Early Childhood Education

Waldorf Education follows a holistic approach of children’s development, where the fundamental characteristics are creative/artistic activities, integrating imagination-based teaching methods to support and enhance the development of children’s and adolescents’ physical, social, emotional, and cognitive skills. Neuroeducation provides the most relevant level of analysis for resolving today’s core problems in education. Multiple Intelligence (MI) theory investigates ways of using the theory as a framework in school for improving work quality, collaborations, opportunities for choice, and a role for the arts. To that end, we provide a systematic literature review that critiques and synthesizes representative literature on these three topics in order to reveal new perspectives towards a novel transformative educational paradigm in a digitized society. A comprehensive analysis of theoretical and empirical articles between 2000 and 2019 is provided. The search included five main academic...

Hermine von Hug-Helmuth was one of the first women in Freud's circle, and the first child-analyst whom he personally supported. Her primacy of a pioneer is overshadowed by  the circumstances of her tragic death. She was violently killed by her 18 years old nephew and foster child, who served for her as a case model in her child analytical writings since his earliest childhood.
Her life and work which is  is reconstructed and analysed based on  her numerous autobiographical and auto analytical writings reveals the desastrous dependency  from Freudian theory in the understanding of her analyst Isidor Sadger;  she foresaw her violent death in a self fulfilling prophecy.

Este libro tiene su origen en las sesiones del grupo de trabajo Arte y Literatura de la Associació de Mestres Rosa Sensat (AMRS). Se plantea la educación literaria para los niños de 0 a 6 años, por lo que es fundamental la selección de diversas obras de calidad, de diferentes géneros y estilos, además de la dinamización de los momentos y ambientes con gusto lite-rario, estéticos, accesibles y estimulantes. También se habla del vínculo que se establece entre los pequeños y los adultos, una interacción comu-nicativa y social, respetuosa y amable a la vez, que viene acompañada del descubrimiento y el crecimiento literarios, y desvela y aviva la imaginación y la curiosidad. En la segunda parte del libro, las experiencias muestran vivencias de los niños con la literatura y de qué modo la educación literaria en la prime-ra infancia se convierte en un instrumento de disfrute, representación y aprendizaje. Las familias y los maestros conocemos la importancia de las manifes-taciones literarias en el desarrollo de la creatividad y en la adquisición y apropiación de la lengua oral y escrita. Un proceso literario motivado es fuente de ilusiones, emociones y sueños, que debemos seguir fomentan-do. Pues, dando protagonismo a las ilustraciones, las narraciones, los re-latos y las palabras, promoveremos pequeños grandes lectores literarios. in-fan-cia Cristina Correro (Manresa, 1974) y Neus Real (Barcelona, 1968) son miembros de GRETEL (Grup d'

What incentives can the administrators of early childhood education facilities offer their staff in order to retain them? In light of research identifying low staff turnover as a key component of high quality early childhood education, the answer to this question has ramifications beyond human-resources management. This paper presents the results of a statewide survey of early childhood educators, which indicate that both personal factors (age and experience) and the availability of benefits are associated with intent to remain in the field. The applicability of these findings to employment policies in the field of early childhood education are discussed.

With adoption of the Common Core State Standards (CCSS) virtually the whole of the United States is involved in aligning curricula, lesson planning, implementing, and professional development. However, only a small fraction of CCSS activity or commentary focuses on early childhood education at the preschool and kindergarten levels. Thus, it is crucial to examine closely the links between the standards themselves and applications in practice so that teachers and administrative personnel have a clear understanding of both what the standards imply and do not imply for aligning classroom practices to accomplish the CCSS in early childhood. This article focuses on clarifying issues that have been especially subject to confusion or misinterpretation with respect to curricular and instructional practices in preschool and kindergarten. It begins with a brief account of alignments between the CCSS and developmentally appropriate practices currently common in early language and literacy instruction and supported by research, followed by in-depth analyses of four issues that have generated some or considerable confusion for early childhood educators: pedagogical approach, text choices, understanding developmental progressions, and performance assessment.

