had surgical resection. Debridement was difficult when the pleura had become thick and fibrotic. Streptococcus pneumoniae was the offending organism in 81% of cases. The right side was affected in 67% of cases. Conclusions. In complicated childhood pneumonia, CT is far superior to CXR in revealing pleural and parenchymal complications, which may require early surgical intervention. (orig.)

  15. A Study of Early Childhood Development in Kenya : Case Study of Kipungani Village in Lamu Island

    OpenAIRE

    Nakagawa, Maho; Utsumi, Seiji

    2009-01-01

    This paper aims to determine the current situation of Early Childhood Development (ECD) in Kenya, and the background of issues on repetition at ECD stage. Kenya is known for its development in ECD in Sub-Saharan Africa. The roll of ECD in developing countries is as a preparation to primary education focusing on playing and learning from experience. The Kenyan government emphasizes this roll and is trying to include ECD as a part of basic education. However, it was revealed that the ECD ed...

  16. 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…

  17. Incorporating Early Learning Strategies in the School Improvement Grants (SIG) Program

    Science.gov (United States)

    Connors-Tadros, Lori; Dunn, Lenay; Martella, Jana; McCauley, Carlas

    2015-01-01

    The Center on Enhancing Early Learning Outcomes (CEELO) and the Center on School Turnaround (CST) collaborated to develop case studies of three selected schools receiving SIG funds that have, with the support of their districts, promoted the use of early childhood programming (PK-3) as a key strategy in their schools' turnaround models. The goal…

  18. 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...

  19. 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....

  20. 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…

  1. Response to the Colloquium "The Organisation for Economic Co-Operation and Development's International Early Learning Study: Opening for Debate and Contestation", by Peter Moss, Gunilla Dahlberg, Susan Grieshaber, Susanna Mantovani, Helen May, Alan Pence, Sylvie Rayna, Beth Blue Swadener and Michel Vandenbroeck, "Contemporary Issues in Early Childhood" 17(3)

    Science.gov (United States)

    Mackey, Glynne; Hill, Diti; De Vocht, Lia

    2016-01-01

    In this article, the authors opine that the introduction of an international assessment of children's early learning, such as proposed by the OECD with its planned International Early Learning Study, will shift the emphasis away from pedagogies which focus on that which is meaningful and relevant in children's lives and their learning, to an…

  2. Early loss of teeth after treatment for childhood leukemia

    International Nuclear Information System (INIS)

    Herrmann, T.; Doerr, W.; Lesche, A.; Lehmann, D.; Koy, S.

    2004-01-01

    Background: only few reports of effects of radiotherapy in childhood on the dental apparatus are available in the literature. The basis for early loss of teeth appears to be a reduction of the root surface area after radiation exposure. These effects in the periodontium are a consequence of combined radiochemotherapy usually applied for treatment of childhood neoplasia. Chemotherapy alone also results in changes of periodontal development. Case report: a 33-year-old patient is reported, who, at the age of 11 years, received high-dose chemotherapy and radiotherapy of neuroaxis and cranium for acute lymphatic leukemia with relapse. The patient consulted the Implant Section of the Department of Oral and Maxillofacial Surgery because of severe dental changes and tooth loss despite adequate dental care and oral hygiene. Radiation doses given to the superior maxilla and mandible at the age of 11 were estimated to be in the range of 8-25 Gy. Conclusion: intense, life-long dental care and follow-up of patients cured from malignant disease in childhood must hence be postulated in order to minimize dental treatment sequelae by supportive measures, but also to initiate timely adequate dental and prosthetic management. (orig.)

  3. 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.

  4. Educators’ perspectives on facilitating computer-assisted speech intervention in early childhood settings

    OpenAIRE

    Crowe, K.; Cumming, T.; McCormack, J.; McLeod, S.; Baker, E.; Wren, Y.; Roulstone, S.; Masso, S.

    2017-01-01

    Early childhood educators are frequently called on to support preschool-aged children with speech sound disorders and to engage these children in activities that target their speech production. This study explored factors that acted as facilitators and/or barriers to the provision of computer-based support for children with speech sound disorders (SSD) in early childhood centres. Participants were 23 early childhood educators at 13 centres who participated in the Sound Start Study, a randomiz...

  5. An ERP study of second language learning after childhood: effects of proficiency.

    Science.gov (United States)

    Ojima, Shiro; Nakata, Hiroki; Kakigi, Ryusuke

    2005-08-01

    Whether there is an absolute critical period for acquiring language is a matter of continuous debate. One approach to address this issue is to compare the processes of second language (L2) learning after childhood and those of first language (L1) learning during childhood. To study the cortical process of postchildhood L2 learning, we compared event-related brain potentials recorded from two groups of adult Japanese speakers who attained either high or intermediate proficiency in English after childhood (J-High and J-Low), and adult native English speakers (ENG). Semantic anomalies embedded in English sentences evoked a clear N400 component in all three groups, with only the time course of the brain activation varying among the groups. Syntactic violations elicited a left-lateralized negativity similar to the left anterior negativity in ENG and J-High, but not in J-Low. In ENG, a P600 component was additionally found. These results suggest that semantic processing is robust from early on in L2 learning, whereas the development of syntactic processing is more dependent on proficiency as evidenced by the lack of the left-lateralized negativity in J-Low. Because early maturation and stability of semantic processing as opposed to syntactic processing are also a feature of L1 processing, postchildhood L2 learning may be governed by the same brain properties as those which govern childhood L1 learning. We argue that these processes are qualitatively similar in many respects, with only restricted domains of language processing being subject to absolute critical period effects.

  6. Influences on Turkish Early Childhood Teachers' Science Teaching Practices and the Science Content Covered in the Early Years

    Science.gov (United States)

    Olgan, Refika

    2015-01-01

    The first rationale of the study was not only to determine the topics taught in Turkish early childhood settings but also to define the frequency and time allocation for teaching science (n?=?382). In the second phase, through semi-structured interview questions, the aim was to gain detailed information about Turkish early childhood teachers'…

  7. "Is That What We Do?" Using a Conversation-Analytic Approach to Highlight the Contribution of Dialogic Reading Strategies to Educator-Child Interactions during Storybook Reading in Two Early Childhood Settings

    Science.gov (United States)

    Cohrssen, Caroline; Niklas, Frank; Tayler, Collette

    2016-01-01

    In Australia, much emphasis in early childhood education is placed on the importance of supporting young children's literacy development, and book-reading occurs frequently during typical early-childhood education and care programmes. Reading a story to a child presents an opportunity for rich language-learning through reciprocal and extended…

  8. 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...

