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Vandermaas-Peeler, Maureen; Mischka, Melissa; Sands, Kaitlin – Early Child Development and Care, 2019
The present study examined parental guidance of young children's inquiry during joint interactions in the home environment. Half of the parents received inquiry-based guidance instructions, encouraging their children to observe, question, predict, and evaluate; the control group received no information about guidance. Thirty-two families were…
Descriptors: Parents as Teachers, Parent Participation, Guidance, Preschool Children
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Svärdemo Åberg, Eva; Insulander, Eva – Early Child Development and Care, 2019
This article presents a meta-interpretative synthesis of contrasting research studies about methodological and theoretical challenges for Swedish preschool teachers in systematic quality development work. The first challenge involves an awareness of producing documentation from different levels of preschool work. The second challenge concerns…
Descriptors: Foreign Countries, Preschool Teachers, Preschool Education, Documentation
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Borg, Farhana; Winberg, T. Mikael; Vinterek, Monika – Early Child Development and Care, 2019
This study explored Swedish preschool children's knowledge about the environmental impact of various transport modes, and investigated whether or not eco-certification has any role to play in relation to this knowledge. Additionally, this study examined children's perceived sources of knowledge. Using illustrations and semi-structured questions,…
Descriptors: Foreign Countries, Preschool Children, Knowledge Level, Ecology
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Theodotou, Evgenia – Early Child Development and Care, 2019
Literacy is one of the most important areas of development. Several pieces of research examine the positive impact of the arts on children's literacy development. However, most of them focus on specific literacy skills and not in providing a holistic examination of literacy. Also, they adapt a structured methodology, with pre-decided lesson plans,…
Descriptors: Literacy, Literacy Education, Art Education, Lesson Plans
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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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Howells, Kristy; Meehan, Catherine – Early Child Development and Care, 2019
This study explored early years' practitioners' and teachers' attitudes and confidence in delivering the UK Physical Activity guidelines [National Health Service (NHS). (2013). "Physical activity guidelines for children and young people." Retrieved July 15, 2015, from…
Descriptors: Physical Activities, Guidelines, Physical Fitness, Nursery Schools
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Lewis, Helen – Early Child Development and Care, 2019
This paper reports on a study exploring metacognition in young children. Developing metacognitive skills helps children become responsible and 'thoughtful about their learning' [Chatzipanteli, A., Grammatikopoulos, V., & Gregoriadis, A. (2014). Development and evaluation of metacognition in early childhood education. "Early Child…
Descriptors: Metacognition, Video Technology, Teaching Methods, Standardized Tests
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Toran, Mehmet – Early Child Development and Care, 2019
Professional competency of the pre-school teacher plays a quite determinant role in enhancing the quality of pre-school education. This determinant role of the professional competency of the pre-school teacher is of great importance in teacher's planning and practice. The research aims to determine the extent to how teacher's sense of efficacy…
Descriptors: Self Efficacy, Classroom Techniques, Preschool Teachers, Teacher Competencies
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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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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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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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Rojas, Joanne P.; Nash, John B.; Rous, Beth S. – Early Child Development and Care, 2019
Design thinking techniques, including empathetic interviews, provide a promising new methodology for enhancing the quality of childcare services. This human-centred approach seeks to address complex problems with a deliberate, thoughtful solution-seeking process [Brown, T. (2008, June). "Design thinking. Harvard Business Review."…
Descriptors: Child Caregivers, Coaching (Performance), Technical Assistance, Design
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Ergin, Emel; Bakkaloglu, Hatice – Early Child Development and Care, 2019
In this study, in-classroom transitions in inclusive preschools in Turkey were examined. The study, which was conducted with the descriptive model, was carried out with 30 preschool teachers and 30 children with special needs (CWSN) and 30 children without special needs from these teachers' classes. In order to collect data, Information Form and…
Descriptors: Inclusion, Preschool Education, Preschool Children, Special Needs Students
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Lunneblad, Johannes; Garvis, Susanne – Early Child Development and Care, 2019
In the last decade, neo-liberal movements have entered parts of the Swedish society, bringing increased accountability and public management to preschool (catering for children aged 1-5 years). While early childhood education research has generally focused on preschool, children and teachers, few studies have explored the perspectives of preschool…
Descriptors: Neoliberalism, Preschool Education, Content Analysis, Foreign Countries
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Reid, Jeanne L.; Kagan, Sharon Lynn; Scott-Little, Catherine – Early Child Development and Care, 2019
Theoretical and empirical research is challenging long-held assumptions about how culture shapes children's thinking, emotions, and actions. No longer is 'culture' thought to be a family-based characteristic that operates upon children's development in predictable ways. Instead, culture is considered inseparable from the developmental process, in…
Descriptors: Early Childhood Education, Student Diversity, Child Development, Preschool Education
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