Η εκπαίδευση στον 21ο αιώνα, με τους πλείστους και ποικιλόμορφους μετασχηματισμούς που έχουν
συντελεστεί, έχει ανάγκη από νέες, δημιουργικές και καινοτόμες προσεγγίσεις. Το ζητούμενο της σύγχρονης
εκπαίδευσης δεν είναι πλέον τόσο η παροχή γνώσεων αλλά η καλλιέργεια των δεξιοτήτων, καθώς και η
ανάδειξη των ικανοτήτων κάθε παιδιού (τα λεγόμενα «soft skills») μέσα από παιδοκεντρικές και βιωματικές
πρακτικές και μεθόδους. Μια τέτοια προσέγγιση παρουσιάζεται στην εργασία αυτή, όχι και τόσο
νέα αλλά συγκριτικά με τις δυνατότητές της πολύ λίγο διαδεδομένη στην Ελλάδα. Πρόκειται για τις Κούκλες
Προσωπικότητας (Persona Dolls) που μέσω της δύναμης της αφήγησης ιστοριών αποτελούν για τον
παιδαγωγό προσχολικής και πρώτης σχολικής ηλικίας ένα ισχυρό εκπαιδευτικό εργαλείο στην τάξη. Στην
παρούσα εργασία θα παρουσιασθούν το προφίλ και οι ιδιαιτερότητες της κούκλας αυτής σε σχέση με τις
άλλες και θα γίνει σύντομη αναφορά σε έρευνες που έχουν γίνει αναφορικά με το εκπαιδευτικό αυτό
εργαλείο. Θα αναδειχθούν οι δυνατότητες της προσέγγισης αυτής στην υγιή διαμόρφωση της ατομικής
ταυτότητας του παιδιού και της αντίληψης των άλλων. Θα δοθεί έμφαση στη δύναμη της αφήγησης της
ιστορίας, που αποτελεί και το «όχημα» της κούκλας και της προσέγγισης ειδικότερα, προκειμένου για την
ανάπτυξη της ενσυναίσθησης, τη διαμόρφωσης ατομικών αξιών, την καλλιέργεια της κριτικής σκέψης, την
ενθάρρυνση στην επίλυση προβλημάτων μέσω της συμμετοχής σε ομάδα, καθώς και άλλων δεξιοτήτων.
Ιδιαίτερη μνεία θα γίνει στην εφαρμογή του εργαλείου αυτού στην εξοικείωση με τη διαφορετικότητα (όπως
αυτή ίσως να αναδύεται εκ νέου λόγω των μεταναστευτικών και προσφυγικών κυμάτων των ημερών μας),
αλλά και στη διαχείριση συμβάντων στην τάξη στο πλαίσιο ενός παιδαγωγικού πλάνου πρώιμης παρέμβασης
για την αποτροπή φαινομένων σχολικού εκφοβισμού και θυματοποίησης στη μετέπειτα σχολική ζωή.

Early childhood practitioners appear to be in an unending battle to legitimize the use of the dramatic arts in the classroom. Even early childhood educators who accept the value of dramatic play seldom utilize the potential of drama fully. The purpose of this article is to reinforce the value of drama and theater for young children. Dramatic play, creative drama, theater, and television --a form of drama --all have their place in the development of young children.

Earth Care, People Care and Fair Share in Education: The Children in Permaculture Manual is a ground-breaking book, which shines a permaculture lens to inspire child-friendly, sustainable education.

Full of innovative information, a new curriculum, hundreds of inspirations for activities, session plans, holistic pedagogy and reflection questions, this book will inspire educators to get outdoors and learn from nature.

It is for primary, nursery and kindergarten teachers, policy makers, permaculture designers, Forest School leaders, Scout leaders, parents, carers, grandparents, aunts, uncles and anyone else who is interested in holistic education for sustainability and resilience.

The book may be bought from here: https://www.permaculture.org.uk/books/children-in-permaculture-manual

As advocates of critical pedagogy (CP) and anti-oppressive education, in as much as these paradigms serve as critical lenses for “learning to question” (Freire and Faundez, 1989) and for critically “reading the world” (Freire and Macedo, 1987) and our experiences in it, we understand ...

The current stage of early years information and communication technology (ICT) integration research has been criticized for not paying enough attention to the unique pedagogical features of early childhood education. Similarly, children's views about educational use of ICT have been underrepresented in research. This dissertation study contributes to resolving these gaps in the literature by exploring children's ideas and preservice teachers' beliefs regarding the role of ICT in early childhood education.