  9. Increasing Choice or Inequality? Pathways through Early Education in Andhra Pradesh, India. Working Papers in Early Childhood Development, No. 58. Studies in Early Childhood Transitions

    Science.gov (United States)

    Streuli, Natalia; Vennam, Uma; Woodhead, Martin

    2011-01-01

    This working paper is part of the Studies in Early Transitions series emerging from "Young Lives", a 15-year longitudinal study of childhood poverty in Ethiopia, India, Peru and Vietnam. It explores recent trends for children growing up in Andhra Pradesh, one of India's most populous states, based on Young Lives survey data collected for…

  10. Continuity and Respect for Diversity: Strengthening Early Transitions in Peru. Working Papers in Early Childhood Development, No. 56. Studies in Early Childhood Transitions

    Science.gov (United States)

    Ames, Patricia; Rojas, Vanessa; Portugal, Tamia

    2010-01-01

    This working paper is part of a series on early transitions from "Young Lives," a 15-year longitudinal study of childhood poverty in Ethiopia, India, Peru and Vietnam. It explores the diverse experiences of 28 children from four contrasting communities in Peru as they start school. These detailed case studies highlight common problems:…

  11. 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...

  12. Association of Adverse Childhood Experiences with Co-occurring Health Conditions in Early Childhood.

    Science.gov (United States)

    Bright, Melissa A; Thompson, Lindsay A

    2018-01-01

    To understand how adverse childhood experiences (ACEs) are associated with co-occurring physical, mental and developmental problems during early childhood. A subsample of 19,957 children aged 2-5 years were selected from the 2011-2012 National Survey for Child Health. Outcomes included 18 health conditions organized in singular condition domains (physical, mental, and developmental), and combinations of condition domains (e.g., physical plus mental, mental plus developmental, etc.). Predictors included 8 ACEs (divorce of a parent, death of a parent, exposure to domestic violence, living with someone with a drug or alcohol abuse problem, household member with a mental illness, parent incarceration, neighborhood violence, discrimination). Multivariable logistic regression was performed controlling for demographic characteristics, having a personal doctor, health insurance coverage, and seeing a health care professional in the previous year. Experiencing 3 or more ACEs before the age of 5 years was associated with increased likelihood of nearly every co-occurring condition combination across 3 domains of health. Most notably, experiencing 3 or more ACEs was also associated with a 2-fold increase in likelihood of having ≥1 physical condition and ≥1 developmental condition, a 9-fold increase in likelihood of having ≥1 mental and ≥1 developmental condition, and a 7-fold increase in likelihood of having ≥1 physical, ≥1 mental, and ≥1 developmental condition. This study demonstrates that we can identify the health effects of adversity quite early in development and that management should include communication between both health care and early childhood education providers.

  13. Guia para Madres y Padres de Familia sobre Educacion Pre-Escolar a Temprana Edad (A Parents' Guide to Early Childhood Education).

    Science.gov (United States)

    Dodge, Diane Trister; Phinney, Joanna

    This booklet for parents explains what children learn in preschools that employ the Creative Curriculum for Early Childhood and the ways in which learning can be reinforced at home. The first sections of the booklet explain the goals and philosophy of experience-based preschools. Goals include teaching children to love reading and school and to be…

  14. Impact of Vitamin D on development of early childhood caries

    International Nuclear Information System (INIS)

    Ali, N.; Rahim, A.; Ali, S.; Iqbal, M.H.

    2017-01-01

    To compare the levels of vitamin D in children with early childhood caries and children with healthy sound dentition. Study Design: Cross sectional study. Place and Duration of study: The study was conducted at Islamic International Medical College from September 2015 to March 2016. Material and Methods: Eighty children, between 2-8 years of age, were recruited after fulfilling a questionnaire from their parents or caregiver. The sample population was divided into two groups. Group 1 consisted of children suffering from dental caries and was comprised of 60 patients. Group 2 consisted of children with sound healthy teeth and was comprised of 20 children. Questions assessing ch s socioeconomic background, dietary habits particularly frequency of sweet and milk intake, outdoor activity and dental hygiene related behavior were included. The diagnosis of childhood caries was based on oral health diagnostic criteria defined by World Health Organization (WHO). Overall total caries score (decayed missing filled teeth index) was obtained. Levels of 25-hydroxyvitamin D (25(OH) D) was measured from serum samples of the children participating in this study using enzyme linked immunosorbent assay (ELISA). Correlation analysis was done with Pearson correlation and t-test was applied. Results: Results have established association of Vitamin D levels in children with early childhood caries. Pearson correlation and t-test have revealed that total decayed, missing, filled primary teeth (dmft) caries score was also associated with 25(OH) D concentrations less than 30ng/ml, decreased oral hygiene, lower monthly income, increased sugar consumption, decreased milk intake and decrease outdoor activities. This cross-sectional study showed that carries and lower serum vitamin D are closely related with each other. Conclusion: Data from this cross-sectional study showed that dental caries and lower serum vitamin D were closely related. Improving children's vitamins D status may be an

  15. Identification of early childhood caries in primary care settings.

    Science.gov (United States)

    Nicolae, Alexandra; Levin, Leo; Wong, Peter D; Dave, Malini G; Taras, Jillian; Mistry, Chetna; Ford-Jones, Elizabeth L; Wong, Michele; Schroth, Robert J

    2018-04-01

    Early childhood caries (ECC) is the most common chronic disease affecting young children in Canada. ECC may lead to pain and infection, compromised general health, decreased quality of life and increased risk for dental caries in primary and permanent teeth. A multidisciplinary approach to prevent and identify dental disease is recommended by dental and medical national organizations. Young children visit primary care providers at regular intervals from an early age. These encounters provide an ideal opportunity for primary care providers to educate clients about their children's oral health and its importance for general health. We designed an office-based oral health screening guide to help primary care providers identify ECC, a dental referral form to facilitate dental care access and an oral health education resource to raise parental awareness. These resources were reviewed and trialled with a small number of primary care providers.

