Publication Date
| In 2015 | 0 |
| Since 2014 | 0 |
| Since 2011 (last 5 years) | 2 |
| Since 2006 (last 10 years) | 2 |
| Since 1996 (last 20 years) | 2 |
Descriptor
| Early Childhood Education | 2 |
| Family School Relationship | 2 |
| Grounded Theory | 2 |
| Parent Attitudes | 2 |
| Active Learning | 1 |
| Barriers | 1 |
| Classroom Environment | 1 |
| Comparative Analysis | 1 |
| Empowerment | 1 |
| Focus Groups | 1 |
| More ▼ | |
Author
| McFarland-Piazza, Laura | 2 |
| Downey, Belinda | 1 |
| Lord, Alison | 1 |
| Saunders, Rachel | 1 |
| Smith, Melissa | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Audience
Showing all 2 results
Peer reviewed
Direct linkMcFarland-Piazza, Laura; Saunders, Rachel – Australasian Journal of Early Childhood, 2012
This study reports findings from a follow-up study involving mothers and early childhood professionals who completed participation in a 12-week, hands-on parent education program in the United States. In this program, mothers learned about positive guidance in a weekly seminar, and additionally practised implementing positive guidance in an early…
Descriptors: Grounded Theory, Mothers, Early Childhood Education, Parent Education
McFarland-Piazza, Laura; Lord, Alison; Smith, Melissa; Downey, Belinda – Australasian Journal of Early Childhood, 2012
The purpose of this study was to explore how connections between families, communities and educators can be facilitated in teacher education courses through the use of playgroups. Barriers to building relationships, as well as the perceived benefits of these relationships to families and pre-service teachers, were also explored. Participants were…
Descriptors: Play, Groups, Preservice Teacher Education, Family School Relationship