Teaching Exceptional Children
Teaching Exceptional Children is ideal for introductory courses in early childhood special education at the graduate and undergraduate level. Bayat’s clear and accessible writing, a visually appealing design, and focused pedagogy in each chapter help make it possible to cover a significant amount of material. This powerful text identifies specific behavioral characteristics and presents theoretical information grounded in neuroscience and child development research for a wide range of disabilities. Research-based best practices for effectively working with children with various disabilities in inclusive classrooms are provided in each chapter. The second edition has been fully updated based on the DSM-5 and includes new sections on contemporary issues in inclusion of children with disabilities in early childhood classrooms, such as challenging behaviors, using technology, at-risk children, promoting mental health, and family issues.
A robust pedagogical program, along with online resources for instructors and students, provides full support, including:
• Chapter Objectives and Key Terms help frame each chapter
• Discussion, Critical Thinking, Essay, Short Answer, and Review Questions at the beginning, throughout, and concluding chapters prompt students to fully engage with the material
• Homework/Field Assignments provide opportunities for students to apply their knowledge to real-world situations
• Real-Life Vignettes illustrate concepts in action
• Color Photos, Figures, and Tables clarify concepts in a visually engaging way
• Recommended Resources and References offer guidance for further study
• www.routledge.com/cw/bayat provides additional resources for students and instructors to support learning and teaching
Mojdeh Bayat is Associate Professor of Education at DePaul University, USA. She has a BA in Law and Society from The American University, an MA in Early Childhood Special Education from Northeastern Illinois University, and a PhD in Child Development from Erikson Institute in Chicago.

The focus of this paper is to apply sensory branding to the case of Lego. Henceforth, the thesis question for my paper is the following: To what extent does Lego use sensory branding and what should the company do in the future in terms of utilizing sensory branding?

The reason for choosing this topic is first of all, that I myself grew up with Lego and as so many in my age range intuitively understand the sensory characteristics of the touch and look of the Lego brand. Second of all I chose this topic because Lego seems to be applying sensory branding only in a limited sense.

This is interesting first of all, because it indicates, that there is room for improvement in Lego’s overall branding strategy. Second of all, it is interesting because according to fellow Danish marketing guru Martin Lindstrom, the future belongs to companies who fully adopt sensory branding. This is particularly relevant for Lego considering they are in an industry where function is relatively easily copied. Therefore, if Lego does not improve its sensory branding efforts, the company risks being overtaken by competitors applying a more holistic sensory branding strategy.

Outdoor play is a relatively new and growing area of interest for research in the area of early childhood care and education. As young children increasingly spend more time indoors and engaged in sedentary activities, researchers have come to realise the value which outdoor play holds for young children, and why exactly it is so important. This research has set out to discover; what are the existing practices among Irish Children, aged between three to six years, in relation to their unstructured play in outdoor environments, from a parent’s perspective.

Using a quantitative methodology, 120 parents of children aged 3 to 6 years completed a survey around their child’s access to, and engagement with the outdoor environment, when their play is self-directed. The research also sought the parents perspectives on the benefits of outdoor play to young children, and what barriers exist which may prevent them from partaking in unstructured outdoor play. The research has found that children’s engagement with the outdoors occurs in three main settings; the home, the local community, and the educational setting. Children’s practices in outdoor play include engaging in various types of play, activities and with a range of materials. This research shows that children’s outdoor play within the educational setting may be restricted by practitioners’ attitudes and values around play, and weather or seasonal conditions. The research also shows that parents are aware of a wide range of benefits to children gained through engaging in outdoor play, and they have also experienced barriers to children’s outdoor play.

Bu kitap; duygusal ve davranışsal bozukluklara sahip öğrenciler hakkında bilgi sahibi olmak isteyen sınıf öğretmenleri, özel eğitim öğretmenleri ve alanda çalışan uzmanlar için hazırlanmış giriş niteliğinde bir uygulama kitabıdır. Her bir bozukluğun nedeni, tanımlanması, güncel araştırmalar ışığında verilmeye çalışılmış ve okul ortamındaki pratik uygulamalarla da anlatım zenginleştirilmiştir. Bunlara ek olarak belirli bir bozukluğun tüm yönlerine ilişkin temel yaklaşımla birlikte bilimsel olarak geliştirilmiş müdahele yöntemleri de verilmeye çalışılmıştır.

Bu kitabın alanda yeni çalışmaya başlayan öğretmenler kadar güncel verilerle desteklenen tanı koyma ve müdahele stratejilrine önem vermesi nedeniyle alanda uzun süredir çalışmakta olan öğretmenlere ve uzmanlara da yararlı olacağını düşünmekteyiz.

v Acervos, espaços e mediações v com a publicação de textos que abordaram diferentes dimensões do cotidiano pedagógico de creches e pré-escolas. A elaboração desses textos, conforme orientações do Ministério da Educação, deveria ser precedida de ampla discussão com gestores, professores e pesquisadores. As temáticas escolhidas buscaram tratar temas considerados relevantes e prioritários, na perspectiva do currículo e promover um diálogo entre a área educacional e as determinações contidas nas Diretrizes Curriculares Nacionais. Para favorecer esse debate, os textos foram disponibilizados, durante meses, para consulta pública no site do Ministério.