  16. Heralding the authoritarian? Orientation toward authority in early childhood.

    Science.gov (United States)

    Reifen Tagar, Michal; Federico, Christopher M; Lyons, Kristen E; Ludeke, Steven; Koenig, Melissa A

    2014-04-01

    In the research reported here, we examined whether individual differences in authoritarianism have expressions in early childhood. We expected that young children would be more responsive to cues of deviance and status to the extent that their parents endorsed authoritarian values. Using a sample of 43 preschoolers and their parents, we found support for both expectations. Children of parents high in authoritarianism trusted adults who adhered to convention (vs. adults who did not) more than did children of parents low in authoritarianism. Furthermore, compared with children of parents low in authoritarianism, children of parents high in authoritarianism gave greater weight to a status-based "adult = reliable" heuristic in trusting an ambiguously conventional adult. Findings were consistent using two different measures of parents' authoritarian values. These findings demonstrate that children's trust-related behaviors vary reliably with their parents' orientations toward authority and convention, and suggest that individual differences in authoritarianism express themselves well before early adulthood.

  17. Early childhood obesity is associated with compromised cerebellar development.

    Science.gov (United States)

    Miller, Jennifer L; Couch, Jessica; Schwenk, Krista; Long, Michelle; Towler, Stephen; Theriaque, Douglas W; He, Guojun; Liu, Yijun; Driscoll, Daniel J; Leonard, Christiana M

    2009-01-01

    As part of a study investigating commonalities between Prader-Willi syndrome (PWS-a genetic imprinting disorder) and early-onset obesity of unknown etiology (EMO) we measured total cerebral and cerebellar volume on volumetric magnetic resonance imaging (MRI) images. Individuals with PWS (N = 16) and EMO (N = 12) had smaller cerebellar volumes than a control group of 15 siblings (p = .02 control vs. EMO; p = .0005 control vs. PWS), although there was no difference among the groups in cerebral volume. Individuals with PWS and EMO also had impaired cognitive function: general intellectual ability (GIA): PWS 65 +/- 25; EMO 81 +/- 19; and Controls 112 +/- 13 (p cognitive development, these results raise the possibility that early childhood obesity retards both cerebellar and cognitive development.

  18. BCG vaccination at birth and early childhood hospitalisation

    DEFF Research Database (Denmark)

    Stensballe, Lone Graff; Sørup, Signe; Aaby, Peter

    2017-01-01

    vaccination at birth would reduce early childhood hospitalisation in Denmark, a high-income setting. METHODS: Pregnant women planning to give birth at three Danish hospitals were invited to participate. After parental consent, newborn children were allocated to BCG or no intervention within 7 days of age......BACKGROUND: The BCG vaccine is administered to protect against tuberculosis, but studies suggest there may also be non-specific beneficial effects upon the infant immune system, reducing early non-targeted infections and atopic diseases. The present randomised trial tested the hypothesis that BCG......-protocol analyses. RESULTS: 4184 pregnant women were randomised and their 4262 children allocated to BCG or no intervention. There was no difference in risk of hospitalisation up to 15 months of age; 2129 children randomised to BCG experienced 1047 hospitalisations with a mean of 0.49 hospitalisation per child...

  19. [Dental caries and early childhood development: a pilot study].

    Science.gov (United States)

    Núñez, F Loreto; Sanz, B Javier; Mejía, L Gloria

    2015-01-01

    To investigate the association between dental caries and early childhood development in 3-year-olds from Talca, Chile. A pilot study with a convenience sample of 3-year-olds from Talca (n = 39) who attend public healthcare centers. Child development was measured by the Psychomotor Development Index (PDI), a screening tool used nationally among pre-school children to assess language development, fine motor skills and coordination areas. Dental caries prevalence was evaluated by decayed, missing, filled teeth (DFMT) and decayed, missing, filled tooth surfaces (DFMS) ceo-d and ceo-s indexes. The children were divided into two groups according to the PDIscore: those with a score of 40 or more were considered developmentally normal (n = 32), and those with a score below 40 were considered as having impaired development (n = 7). The severity of caries (DMFT) was negatively correlated with PDI (r = -0.82), and children with the lowest TEPSI score had the highest DFMT values. The average DMFT in children with normal development was 1.31, and 3.57 for those with impaired development. This pilot study indicates that the severity of dental caries is correlated with early childhood development. Copyright © 2015. Publicado por Elsevier España, S.L.U.

  20. Validation of a Comprehensive Early Childhood Allergy Questionnaire.

    Science.gov (United States)

    Minasyan, Anna; Babajanyan, Arman; Campbell, Dianne E; Nanan, Ralph

    2015-09-01

    Parental questionnaires to assess incidence of pediatric allergic disease have been validated for use in school-aged children. Currently, there is no validated questionnaire-based assessment of food allergy, atopic dermatitis (AD), and asthma for infants and young children. The Comprehensive Early Childhood Allergy Questionnaire was designed for detecting AD, asthma, and IgE-mediated food allergies in children aged 1-5 years. A nested case-control design was applied. Parents of 150 children attending pediatric outpatient clinics completed the questionnaire before being clinically assessed by a pediatrician for allergies. Sensitivity, specificity, and reproducibility of the questionnaire were assessed. Seventy-seven children were diagnosed with one or more current allergic diseases. The questionnaire demonstrated high overall sensitivity of 0.93 (95% CI 0.86-0.98) with a specificity of 0.79 (95% CI 0.68-0.88). Questionnaire reproducibility was good with a kappa agreement rate for symptom-related questions of 0.45-0.90. Comprehensive Early Childhood Allergy Questionnaire accurately and reliably reflects the presence of allergies in children aged 1-5 years. Its use is warranted as a tool for determining prevalence of allergies in this pediatric age group. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  1. Frequent Daytime Naps Predict Vocabulary Growth in Early Childhood

    Science.gov (United States)

    Horváth, Klára; Plunkett, Kim

    2016-01-01

    Background: The facilitating role of sleep for language learning is well-attested in adults and to a lesser extent in infants and toddlers. However, the longitudinal relationship between sleep patterns and early vocabulary development is not well understood. Methods: This study investigates how measures of sleep are related to the development of…

  2. (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…

  3. Influence of First-Time Mothers' Early Employment on Severe Early Childhood Caries in Their Child

    Directory of Open Access Journals (Sweden)

