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Showing 1 to 15 of 234 results Save | Export
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Zhu, Jie; Li, Hui; Hsieh, Wu-Ying – Early Child Development and Care, 2019
Inclusive education has been promoted in primary and secondary schools in Hong Kong since the 1990s, and it has now spread to pre-primary education. Without qualified teachers and sufficient resources, however, it is difficult to implement inclusion in early childhood settings. This case study investigated how inclusive education was practised in…
Descriptors: Foreign Countries, Early Childhood Education, Inclusion, Case Studies
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Bojczyk, Kathryn E.; Haverback, Heather Rogers; Pae, Hye K.; Hairston, Marcy; Haring, Christa D. – Early Child Development and Care, 2019
The purpose of this study was to examine the relations between parents' home literacy practices and the literacy skills of young children at risk for reading difficulties. Participants included 198 kindergarten and first-grade students and their parents. Children were enrolled in two Title I schools in an urban setting. Parents completed the…
Descriptors: Parenting Styles, Child Rearing, Emergent Literacy, Cultural Capital
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Scherr, Marla; Johnson, Tricia Giovacco – Early Child Development and Care, 2019
This article explores how three early childhood teachers working in grant-funded preschools within a public school context construct and negotiate their professional identities. Teachers share narratives that contribute to an understanding of how their beliefs, knowledge, and practice are marginalized by the context in which they work. The…
Descriptors: Preschool Teachers, Professional Identity, Preschool Education, Public Schools
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Yamamoto, Noriko; Imai-Matsumura, Kyoko – Early Child Development and Care, 2019
The present study examined gender differences in kindergarten students' ability for behavioural self-regulation and executive function in East Japan. One hundred and eleven 5-year-old children were assessed on behavioural self-regulation, inhibitory, and working memory tasks (direct measurement). Children's responses to the teacher's instructions…
Descriptors: Foreign Countries, Gender Differences, Executive Function, Self Control
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Meland, Aud Torill; Kaltvedt, Elsa Helen – Early Child Development and Care, 2019
The purpose of this study is to investigate how gender manifests itself in Norwegian kindergarten, as observed by students during three weeks' work experience. The empirical basis was collated from 40 accounts of work experience from 20 kindergartens. Student kindergarten teachers' observations of how gender is expressed in kindergarten forms the…
Descriptors: Foreign Countries, Kindergarten, Young Children, Gender Issues
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Temiz, Zeynep – Early Child Development and Care, 2019
This study aims to investigate narrative competence of bilingual children from low socio-economic status (SES) before and after they were involved in fourteen weeks of Turkish storytelling activities. Fifteen bilingual children from low-SES backgrounds participated in this research. Bilingual children first produced narratives using Mercer Mayer's…
Descriptors: Story Telling, Low Income, Bilingualism, Story Grammar
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Ohle, Kathryn A.; Harvey, Hattie A. – Early Child Development and Care, 2019
This empirical study examined educators' perceptions of kindergarten readiness, within the context of a larger study on the perceptions and use of the Alaska Developmental Profile, a mandated kindergarten entry assessment (KEA). The participants (n = 17) were primarily kindergarten teachers with varying years of experience. Data were collected…
Descriptors: School Readiness, Teacher Attitudes, Kindergarten, Profiles
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McLeod, Ragan; Kim, Sunyoung; Tomek, Sara; McDaniel, Sara – Early Child Development and Care, 2019
Young children enter kindergarten with varying levels of readiness and abilities to learn. One factor that contributes to lower levels of school readiness is poverty. One timely, cost-effective, and feasible strategy to boost school readiness, regardless of exposure to high-quality preschool is to leverage the summer months prior to kindergarten…
Descriptors: Summer Programs, Program Effectiveness, School Readiness, Kindergarten
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Gündogan, Aysun – Early Child Development and Care, 2019
Imagination is the ability of envisaging something that does not exist at the time being. Since 5-6-year-old children get through the pre-operational stage of Piaget's [2004. "Çocukta Zihinsel Gelisim" [Intellectual Development of Child] (2nd ed., H. Portakal, Trans.). Istanbul: Cem], they believe in empirical facts. Hence, Kujawski's…
Descriptors: Creativity Tests, Imagination, Preschool Children, Creativity
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Elmonayer, Randa Abdelaleem – Early Child Development and Care, 2019
The present study examines the effect of visual scaffolding on promoting number sense skills (including number recognition, counting, ordinality, comparison, and calculation) of Egyptian autistic children mainstreamed in kindergartens. The participants were five autistic children, enrolled in the second level of kindergarten (ages 5-6).…
Descriptors: Autism, Foreign Countries, Scaffolding (Teaching Technique), Numbers
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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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Hertz, Sarah; Bernier, Annie; Cimon-Paquet, Catherine; Regueiro, Sophie – Early Child Development and Care, 2019
This study aimed to examine the unique and interactive contributions of the quality of mothers' and fathers' relationships with their toddlers to the prediction of children's subsequent executive functioning (EF). The sample included 46 low-risk middle-class families. The quality of mother-child and father-child interactions was assessed…
Descriptors: Parent Child Relationship, Executive Function, Fathers, Mothers
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Kotaman, Hüseyin – Early Child Development and Care, 2019
The purpose of this study was to examine kindergarten children's motivation choice after successfully completing a mathematical task. Three succeeding measurements took place in two-week intervals. In each measurement a different choice dyad was presented to participating children. After the successful completion of a mathematical activity,…
Descriptors: Mathematics Instruction, Task Analysis, Learning Processes, Rewards
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Koivula, Merja; Gregoriadis, Athanasios; Rautamies, Erja; Grammatikopoulos, Vasilis – Early Child Development and Care, 2019
Kindergarten teachers from different cultural backgrounds attribute various meanings to children's autonomy. There seems to be cultural differences in early childhood education curricula with regard to how a child's autonomy is described and how it is supported. This qualitative study asks: how do teachers narrate their perspective and pedagogical…
Descriptors: Foreign Countries, Preschool Teachers, Early Childhood Education, Teacher Attitudes
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Sun, Jin; Tang, Yixuan – Early Child Development and Care, 2019
This study examined the relationship between aspects of maternal scaffolding and Chinese preschoolers' self-regulation. Thirty-three children aged 3-5 (12 boys and 21 girls) and their mothers from one kindergarten in Nanning, China, participated in 2 dyadic problem-solving tasks. The children's self-regulation was assessed using the tapping task…
Descriptors: Mothers, Scaffolding (Teaching Technique), Preschool Children, Child Development
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