Anormal Psikoloji kitabı, ruhsal bozukluklar alanında çalışan tüm profesyoneller, psikiyatristler, klinik psikologlar, psikologlar, psikolojik danışmanlar, hekimler, sosyal hizmet uzmanları, psikiyatri hemşireleri ve bu alanlarda öğrenci yetiştiren akademisyenler ile eğitim alan öğrenciler için temel bir başvuru kitabıdır.
2013 yılının Mayısı ayında yayımlanan DSM-5 ölçütlerine göre ruhsal bozukluklarla ilgili sunulan bilgilerin güncellemesinin de yapıldığı bu kitap, tüm dünyada pek çok üniversitenin psikiyatri ve psikoloji bölümlerinde ders kitabı olarak okutulmaktadır.
Kitabın her bölümünde, ilk olarak ruhsal bozukluklarla ilgili vakalar sunulmakta, daha sonra bozuklukların klinik tanıları yapılmakta ve DSM-IV-TR’den farklı olan DSM-5’te yapılan değişikliklere yer verilmektedir. Ayrıca, DSM-5’teki tanı ölçütleri, bozuklukların etiyolojisi ve epidemiyolojisi, bozukluklar üzerinde kalıtımın ve çevrenin etkileri, biyolojik ve sosyal ve kültürel etkiler, en güncel araştırmalardan elde edilen verilerle harmanlanarak sunulmaktadır. Ruhsal bozuklukların tedavisinde etkili olacak terapi yaklaşımları ve ilaçla yapılan tedaviler hakkında da bilgiler veren kitap, sahip olduğu zengin içeriği ile eşsiz bir kaynaktır.
Anormal Psikoloji kitabının; profesyoneller ve öğrenciler için önemli bir rehber olacağına, yardıma ihtiyaç duyan insanların sorunlarının çözümüne, ruhsal bozuklukların tanı ve tedavisinde önemli katkılar sağlayacağına inanıyoruz.

Asserting that children who are abused or neglected are at risk of becoming future violent criminals, this report argues that this cycle of violence can be prevented by investing in recently confirmed abuse prevention and intervention strategies. The report presents information on the number of deaths each year due to abuse and neglect and calls upon state and federal officials to fund a comprehensive, research-driven initiative to eliminate most abuse and neglect in high-risk families. This plan calls for efforts to: (1) offer coaching in parenting skills to all at-risk parents; (2) offer quality prekindergarten programs with parent-training for at-risk children; (3) ensure that pregnant women who are addicted have access to drug and alcohol treatment programs; and (4) provide mental health services for depressed or mentally ill parents. The report argues that such efforts are fiscally sound and that failure to invest in programs proven to prevent child abuse and neglect will cost billions of dollars while endangering millions of children and ensuring there will be thousands of future crime victims. The report's two appendices contain technical notes on how projections in the report were calculated and a list of federal programs used to provide funding for child welfare. (Contains 107 endnotes.) (KB) Reproductions supplied by EDRS are the best that can be made from the original document.

The question of developmental synchrony within the concrete operations period described in Piagetian literature was investigated. The idea of synchrony has been challenged by Brainerd's initial groupement research, which indicated a two-dimensional structure, corresponding to class operations and relational operations. A review of the literature indicated conflicting views concerning the nature of synchrony and how it may best be investigated. The secondary issue of distinguishing which groupements were operationalized by several traditional Piagetian tasks was explored. Indications from this study were (1) that the class-relational distinction was nit a clear-cut one; (2) considering absolute difficulty level, groupements I, II, and III were more difficult than the other five groupement tasks; however, groupement .IV, also a "class" task, indicated an intermediate difficulty level in the older grades; (3) traditional Piagetian performance does not appear to be completely subsumed by the groupement tasks; and (4) nonmetric scaling and clustering techniques aid in the analysis of dichotomous, developmental data. (Author/BJG)

In this study, a historical and international analysis of early childhood education in Turkey is made. More specifically, we explore the trend in preschool enrolment, compare Turkey's enrolment rate with other countries, study whether access to preschool is related to social class and gender, and investigate the impact of preschool attendance on later academic performance. We use data from the PISA (Programme for International Student Assessment) 2012 study and World Bank EdStats. The results indicate that Turkey's preschool enrolment has strongly increased over the years. However, compared with other (newly) industrialised countries, Turkey has a very low preschool enrolment rate. Regression analyses revealed that pupils from wealthy families are much more likely to attend preschool than pupils from poor families, while no difference was found between girls and boys. Importantly, preschool attendance was related to higher academic achievement, even though pupils from wealthy families benefited more than middle-class and poor pupils.