    Kamila Plutzer

    2012-01-01

    Full Text Available Aim. To examine whether mothers' early employment status is related to the development of severe early childhood caries in their child. Methods. Questionnaire survey of 429 first-time mothers in metropolitan Adelaide, South Australia, and dental examinations of their child at 20 months of age. Results. At months of age, 5.6% of children exhibited caries defined as one or more demineralized or cavitated lesions on the upper incisors. Of the mothers, 52.2% had no paid employment, 39.6% were part-time and 8.2% full-time employed. Overall, mothers' participation in the workforce had no influence on the frequency of severe early childhood caries in their child, but there was a significant interaction with family structure. For mothers without employment there was no difference between single, and two-parent families, but children with an employed single mother more frequently had caries than those with a working mother in a two-parent family (. However, there were no significant differences in children's reported general health. Conclusions. The data indicate a need to explore strategies that may assist single mothers and especially those in the workforce to prevent severe early childhood caries in their child.

  4. Influence of first-time mothers' early employment on severe early childhood caries in their child.

    Science.gov (United States)

    Plutzer, Kamila; Keirse, Marc J N C

    2012-01-01

    Aim. To examine whether mothers' early employment status is related to the development of severe early childhood caries in their child. Methods. Questionnaire survey of 429 first-time mothers in metropolitan Adelaide, South Australia, and dental examinations of their child at 20 months of age. Results. At 20 ± 2.5 months of age, 5.6% of children exhibited caries defined as one or more demineralized or cavitated lesions on the upper incisors. Of the mothers, 52.2% had no paid employment, 39.6% were part-time and 8.2% full-time employed. Overall, mothers' participation in the workforce had no influence on the frequency of severe early childhood caries in their child, but there was a significant interaction with family structure. For mothers without employment there was no difference between single, and two-parent families, but children with an employed single mother more frequently had caries than those with a working mother in a two-parent family (P early childhood caries in their child.

  5. Perinatal Programming of Childhood Asthma: Early Fetal Size, Growth Trajectory during Infancy, and Childhood Asthma Outcomes

    Directory of Open Access Journals (Sweden)

    Steve Turner

    2012-01-01

    Full Text Available The “fetal origins hypothesis” or concept of “developmental programming” suggests that faltering fetal growth and subsequent catch-up growth are implicated in the aetiology of cardiovascular disease. Associations between reduced birth weight, rapid postnatal weight gain, and asthma suggest that there are fetal origins to respiratory disease. The present paper first summarises the literature relating birth weight and post natal growth trajectories to asthma outcomes. Second, issues regarding the interpretation of antenatal fetal ultrasound measurements are discussed. Finally, recent reports linking antenatal measurement and growth trajectory to early childhood asthma outcomes are discussed. Understanding the nature and timing of factors which influence antenatal growth may give important insight into the antecedents of early-onset asthma with implications for interventions.

  6. Perinatal programming of childhood asthma: early fetal size, growth trajectory during infancy, and childhood asthma outcomes.

    Science.gov (United States)

    Turner, Steve

    2012-01-01

    The "fetal origins hypothesis" or concept of "developmental programming" suggests that faltering fetal growth and subsequent catch-up growth are implicated in the aetiology of cardiovascular disease. Associations between reduced birth weight, rapid postnatal weight gain, and asthma suggest that there are fetal origins to respiratory disease. The present paper first summarises the literature relating birth weight and post natal growth trajectories to asthma outcomes. Second, issues regarding the interpretation of antenatal fetal ultrasound measurements are discussed. Finally, recent reports linking antenatal measurement and growth trajectory to early childhood asthma outcomes are discussed. Understanding the nature and timing of factors which influence antenatal growth may give important insight into the antecedents of early-onset asthma with implications for interventions.

  7. Early childhood television viewing predicts explosive leg strength and waist circumference by middle childhood.

    Science.gov (United States)

    Fitzpatrick, Caroline; Pagani, Linda S; Barnett, Tracie A

    2012-07-16

    The relationship between early childhood television viewing and physical fitness in school age children has not been extensively studied using objective outcome measures. Using a sample of 1314 children from the Québec Longitudinal Study of Child Development, we examine the association between parental reports of weekly hours of television viewing, assessed at 29 and 53 months of age, and direct measures of second grade muscular fitness using performances on the standing long jump test (SLJ) and fourth grade waist circumference. Controlling for many potentially confounding child and family variables, each hour per week of television watched at 29 months corresponded to a .361 cm decrease in SLJ, 95% CI between -.576 and -.145. A one hour increase in average weekly television exposure from 29 to 53 months was associated with a further .285 cm reduction in SLJ test performance, 95% CI between -.436 and -.134 cm and corresponded to a .047 cm increase in waistline circumference, 95% CI between .001 and .094 cm. Watching television excessively in early childhood, may eventually compromise muscular fitness and waist circumference in children as they approach pubertal age.

  8. Early childhood television viewing predicts explosive leg strength and waist circumference by middle childhood

    Directory of Open Access Journals (Sweden)

    Fitzpatrick Caroline

    2012-07-01

    Full Text Available Abstract Background The relationship between early childhood television viewing and physical fitness in school age children has not been extensively studied using objective outcome measures. Methods Using a sample of 1314 children from the Québec Longitudinal Study of Child Development, we examine the association between parental reports of weekly hours of television viewing, assessed at 29 and 53 months of age, and direct measures of second grade muscular fitness using performances on the standing long jump test (SLJ and fourth grade waist circumference. Results Controlling for many potentially confounding child and family variables, each hour per week of television watched at 29 months corresponded to a .361 cm decrease in SLJ, 95% CI between -.576 and -.145. A one hour increase in average weekly television exposure from 29 to 53 months was associated with a further .285 cm reduction in SLJ test performance, 95% CI between -.436 and -.134 cm and corresponded to a .047 cm increase in waistline circumference, 95% CI between .001 and .094 cm. Interpretation Watching television excessively in early childhood, may eventually compromise muscular fitness and waist circumference in children as they approach pubertal age.

