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Arnold, Cath – Early Child Development and Care, 2019
This paper draws on observational studies of three young children in order to demonstrate firstly, their intrinsic motivation to explore systematically through repeated patterns of action or 'schemas'; secondly, how those repeated actions appear and are explored in their emerging language demonstrating their increasing construction of and…
Descriptors: Play, Schemata (Cognition), Language Acquisition, Concept Formation
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Meng, Christine – Early Child Development and Care, 2019
The present study investigated whether the bidirectional cross-lagged paths between teacher--child language interactions and receptive vocabulary would be significantly different between English language learner (ELL) and non-ELL children. The FACES 2009 cohort was used to address the research goals. Cross-lagged analysis was conducted with the…
Descriptors: Teacher Student Relationship, Interaction, Receptive Language, English Language Learners
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Brock, Laura L.; Kim, Helyn; Gutshall, Claire C.; Grissmer, David W. – Early Child Development and Care, 2019
Theory of mind describes the ability to engage in perspective-taking, infer mental states, and predict intentions, behavior, and actions in others. Theory of mind performance is associated with foundational cognitive and socioemotional skills, including verbal ability (receptive and expressive vocabulary), executive function (inhibitory control…
Descriptors: Theory of Mind, Predictor Variables, Kindergarten, Young Children
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Klette, Trine; Killén, Kari – Early Child Development and Care, 2019
In this paper, we present findings from the filmed observations of 12 1-year-old toddlers in 10 different Norwegian childcare centres during separations and reunions with their mothers. Separations and reunions are sensitive situations, especially around the age of one, when separation anxiety normally peaks. The observations were conducted when…
Descriptors: Toddlers, Mothers, Parent Child Relationship, Separation Anxiety
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Leong, Anne Day; Berzin, Stephanie Cosner; Hawkins, Summer Sherburne – Early Child Development and Care, 2019
Head Start is a federally funded early childhood education programme that takes a unique 2-generation approach to working with families. Family engagement in early education like Head Start has been shown to improve academic and behavioural outcomes in children, with particular beneficial effects in the children of immigrant parents. This study…
Descriptors: Immigrants, Parent Participation, Federal Programs, Early Childhood Education
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Everley, Suzanne; Everley, Keith – Early Child Development and Care, 2019
In the UK, nearly one-third of children aged 2-15 years are failing to engage in sufficient physical activity (PA). Associated interventions are historically rationalized from adult perspectives. This study aimed to empower children as participants in the research process and experts of their own experience in an endeavour to inform activity…
Descriptors: Elementary School Students, Student Experience, Physical Activity Level, Student Participation
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Chan, Wai Ling – Early Child Development and Care, 2019
This paper explored the challenges to the infant care profession in Hong Kong crèches, with an aim to contribute to the existing early childhood care literature for reference and comparison elsewhere. A questionnaire survey was conducted with 55 childcare workers and 12 supervisors, followed by interviews with some selected participants to examine…
Descriptors: Infants, Child Caregivers, Child Care Centers, Caregiver Training
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Hsieh, Wu-Ying; McCollum, Jeanette A. – Early Child Development and Care, 2019
This article reports and compares results from an interview study of early childhood teachers in the U.S. and Hong Kong, with a focus on the math outcomes that children may gain from play with unit blocks. Teachers were interviewed to obtain their ideas of the benefits of unit block play in three focal areas: geometry, measurement, and numeracy.…
Descriptors: Foreign Countries, Comparative Education, Early Childhood Teachers, Knowledge Level
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Kokkinaki, Theano – Early Child Development and Care, 2019
We compared systematically the structure, the focus, the thematic sequences, the complexity and the syntactic properties between maternal and paternal infant-directed speech in engagements of infants with their mothers and fathers. Eleven mother-infant and 11 father-infant dyads were video-recorded during their natural interactions at home from…
Descriptors: Infants, Mothers, Fathers, Parent Child Relationship
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Chatzopoulos, Dimitris; Doganis, George; Kollias, Iraklis – Early Child Development and Care, 2019
The purpose of this study was to investigate the effects of creative dance on proprioception, rhythm and static balance in preschool children. The treatment group consisted of 32 preschool children which took part in a creative dance programme that lasted 2 months (twice a week), while the control group (30 preschool children) participated in an…
Descriptors: Creativity, Preschool Children, Dance Education, Psychomotor Skills
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Brown, Christopher Pierce; Weber, Natalie Babiak – Early Child Development and Care, 2019
The continued standardisation of publicly funded early education programmes has led to teacher educators and researchers focusing in on what works in preparing teachers and their students to succeed in these environments. Such a focus prioritises an epistemological understanding of teaching and learning and leads to investigations examining…
Descriptors: Faculty Development, Epistemology, Early Childhood Education, Teaching Experience
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Kokkinaki, Theano – Early Child Development and Care, 2019
I investigated the emotional coordination (matching, synchrony, completion and attunement) between infant and paternal facial expressions of emotion in the course of paternal questions addressed to infants during their spontaneous dyadic interaction. Eleven infant-father dyads were observed during their natural interactions at home from the second…
Descriptors: Infants, Fathers, Nonverbal Communication, Emotional Response
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Martin, Rebecca – Early Child Development and Care, 2019
The current study explored the influence of three methods of parental emotion discourse (structured story-telling, reminiscing, and picture book) and their relation to preschoolers' emotion understanding. Thirty-seven families participated in the study. Analyses showed that the structured story-telling method produced more emotion words, was high…
Descriptors: Preschool Children, Emotional Response, Discourse Analysis, Parent Child Relationship
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Honig, Alice Sterling – Early Child Development and Care, 2019
Outdoor experiences allow teachers to focus on expanding child learning in different domains. Nature experiences can sharpen child senses, enrich vocabulary, increase spatial understandings, and permit more practice for large muscle skills. As well, teachers can arrange outdoor activities to promote positive peer cooperation and aesthetic…
Descriptors: Outdoor Education, Environmental Education, Young Children, Disabilities
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Botsoglou, Kafenia; Beazidou, Eleftheria; Kougioumtzidou, Eleni; Vlachou, Maria – Early Child Development and Care, 2019
Given that there is a lack of children's active involvement in the school design process, the aim of the present multimethod study was to gather data in relation to children's active involvement towards the improvement of their own school's physical environment. Over a period of three months, twenty-nine children aged 4-5 years participated in…
Descriptors: Academic Achievement, Rating Scales, Educational Quality, Educational Environment
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