Early childhood educators (n ϭ 133) were assigned to 1 of 3 instructional conditions (direct, guided discovery, or no-exposure control) to assess the impact of computer workshops on their level of computer anxiety, computer knowledge, and comfort with computer technology. Groups were matched for computer experience and anxiety, early childhood education (ECE) experience, and ECE center. The direct and guided discovery groups attended a 3-hr hands-on workshop covering hardware, software, and Internet material. Immediately after the workshops, computer anxiety was lower and comfort with computer technology increased. Six months later, the control group had reduced computer anxiety, but the other groups maintained greater knowledge and comfort. Direct instruction reduced computer anxiety slightly but did not promote the acquisition of information of the guided condition. Overall, workshops provided gains that could translate into more effective and efficient computer use in the classroom.

A practical guide to teaching education for sustainable development using six case studies of work done in different primary schools. Sections include Forest school, gardening, energy and travel & transport. Sample PDF available below, and book can be purchased  from geographical association

Projekt reaguje na aktuální potřeby praxe učitelů mateřských škol (dále jen MŠ). Tým řešitelů si vytyčil jako hlavní cíl vytvořit online aplikaci, jež se stane pomocníkem učitelů při hodnocení pokroků dětí a při jejich individuální přípravě k zahájení povinné školní docházky. Výstupem z projektu je řešitelským týmem vytvořená a ověřená online aplikace, která je z hlediska koncepce a pojetí originálním intervenčním produktem pro
práci učitele MŠ.

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This self-study investigated the feasibility and effectiveness of a university-school partnership within a movement education methods course designed to enhance teacher candidates' pedagogical learning about movement. First, the context is set for understanding how the methods course fits into the structure and philosophy of an early years teacher education program, and the course is described. Second, the designs of both the field-based classes and an assignment employing pedagogical reflection strategies are addressed. Third, the learning outcomes and pedagogical values as evident in artifacts produced by teacher candidates, as well as their responses to course experiences, are discussed. Findings indicate that .a university-school partnership is an effective way to create a meaningful course that connects theory to practice for teacher candidates. Descriptive, interpretive, and theoretical levels of reflection were evident as teacher candidates reported gains in their knowledge of movement pedagogy and resources. Useful information was also gleaned about teacher-learners' perceptions of collaboration and their challenges and concerns. Five appendixes include course materials; a sample learning plan developed by teacher candidates; a sample of teacher candidates' reflective writing; a sample instructor assessment of a field-based assignment; and the university's instructor/course evaluation tool. (Contains 45 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document.

A study focused on types of talk between parents and children as predictors of development of skills such as narrating, explaining, and describing. The study investigated some measures of home language environment and their relationships with literacy outcomes. Eighty-four 3-year-old children from low income families in the Boston (Massachusetts) area were visited to gather information about the family's social and economic circumstances and their literary practices. The mothers were asked to read to and converse with the children during the visits, and, at the end of their kindergarten year, the children were given a battery of standardized tests of linguistic and cognitive skills and asked to perform a set of independent language tasks. Results indicated that a combination of home social and economic measures, general family conversation measures, and child language measures are the best predictors of formal definitions scores and story comprehension scores. However, results d...

Strong Start K-2 is a social-emotional learning curriculum, designed for use with children in kindergarten through grade 2. The objectives of this study were twofold. First, authors aimed to evaluate the feasibility and quality of Strong Start implementation. Additionally authors examined the effect of Strong Start on first grade students' perceptions of emotion and teacher ratings of social behavior and affect. Results suggested that Strong Start was implemented with integrity, and that significant increases in student knowledge about emotion situations and significant decreases in student internalizing behaviors were associated with exposure to the program. Limitations of this study as well as directions for future research are discussed. Keywords Social skills Á Social-emotional learning Á Emotion knowledge Á Social behavior Children often enter school having been exposed to varied risk factors (e.g. poverty, harsh parenting, maltreatment) and without appropriate readiness skills (Raver et al. 2002; Rimm-Kaufmann et al. 2000). These students may not be equipped with emotion knowledge skills, defined as one's ability to identify and label emotions in oneself and in others (Izard et al. 2001). Emotion knowledge skills are

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Good communication between parents and teachers has many benefits. When parents and teachers share information, children learn more and parents and teachers feel more supported. Good communication can help create positive feelings between teachers and parents.