  9. Surgical management of cortical dysplasia in infancy and early childhood.

    Science.gov (United States)

    Otsuki, Taisuke; Honda, Ryoko; Takahashi, Akio; Kaido, Takanobu; Kaneko, Yu; Nakai, Tetsuji; Saito, Yuko; Itoh, Masayuki; Nakagawa, Eiji; Sugai, Kenji; Sasaki, Masayuki

    2013-09-01

    To describe operative procedures, seizure control and complications of surgery for cortical dysplasia (CD) causing intractable epilepsy in infancy and early childhood. Fifty-six consecutive children (less than 6years old) underwent resective epilepsy surgery for CD from December 2000 to August 2011. Age at surgery ranged from 2 to 69months (mean 23months) and the follow-up was from 1 to 11years (mean 4years 4months). Half of the children underwent surgery during infancy at an age less than 10months, and the majority (80%) of these infants needed extensive surgical procedures, such as hemispherotomy and multi-lobar disconnection. Seizure free (ILAE class 1) outcome was obtained in 66% of the cases (class 1a; 55%): 85% with focal resection (n=13), 50% with lobar resection (n=18), 71% with multilobar disconnection (n=7) and 67% with hemispherotomy (n=18). Peri-ventricular and insular structures were resected in 23% of focal and 61% of lobar resections. Repeated surgery was performed in 9 children and 5 (56%) became seizure free. Histological subtypes included hemimegalencephaly (16 patients), polymicrogyria (5 patients), and FCD type I (6 patients), type IIA (19 patients), type IIB (10 patients). Polymicrogyria had the worst seizure outcome compared to other pathologies. Surgical complications included 1 post-operative hydrocephalus, 1 chronic subdural hematoma, 2 intracranial cysts, and 1 case of meningitis. No mortality or severe morbidities occurred. Early surgical intervention in children with CD and intractable seizures in infancy and early childhood can yield favorable seizure outcome without mortality or severe morbidities although younger children often need extensive surgical procedures. Copyright © 2013 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

  10. Breast milk IL-1β level associates with development of eczema during early childhood

    DEFF Research Database (Denmark)

    Jepsen, A. A.; Chawes, B. L. K.; Carson, C. G.

    2015-01-01

    We recently demonstrated adual effect of breastfeeding with increasedrisk of eczema and decreased risk ofwheezing in early childhood. We hypothesizethat maternal immune constitutioncharacterized by breast milk mediatorsmay explain such association.......We recently demonstrated adual effect of breastfeeding with increasedrisk of eczema and decreased risk ofwheezing in early childhood. We hypothesizethat maternal immune constitutioncharacterized by breast milk mediatorsmay explain such association....

  11. 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…

  12. Storytelling Dramas as a Community Building Activity in an Early Childhood Classroom

    Science.gov (United States)

    Wright, Cheryl; Diener, Marissa L.; Kemp, Jacqueline Lindsay

    2013-01-01

    Healthy social-emotional development is promoted by building a safe, secure and respectful environment in an early childhood setting with positive and consistent relationships among adults, children, and their peers. This study explored storytelling dramas as an opportunity to build community within the context of one early childhood classroom.…

  13. 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…

  14. Technological Funds of Knowledge in Children's Play: Implications for Early Childhood Educators

    Science.gov (United States)

    Mawson, Brent

    2011-01-01

    The technological knowledge the children bring with them into early childhood settings is not well documented or understood. This article discusses the technological knowledge and understanding of the nature of technology present within children's collaborative play in two New Zealand early childhood settings. The children incorporated a wide…

  15. Against the Unchallenged Discourse of Homelessness: Examining the Views of Early Childhood Preservice Teachers

    Science.gov (United States)

    Kim, Jinhee

    2013-01-01

    This study investigated views about children experiencing homelessness held by preservice teachers in an early childhood education program. Thirteen early childhood preservice teachers were actively involved in class discussion, reading, doing class assignments, and visiting homeless shelters as community-based field experience. They were asked to…

  16. 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…

  17. Guia para los padres sobre educacion preescolar (A Parents' Guide to Early Childhood Education).

    Science.gov (United States)

    Dodge, Diane Trister; Phinney, Joanna

    This handbook, entirely in Spanish, was originally intended for parents whose children attend programs which use "The Creative Curriculum for Early Childhood" (CCEC), but the information is also useful to parents whose children attend early childhood programs using other curriculum models based on child development theories. The purpose…

  18. Building the Leadership Capacity of Early Childhood Directors: An Evaluation of a Leadership Development Model

    Science.gov (United States)

    Talan, Teri N.; Bloom, Paula J.; Kelton, Robyn E.

    2014-01-01

    While there is consensus among policymakers and practitioners about the importance of strong leadership in early childhood education, there is scant research on effective models of leadership development for administrators of early childhood programs, particularly those working in the child care sector. This is cause for concern because the…

  19. Future Professionals' Perceptions of Play in Early Childhood Classrooms

    Science.gov (United States)

    Jung, Eunjoo; Jin, Bora

    2014-01-01

    This study investigates the perceptions of 207 college students in early childhood education and child and family studies (future professionals) regarding the role of play in early childhood classrooms. The results indicate that future professionals in their freshman and sophomore years in college held relatively positive perceptions of play in…

  20. ICT and Play in Preschool: Early Childhood Teachers' Beliefs and Confidence

    Science.gov (United States)

    Nikolopoulou, Kleopatra; Gialamas, Vasilis

    2015-01-01

    This study investigated early childhood teachers' beliefs about information and communications technology (ICT) and play in preschool, as well as their confidence in integrating ICT in the classroom. A 28-item questionnaire was compiled and administered to 190 early childhood teachers in Greece. Although ICT play (which can provide learning…

  1. 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…

  2. Enhancing Research and Practice in Early Childhood through Formative and Design Experiments

    Science.gov (United States)

    Bradley, Barbara A.; Reinking, David

    2011-01-01

    This article describes formative and design experiments and how they can advance research and instructional practices in early childhood education. We argue that this relatively new approach to education research closes the gap between research and practice, and it addresses limitations that have been identified in early childhood research. We…

  3. Systems Advocacy in the Professional Practice of Early Childhood Teachers: From the Antithetical to the Ethical

    Science.gov (United States)

    Fenech, Marianne; Lotz, Mianna

    2018-01-01

    Dominant constructions of professionalism in early childhood education can diminish early childhood teachers' and educators' undertaking of advocacy at the systems or political level. In this paper, we propose an ethically grounded construction of professionalism that provides space for professional practice to move beyond the classroom and into…

