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Gucciardi, Enza; Nagel, Robyn; Szwiega, Sylwia; Chow, Betty Yan Yan; Barker, Clare E.; Nezon, Janet; Bian, Helen; Butler, Alana – Journal of Child Nutrition & Management, 2019
Objectives: To pilot whether a sensory-based food education program, "Rainbow Food Heroes," increases children's intended and actual fruit and vegetable consumption. Methods: The behavioral intervention, Rainbow Food Heroes, a sensory-based food education program, consisted of two 90-minute workshops delivered in one week, followed by a…
Descriptors: Foods Instruction, Nutrition Instruction, Kindergarten, Young Children
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Berge, Anita – International Journal of Early Childhood, 2019
This research explores how the material environment in kindergarten frames social practices and everyday life and how change may affect pedagogy. Data were drawn from an ethnographic study conducted in a large, newly established kindergarten in Norway. The analyses focus on one conversation between two educators and the head of the kindergarten.…
Descriptors: Classroom Environment, Kindergarten, Furniture, Caring
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Borre, Alicia J.; Bernhard, Judith; Bleiker, Charles; Winsler, Adam – Journal of Education for Students Placed at Risk, 2019
Contemporary perspectives on emergent literacy in preschool emphasize the importance of providing developmentally appropriate, authentic, early writing experiences and supporting students' home language and culture. The current study analyzed kindergarten outcomes for 82 linguistically diverse, low-income children (60% Black, 40% Latino) who…
Descriptors: Preschool Education, At Risk Students, Literacy Education, Low Income Students
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What Works Clearinghouse, 2018
This document begins by providing four tips parents and care takers can use to supporting childrens' reading skills at home: (1) Have conversations before, during, and after reading together; (2) Help children learn how to break sentences into words and words into syllables; (3) Help children sound out words smoothly; and (4) Model reading…
Descriptors: Reading Skills, Young Children, Family Environment, Parent Role
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What Works Clearinghouse, 2018
This document provides the following four tips for supporting reading skills for children ages K-3 at home: (1) Have conversations before, during, and after reading together; (2) Help children learn how to break sentences; (3) Help children sound out words smoothly; and (4) Model reading fluently by practicing reading out loud with your child.…
Descriptors: Reading Skills, Young Children, Family Environment, Parent Role
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Oftinger, Anne-Laure; Camos, Valérie – International Journal of Behavioral Development, 2018
Although it has been proposed that maintenance of verbal information in adults' working memory relies on two strategies, articulatory rehearsal and attentional refreshing, little is known about the interplay of these strategies in children. To examine strategy changes around the age of seven, children were asked to maintain digits during a…
Descriptors: Short Term Memory, Adults, Foreign Countries, Kindergarten
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Hustedt, Jason T.; Buell, Martha J.; Hallam, Rena A.; Pinder, Wendy M. – Journal of Research in Childhood Education, 2018
Kindergarten has become increasingly academically oriented, and U.S. kindergarten teachers are increasingly called upon to implement policies that require assessment and promote accountability. However, little recent research has focused on kindergarten teachers' beliefs about kindergarten readiness. The authors examined teachers' beliefs related…
Descriptors: Kindergarten, Preschool Teachers, Beliefs, School Readiness
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Erickson, Joy Dangora – Early Child Development and Care, 2018
Scholars [e.g., Carlsson-Paige, N., McLaughlin, G., & Almon, J. (2015). Reading instruction in kindergarten: Little to gain and much to lose. Retrieved December 11, 2015, from https://www.sarahlawrence.edu/cdi/media/pdf/ReadinginKindergartenreport.pdf] warn that outcome-oriented, kindergarten, literacy standards may encourage an overreliance…
Descriptors: Developmentally Appropriate Practices, Kindergarten, Reading Instruction, Literacy Education
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Suhonen, Eira; Sajaniemi, Nina K.; Alijoki, Alisa; Nislin, Mari A. – Early Child Development and Care, 2018
We aimed to investigate stress response regulation, temperament, cognitive and language abilities and family SES in children who entered kindergarten before two years of age. Whilst childrens stress regulatory systems are vulnerable to environmental influences little is known about how temperament and family characteristics impact on stress…
Descriptors: Physiology, Language Aptitude, Cognitive Development, Socioeconomic Status
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Lucero, Audrey – International Journal of Bilingual Education and Bilingualism, 2018
Oral narrative retelling is a complex linguistic and cognitive task that has been shown to map onto reading fluency and comprehension. Therefore, it is important to understand oral retelling skill, especially among "emergent bilingual" children--those who are learning two languages simultaneously. In this article, exploratory…
Descriptors: Oral Language, Bilingualism, Language Tests, Language Proficiency
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Ambarini, Ririn; Setyaji, Arso; Suneki, Sri – English Language Teaching, 2018
Language and Mathematics are both skills and knowledge that need to master well so that it can be the provision for students' future life when mingling with the community or society. Because of that the integration of teaching both language and Mathematics in bilingual Math learning will give many benefits to the students. They will learn not only…
Descriptors: Kindergarten, Bilingual Students, Language Skills, Communication Skills
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Becker, Birgit; Tuppat, Julia – Educational Research, 2018
Background: Ethnic educational inequality is present in almost all Western societies. One possible explanation for the persisting disadvantages of children from immigrant family backgrounds is discrimination. Individual ethnic discrimination has been reported in the form of ethnic bias in school teachers' evaluations and recommendations. Children…
Descriptors: Racial Bias, Ethnic Groups, Social Bias, Immigrants
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Hathorn, Conley; Dillon, Anna Marie – Issues in Educational Research, 2018
This paper is concerned with exploring the microsystem of teachers' experiences with education reform within the action research (AR) model for professional development (PD). Within the macrosystem of current major education reform in the UAE, it is timely to explore teachers' experiences of AR as PD to improve pedagogy. The process of engaging in…
Descriptors: Action Research, Faculty Development, Educational Change, Foreign Countries
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Brosnan, Julie; Moeyaert, Mariola; Brooks Newsome, Kendra; Healy, Olive; Heyvaert, Mieke; Onghena, Patrick; Van den Noortgate, Wim – Exceptionality, 2018
In this article, multiple-baseline across participants designs were used to evaluate the impact of a precision teaching (PT) program, within a Tier 2 Response to Intervention framework, targeting fluency in foundational reading skills with at risk kindergarten readers. Thirteen multiple-baseline design experiments that included participation from…
Descriptors: Hierarchical Linear Modeling, Precision Teaching, Response to Intervention, Reading Instruction
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Lyons, Ian M.; Bugden, Stephanie; Zheng, Samuel; De Jesus, Stefanie; Ansari, Daniel – Developmental Psychology, 2018
There is currently considerable discussion about the relative influences of evolutionary and cultural factors in the development of early numerical skills. In particular, there has been substantial debate and study of the relationship between approximate, nonverbal (approximate magnitude system [AMS]) and exact, symbolic (symbolic number system…
Descriptors: Number Systems, Symbols (Mathematics), Kindergarten, Young Children
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