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Pyle, Angela; DeLuca, Christopher; Danniels, Erica; Wickstrom, Hanna – American Educational Research Journal, 2020
Kindergarten teachers face the challenge of integrating contemporary assessment practices with play-based pedagogy. The current study addresses this challenge by presenting a kindergarten assessment framework rooted in theory and current classroom practices, based on teacher interview and observational data collected in 20 kindergarten classrooms.…
Descriptors: Play, Kindergarten, Preschool Teachers, Young Children
McGlynn-Stewart, Monica; Maguire, Nicola; Mogyorodi, Emma – Canadian Journal of Environmental Education, 2020
This 3-year study followed 14 kindergarten classrooms in Ontario as they used open-ended tablet applications to support outdoor play and learning. Through the creation of slideshows that incorporated their photos, video, drawings, and audio recordings, the children explored their physical and creative activities outdoors, as well as their…
Descriptors: Foreign Countries, Kindergarten, Handheld Devices, Telecommunications
DeLuca, Christopher; Pyle, Angela; Braund, Heather; Faith, Laurie – Assessment in Education: Principles, Policy & Practice, 2020
Currently, kindergarten education is shaped by two priorities: (1) the recognition that early learning must maintain a developmental orientation and support socio-personal growth; and (2) a growing emphasis on standards-based curriculum and the use of assessment to support children's learning. While some researchers have argued these two…
Descriptors: Student Evaluation, Kindergarten, Young Children, Personal Autonomy
Jensen, Hanne; Pyle, Angela; Alaca, Betül; Fesseha, Ellen – Early Years: An International Journal of Research and Development, 2021
Guided play, a balanced approach to involvement in play that includes child- and adult-direction in learning activities, holds great promise for children's effective and engaged learning in education. Recent studies in laboratory settings show benefits for academic and socio-emotional outcomes, while retaining a focus on child-centred exploration.…
Descriptors: Play, Teaching Methods, Teacher Role, Cultural Differences
Developing Preschool Deaf Children's Language and Literacy Learning from an Educational Media Series
Golos, Debbie B.; Moses, Annie M. – American Annals of the Deaf, 2013
With the increase in research on multiliteracies comes greater interest in exploring multiple pathways of learning for deaf children. Educational media have been increasingly examined as a tool for facilitating the development of deaf children's language and literacy skills. The authors investigated whether preschool deaf children (N = 31)…
Descriptors: Deafness, Preschool Children, Literacy Education, Language Acquisition
Stagg Peterson, Shelley; Rajendram, Shakina; Eisazadeh, Nazila – Early Years: An International Journal of Research and Development, 2019
This research explores young Indigenous children's multimodal meaning-making to carry out social intentions in dramatic and construction/materials play settings. The participants are two teachers and 21 children from two Northern Canadian Indigenous communities. Underpinned by social semiotic theory, the research involves inductive analyses of six…
Descriptors: Kindergarten, Foreign Countries, Drama, Play
Woods, Heather; Bosacki, Sandra; Coplan, Robert J. – Journal of Research in Childhood Education, 2016
Early childhood educators' (ECE) perceptions of gender roles may contribute to the development of children's own gender-role identities. This qualitative study examined 40 Canadian female ECEs' perceptions of gender and children's shy, aggressive, and prosocial behaviors. Content analysis of extensive interviews revealed three themes: (1) shyness…
Descriptors: Foreign Countries, Early Childhood Education, Preschool Teachers, Elementary School Teachers
Kirova, Anna; Jamison, Nicole M. – Journal of Early Childhood Research, 2018
This article presents findings from a 4-month qualitative intrinsic case study that examined 25 preschool children's early multiliteracy experiences and technology uses within the context of their homes and classroom. First, to find out about the different forms of technology and literacy practices the children participated in within their homes…
Descriptors: Preschool Children, Multiple Literacies, Handheld Devices, Case Studies
Massing, Christine; Pente, Patti; Kirova, Anna – European Early Childhood Education Research Journal, 2016
The data for this article were derived from a larger three-year study enquiring into how immigrant preschool teachers, and the families and children with whom they work, explore their bicultural identities through aesthetic representations of their sense of place. Eleven first generation immigrant parents and their young children attending a…
Descriptors: Immigrants, Parent Child Relationship, Cultural Influences, Early Childhood Education
Bigras, Nathalie; Lemay, Lise; Lehrer, Joanne; Charron, Annie; Duval, Stéphanie; Robert-Mazaye, Christelle; Laurin, et Isabelle – Early Childhood Education Journal, 2021
This article presents a study about the impact of COVID-19 on childcare center educators in Quebec (Canada). Regulated childcare services were closed due to the pandemic between March 16 and May 31, 2020, in areas considered "hot" (highly affected by the pandemic). During this time, some centers were transformed into "emergency…
Descriptors: Foreign Countries, COVID-19, Pandemics, Child Care Centers
Ralph, Rachel – AERA Online Paper Repository, 2017
This empirical study investigated the manifestation of prosocial sharing behaviours and how this interplayed with preschool-aged children's Theory of Mind (ToM), described in cognitive science as one's ability to ascribe mental states to others and how the ascribed states are used to explain and predict the actions f others, when using media and…
Descriptors: Classroom Environment, Theory of Mind, Prosocial Behavior, Preschool Children
Gomez-Garibello, Carlos; Saykaly, Christine; Moore, Kelsey; Talwar, Victoria – Educational Research Quarterly, 2013
The majority of research investigating children's lie-telling behavior has focused on lay people and legal professionals' abilities to detect deception. Fewer researchers have assessed educators' abilities to evaluate the veracity of children's reports of bullying. In this study, educators' abilities to detect true and false accounts of bullying…
Descriptors: Deception, Child Behavior, Bullying, Teacher Student Relationship
Altidor-Brooks, Alison; Malec, Alesia; Stagg Peterson, Shelley – Education 3-13, 2020
This study examined children's use of narrative strategies and social purposes in dramatic play through a sociocultural theoretical lens. We analysed language and nonverbal communication in play scenarios involving 17 kindergarteners and their teacher. Children used language and other communication modes to develop plot, character, and setting.…
Descriptors: Young Children, Coaching (Performance), Dramatic Play, Nonverbal Communication
Beach, Pamela; Favret, Elena; Minuk, Alexandra – Canadian Journal of Learning and Technology, 2021
This paper presents findings from a systematic review of 11 studies examining online teacher professional development (oTPD) in Canada between 2000-2020. A thematic content analysis of the articles led to four main themes associated with research on oTPD: 1. knowledge exchange; 2. reflective practice; 3. multifaceted learning opportunities; and 4.…
Descriptors: Online Courses, Faculty Development, Content Analysis, Research Reports
Peterson, Shelley Stagg; Madsen, Audrey; San Miguel, Jayson; Jang, Soon Young – Early Years: An International Journal of Research and Development, 2018
Ten teachers in kindergarten and grade one classrooms in remote northern Canadian Ojibway communities, and two consultants from a First Nations Student Success Program participated in focus group discussions about the place of rough and tumble and superhero play, and teachers' roles in preventing relational and physically aggressive play in…
Descriptors: Foreign Countries, Teacher Attitudes, Preschool Teachers, Kindergarten
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