  4. 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…

  5. Intervention of Behavioural, Cognitive and Sex on Early Childhood's Aggressive Behaviour

    Science.gov (United States)

    Purwati; Japar, Muhammad

    2015-01-01

    This study aims to find out the effect of behavioural intervention, cognitive intervention, and sex intervention toward the aggressive behaviour of early childhood. The study is conducted at two non-formal institutions of Education on Early Childhood in Magelang. This study obtains the data from two experimental groups consisting of 14 early…

  6. Increasing Early Childhood Preservice Teachers' Intercultural Sensitivity through the ABCs

    Science.gov (United States)

    Monroe, Lisa; Ruan, Jiening

    2018-01-01

    While the early childhood student population has become increasingly diverse in the U.S., its teaching force remains primarily European American. The diverse student population demands that early childhood educators possess intercultural sensitivity in order to teach their culturally diverse learners effectively. This study examined the…

  7. Promoting Health in Early Childhood Environments: A Health-Promotion Approach

    Science.gov (United States)

    Minniss, Fiona Rowe; Wardrope, Cheryl; Johnston, Donni; Kendall, Elizabeth

    2013-01-01

    This paper investigates the mechanisms by which a health-promotion intervention might influence the health-promoting behaviours of staff members working in early childhood centres. The intervention was an ecological health-promotion initiative that was implemented within four early childhood centres in South-East Queensland, Australia. In-depth,…

  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. 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…

  10. A Study of Early Childhood Teachers' Conceptions of Creativity in Hong Kong

    Science.gov (United States)

    Cheung, Rebecca Hun Ping; Mok, Magdalena Mo Ching

    2013-01-01

    The study aimed to uncover the conceptions of creativity among early childhood teachers in Hong Kong. The sample comprised 563 early childhood teachers. Factor analysis supported the multidimensional hypothesis of teachers' conceptions of creativity. Five dimensions were found: novelty, product, problem solving, cognitive processes and personal…

  11. Time in Early Childhood: Creative Possibilities with Different Conceptions of Time

    Science.gov (United States)

    Farquhar, Sandy

    2016-01-01

    Time is an important driver of pedagogy which is often overlooked in the busy atmosphere of an early childhood centre. Engaging philosophically with three different concepts of time, and drawing examples from literature and art to focus attention on how time is constituted in early childhood centres, this article argues that we inhabit the…

  12. Lesbian and Gay Parents in Early Childhood Settings: A Systematic Review of the Research Literature

    Science.gov (United States)

    Averett, Paige; Hegde, Archana; Smith, Justin

    2017-01-01

    This article presents the first systematic review of all the existing peer-reviewed literature (n = 20) on gay and lesbian parents and their children in early childhood education settings. The review includes articles that were empirical or pedagogical practice oriented, focused exclusively on early childhood education (Birth to 5 years), and…

  13. Healthy Children, Healthy Lives: The Wellness Guide for Early Childhood Programs

    Science.gov (United States)

    Bergen, Sharon; Robertson, Rachel

    2013-01-01

    Early childhood is a critical time in human development. Understanding and supporting children's wellness early on can make the greatest impact on physical, social and emotional, and cognitive health throughout childhood and adulthood. "Healthy Children, Healthy Lives" provides a comprehensive collection of checklists and research ­based…

  14. Contemplative Practices in Early Childhood: Implications for Self-Regulation Skills and School Readiness

    Science.gov (United States)

    Willis, Elizabeth; Dinehart, Laura H.

    2014-01-01

    This article examines the development of self-regulation skills in early childhood and the possibilities of children's contemplative practices as a viable tool to facilitate this development. Current research indicates that self-regulation skills in early childhood education make a significant contribution to school readiness, and long-term…

  15. 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…

  16. Early Childhood Development Policy and Programming in India: Critical Issues and Directions for Paradigm Change

    Science.gov (United States)

    Sharma, Adarsh; Sen, Rekha Sharma; Gulati, Renu

    2008-01-01

    The critical importance of the early childhood years and the rights perspective to human development has made policy and programming for early childhood development an imperative for every nation. In India, poverty, changing economic and social structures resulting in the breakdown of traditional coping mechanisms and family care systems, and the…

  17. Barriers to the Integration of Computers in Early Childhood Settings: Teachers' Perceptions

    Science.gov (United States)

    Nikolopoulou, Kleopatra; Gialamas, Vasilis

    2015-01-01

    This study investigated teachers' perceptions of barriers to using - integrating computers in early childhood settings. A 26-item questionnaire was administered to 134 early childhood teachers in Greece. Lack of funding, lack of technical and administrative support, as well as inadequate training opportunities were among the major perceived…

  18. The Culture of Family: How a Model Early Childhood Teacher Preparation Program Navigates a Limited Context

    Science.gov (United States)

    Nitecki, Elena

    2012-01-01

    This article examines an extraordinarily successful early childhood education teacher preparation program at an urban 2-year college struggling with retention. The Early Childhood Education Program in this case study is able to maintain a graduation rate that is over four times greater than that of the college average and has a reputation for…

  19. Validation of the Early Childhood Ecology Scale-Revised: A Reflective Tool for Teacher Candidates

    Science.gov (United States)

    Flores, Belinda Bustos; Casebeer, Cindy M.; Riojas-Cortez, Mari

    2011-01-01

    Given increasing numbers of young culturally and/or linguistically diverse (CLD) children across the United States, it is crucial to prepare early childhood teachers to create high-quality environments that facilitate the development of all children. The Early Childhood Ecology Scale-Revised (ECES-R) has been developed as a reflective tool to help…

  20. 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…

  1. Poverty and Behavior Problems during Early Childhood: The Mediating Role of Maternal Depression Symptoms and Parenting

    Science.gov (United States)

    Mazza, Julia Rachel; Pingault, Jean-Baptiste; Booij, Linda; Boivin, Michel; Tremblay, Richard; Lambert, Jean; Zunzunegui, Maria Victoria; Côté, Sylvana

    2017-01-01

    Poverty is a well-established risk factor for behavior problems, yet our understanding of putative family mediators during early childhood (i.e., before age 5 years) is limited. The present study investigated whether the association between poverty and behavior problems during early childhood is mediated simultaneously by perceived parenting,…

  2. 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…

  3. 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…

  4. Advocating for Ethnographic Work in Early Childhood Federal Policy: Problems and Possibilities

    Science.gov (United States)

    Adair, Jennifer Keys

    2011-01-01

    Initiated as part of the Council on Anthropology and Education's Policy Engagement Working Group, the policy brief "Ethnographic Knowledge For Early Childhood" focused on making the case for ethnography as evidence within early childhood federal policy. This article describes the creation and distribution of the policy brief as well as the…

  5. Parental and Early Childhood Influences on Adolescent Obesity: A Longitudinal Study

    Science.gov (United States)

    Chivers, Paola; Parker, Helen; Bulsara, Max; Beilin, Lawrence; Hands, Beth

    2012-01-01

    The influence of parental and early childhood factors on adolescent obesity was investigated using a longitudinal model of body mass index (BMI) from birth to 14 years. Trajectories of BMI using linear mixed model (LMM) analysis were used to investigate the influence of early parental and childhood factors on BMI at 14 years in the Raine birth…

  6. 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…

  7. 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…

  8. Court-Appointed Special Advocate Strong Beginnings: Raising Awareness across Early Childhood and Child Welfare Systems

    Science.gov (United States)

    Corr, Catherine; Danner, Natalie

    2014-01-01

    Abuse or neglect and disability often go hand in hand. Unfortunately, most professionals who work with maltreated young children are not aware of early childhood and disability-related resources and services available. In order to raise awareness across early childhood and child welfare systems, a five-week advanced training for volunteer child…

  9. The Influence of an Early Childhood Program on Parental Involvement: Perceptions of Former Head Start Parents

    Science.gov (United States)

    Croft, Stacey

    2017-01-01

    A key component of effective early childhood programs is collaborative relationships between schools, families, and the community (Fiese, Eckert, & Spagnola, 2005). One of these early childhood programs, Head Start, stands out among the others in its efforts to work with children, families, and communities to promote parental involvement. Some…

  10. Nordic Comparative Analysis of Guidelines for Quality and Content in Early Childhood Education

    Directory of Open Access Journals (Sweden)

    Ann-Christine Vallberg Roth

    2014-09-01

    Full Text Available The article is based on a project intended to further develop understanding of similarities and differences in Nordic binding guidelines and non-binding guidance for content and quality in early childhood education. The study is of a descriptive and comparative nature and the process is based on a research tradition connected to curriculum studies. Both variation and standardisation emerge in the comparative analysis with regard to content construction. Quality is expressed and may be interpreted as operationalised as both structure and process. In relation to the study results, quality may be interpreted as primarily oriented towards institutions, activities and secondarily towards individuals. Quality is consistently related to learning (lifelong learning and is more linear and oriented towards goal-rationality than non-linear.

  11. Structural and Maturational Covariance in Early Childhood Brain Development.

    Science.gov (United States)

    Geng, Xiujuan; Li, Gang; Lu, Zhaohua; Gao, Wei; Wang, Li; Shen, Dinggang; Zhu, Hongtu; Gilmore, John H

    2017-03-01

    Brain structural covariance networks (SCNs) composed of regions with correlated variation are altered in neuropsychiatric disease and change with age. Little is known about the development of SCNs in early childhood, a period of rapid cortical growth. We investigated the development of structural and maturational covariance networks, including default, dorsal attention, primary visual and sensorimotor networks in a longitudinal population of 118 children after birth to 2 years old and compared them with intrinsic functional connectivity networks. We found that structural covariance of all networks exhibit strong correlations mostly limited to their seed regions. By Age 2, default and dorsal attention structural networks are much less distributed compared with their functional maps. The maturational covariance maps, however, revealed significant couplings in rates of change between distributed regions, which partially recapitulate their functional networks. The structural and maturational covariance of the primary visual and sensorimotor networks shows similar patterns to the corresponding functional networks. Results indicate that functional networks are in place prior to structural networks, that correlated structural patterns in adult may arise in part from coordinated cortical maturation, and that regional co-activation in functional networks may guide and refine the maturation of SCNs over childhood development. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

  12. [Advances in early childhood development: from neurons to big scale programs].

    Science.gov (United States)

    Pérez-Escamilla, Rafael; Rizzoli-Córdoba, Antonio; Alonso-Cuevas, Aranzazú; Reyes-Morales, Hortensia

    Early childhood development (ECD) is the basis of countries' economic and social development and their ability to meet the Sustainable Development Goals (SDGs). Gestation and the first three years of life are critical for children to have adequate physical, psychosocial, emotional and cognitive development for the rest of their lives. Nurturing care and protection of children during gestation and early childhood are necessary for the development of trillions of neurons and trillions of synapses necessary for development. ECD requires access to good nutrition and health services from gestation, responsive caregiving according to the child's developmental stage, social protection and child welfare, and early stimulation and learning opportunities. Six actions are recommended to improve national ECD programs: expand political will and funding; create a supportive, evidence-based policy environment; build capacity through inter-sectoral coordination; ensure fair and transparent governance of programs and services; increase support for multidisciplinary research; and promote the development of leaders. Mexico has made significant progress under the leadership of the Health Ministry, but still faces significant challenges. The recent creation of a national inter-sectoral framework to enable ECD with support of international organizations and the participation of civil society organizations can help overcome these challenges. Copyright © 2017 Hospital Infantil de México Federico Gómez. Publicado por Masson Doyma México S.A. All rights reserved.

  13. Influence of behavioral concerns and early childhood expulsions on the development of early childhood mental health consultation in Colorado.

    Science.gov (United States)

    Hoover, Sarah D; Kubicek, Lorraine F; Rosenberg, Cordelia Robinson; Zundel, Claudia; Rosenberg, Steven A

    2012-05-01

    This article examines how the Colorado study Children With Social, Emotional and Behavioral Concerns and the Providers Who Support Them (S.D. Hoover, 2006) was used to advance a statewide agenda for early childhood mental health consultation in Colorado. The study involved a survey of licensed childcare providers throughout the state asking about the behavior of children in their care and their responses to that behavior. Exclusion of children from early care and education settings due to challenging behavior was found to be a significant problem taking a toll on families, children, and early care and education providers. Importantly, results from the survey indicated that the rate of exclusion of children from care due to challenging behavior was lower for family childcare providers who had access to mental health consultation. Recommendations are offered regarding the infrastructure needed to sustain mental health consultation capacity in early care and education settings, and related policies and practices. Copyright © 2012 Michigan Association for Infant Mental Health.

  14. Can Early Childhood Interventions Decrease Inequality of Economic Opportunity?

    Directory of Open Access Journals (Sweden)

    Katherine Magnuson

    2016-05-01

    Full Text Available This paper considers whether expanding access to center-based early childhood education (ECE will reduce economic inequality later in life. A strong evidence base indicates that ECE is effective at improving young children's academic skills and human capital development. We review evidence that children from low-income families have lower rates of preschool enrollment than their more affluent peers. Our analysis indicates that increasing enrollments for preschoolers in the year before school entry is likely to be a worthy investment that will yield economic payoffs in the form of increased adult earnings. The benefits of even a moderately effective ECE program are likely to be sufficient to offset the costs of program expansion, and increased enrollment among low-income children may reduce later economic inequality.

  15. Influence of First-Time Mothers' Early Employment on Severe Early Childhood Caries in Their Child

    OpenAIRE

    Plutzer, Kamila; Keirse, Marc J. N. C.

    2012-01-01

    Aim. To examine whether mothers' early employment status is related to the development of severe early childhood caries in their child. Methods. Questionnaire survey of 429 first-time mothers in metropolitan Adelaide, South Australia, and dental examinations of their child at 20 months of age. Results. At 20 ± 2.5 months of age, 5.6% of children exhibited caries defined as one or more demineralized or cavitated lesions on the upper incisors. Of the mothers, 52.2% had no paid employment, 39.6%...

  16. Early childhood neurodevelopment after intrauterine growth restriction: a systematic review.

    Science.gov (United States)

    Levine, Terri A; Grunau, Ruth E; McAuliffe, Fionnuala M; Pinnamaneni, RagaMallika; Foran, Adrienne; Alderdice, Fiona A

    2015-01-01

    Children who experienced intrauterine growth restriction (IUGR) may be at increased risk for adverse developmental outcomes in early childhood. The objective of this study was to carry out a systematic review of neurodevelopmental outcomes from 6 months to 3 years after IUGR. PubMed, Embase, PsycINFO, Maternity and Infant Care, and CINAHL databases were searched by using the search terms intrauterine, fetal, growth restriction, child development, neurodevelopment, early childhood, cognitive, motor, speech, language. Studies were eligible for inclusion if participants met specified criteria for growth restriction, follow-up was conducted within 6 months to 3 years, methods were adequately described, non-IUGR comparison groups were included, and full English text of the article was available. A specifically designed data extraction form was used. The methodological quality of included studies was assessed using well-documented quality-appraisal guidelines. Of 731 studies reviewed, 16 were included. Poorer neurodevelopmental outcomes after IUGR were described in 11. Ten found motor, 8 cognitive, and 7 language delays. Other delays included social development, attention, and adaptive behavior. Only 8 included abnormal Doppler parameters in their definitions of IUGR. Evidence suggests that children are at risk for poorer neurodevelopmental outcomes following IUGR from 6 months to 3 years of age. The heterogeneity of primary outcomes, assessment measures, adjustment for confounding variables, and definitions of IUGR limits synthesis and interpretation. Sample sizes in most studies were small, and some examined preterm IUGR children without including term IUGR or AGA comparison groups, limiting the value of extant studies. Copyright © 2015 by the American Academy of Pediatrics.

  17. Learning Methodology for Early Child Education Education (Paud) in the Recognition of Legal Capitals based on Android

    Science.gov (United States)

    Siswanto, Didik

    2017-12-01

    School as a place to study require a medium of learning. Instructional media containinginformation about the lessons that will be used by teachers to convey a lesson. School early childhood education Al-Kindy Pekanbaru interms of learning the letter hijaiyah still use conventional learning media. But with the conventionalmedia is not very attractive to use, so the need for an exciting learning medium that can make childrenbecome interested in learningThe purpose of this study was to create a Media Learning Introduction Letter Hijaiyahmultimedia form and benefit from the introduction of letters Hijaiyah Learning Media is a renewal of themedium of learning in School early childhood education Al-Kindy Pekanbaru.In this study the authors tried to make the learning application that contains the basicknowledge of letters hijaiyah dsertai with animation, audio and explanation how to read the letters inorder to complete the learning media letters hijaiyah more interactive.

  18. 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)

  19. Childhood Acute Lymphoblastic Leukemia and Indicators of Early Immune Stimulation: A Childhood Leukemia International Consortium Study

    Science.gov (United States)

    Rudant, Jérémie; Lightfoot, Tracy; Urayama, Kevin Y.; Petridou, Eleni; Dockerty, John D.; Magnani, Corrado; Milne, Elizabeth; Spector, Logan G.; Ashton, Lesley J.; Dessypris, Nikolaos; Kang, Alice Y.; Miller, Margaret; Rondelli, Roberto; Simpson, Jill; Stiakaki, Eftichia; Orsi, Laurent; Roman, Eve; Metayer, Catherine; Infante-Rivard, Claire; Clavel, Jacqueline

    2015-01-01

    The associations between childhood acute lymphoblastic leukemia (ALL) and several proxies of early stimulation of the immune system, that is, day-care center attendance, birth order, maternally reported common infections in infancy, and breastfeeding, were investigated by using data from 11 case-control studies participating in the Childhood Leukemia International Consortium (enrollment period: 1980–2010). The sample included 7,399 ALL cases and 11,181 controls aged 2–14 years. The data were collected by questionnaires administered to the parents. Pooled odds ratios and 95% confidence intervals were estimated by unconditional logistic regression adjusted for age, sex, study, maternal education, and maternal age. Day-care center attendance in the first year of life was associated with a reduced risk of ALL (odds ratio = 0.77, 95% confidence interval: 0.71, 0.84), with a marked inverse trend with earlier age at start (P < 0.0001). An inverse association was also observed with breastfeeding duration of 6 months or more (odds ratio = 0.86, 95% confidence interval: 0.79, 0.94). No significant relationship with a history of common infections in infancy was observed even though the odds ratio was less than 1 for more than 3 infections. The findings of this large pooled analysis reinforce the hypothesis that day-care center attendance in infancy and prolonged breastfeeding are associated with a decreased risk of ALL. PMID:25731888

  20. 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