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van der Graaf, Joep; Segers, Eliane; Verhoeven, Ludo – European Journal of STEM Education, 2018
In the present study we investigated experimentation abilities of children with learning problems in early childhood education, i.e. kindergarten (4-6 years old). An essential part of science education is learning via the scientific method, of which experimentation is the central component. We studied experimentation abilities in 28 kindergartners…
Descriptors: Kindergarten, Science Education, Scientific Methodology, Learning Problems
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McCormick, Kelly K.; Twitchell, Guinevere – Teaching Children Mathematics, 2017
Young children thrive in classrooms that allow them to explore and discover their environment and interests and also support them in this learning. Because children learn best when they are interested and excited, early-childhood educators should offer children play-based, integrated mathematical experiences (NRC 2009). In this article, the…
Descriptors: Investigations, Active Learning, Student Projects, Preschool Children
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Kaakinen, Markus – Teachers and Teaching: Theory and Practice, 2017
Drawing on the tradition of childhood studies, this study explores how children's problems are being conceptualised by primary school teachers in Finland and Norway and what kind of institutional childhood is reflected in those conceptualisations. I use thematic content analysis to analyse data derived from two primary schools in Tampere, Finland,…
Descriptors: Foreign Countries, Elementary School Teachers, Teacher Attitudes, Child Welfare
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Albritton, Kizzy; Truscott, Stephen D.; Terry, Nicole Patton – Contemporary School Psychology, 2018
Response to Intervention (RtI) is a multi-tiered problem-solving approach that has been used to help struggling school-aged children and is now proposed as a promising evidence-based model for early childhood settings. Successful implementation of RtI may require early childhood practitioners to develop new skills in assessment, intervention, and…
Descriptors: Response to Intervention, Early Childhood Education, Program Implementation, Evidence Based Practice
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Alexander, Gwen L.; Lindberg, Nangel; Firemark, Alison L.; Rukstalis, Margaret R.; McMullen, Carmit – Health Education & Behavior, 2018
Background: Young adulthood is often associated with poor dietary habits that may increase risk of obesity and chronic diseases. As independence grows, little is known about strategies to help balance social, work, and education commitments that may override desires to incorporate healthful food choices. Objective: In advance of a randomized trial…
Descriptors: Dietetics, Motivation, Young Adults, Focus Groups
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Fadzil, Hidayah Mohd – Asia-Pacific Forum on Science Learning and Teaching, 2017
Developing problem solving skills is often accepted as a desirable goal in many educational settings. However, there is little evidence to support that students are better problem solvers after graduating. The students can solve routine problems but they confronted difficulties when adapting their prior knowledge for the solution of new problems.…
Descriptors: Preschool Teachers, Science Instruction, Interviews, Student Attitudes
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Yorde, Susan; McCollum, Jeanette A. – Journal of Research in Childhood Education, 2018
Math is increasingly recognized as a critical part of what young children are exposed to and learn in early childhood programs. Geometry is one of three focal areas emphasized for early childhood, and opportunities for geometry learning are present in many manipulatives present in early childhood classrooms. Yet geometry remains an understudied…
Descriptors: Mathematics Instruction, Geometry, Problem Solving, Puzzles
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Meyer, Grete Skjeggestad; Eilifsen, Margareth – European Early Childhood Education Research Journal, 2017
Based on many years' work designing introductory, immersive, aesthetic experiences that lead to problem-based learning (PBL) tasks for student teachers (called "INTRO"), we problematize the concept of creativity and playfulness in Early Childhood Teacher Education (ECTE). The article reports on our analysis of students' experiences of…
Descriptors: Early Childhood Education, Foreign Countries, Aesthetics, Problem Based Learning
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Bustamante, Andres S.; Greenfield, Daryl B.; Nayfeld, Irena – Education Sciences, 2018
Early childhood science and engineering education offer a prime context to foster approaches-to-learning (ATL) and executive functioning (EF) by eliciting children's natural curiosity about the world, providing a unique opportunity to engage children in hands-on learning experiences that promote critical thinking, problem solving, collaboration,…
Descriptors: Science Education, Critical Thinking, Persistence, Engineering Education
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Sims, Margaret; Alexander, Elise; Nislin, Mari; Pedey, Karma; Tausere-Tiko, Lavinia; Sajaniemi, Nina – South African Journal of Childhood Education, 2018
We contend that the conventions, practices and philosophies underpinning working with infants and toddlers provide an alternative way of viewing early childhood work, and such a perspective may well help to challenge the 'wicked problem' of neoliberalism. It is in this context that we propose that a deeper understanding of the perspectives of…
Descriptors: Infants, Toddlers, Child Care, Neoliberalism
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Lopes, Celi Espasandin; Grando, Regina Célia; D'Ambrosio, Beatriz Silva – Early Childhood Education Journal, 2017
Our goal in this article is to discuss the importance of problems in early childhood education for the child's development and engagement with the mathematics existing in childhood culture. Our assumption is that an important task for young children's education is to create a democratic and critical environment, in which multiplicity of…
Descriptors: Early Childhood Education, Mathematics Activities, Problem Solving, Child Development
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Zhu, Jie; Li, Hui; Hsieh, Wu-Ying – Early Child Development and Care, 2019
Inclusive education has been promoted in primary and secondary schools in Hong Kong since the 1990s, and it has now spread to pre-primary education. Without qualified teachers and sufficient resources, however, it is difficult to implement inclusion in early childhood settings. This case study investigated how inclusive education was practised in…
Descriptors: Foreign Countries, Early Childhood Education, Inclusion, Case Studies
McLeod, Bryce D.; Sutherland, Kevin S.; Martinez, Ruben G.; Conroy, Maureen A.; Snyder, Patricia A.; Southam-Gerow, Michael A. – Grantee Submission, 2017
Educators are increasingly being encouraged to implement evidence-based interventions and practices to address the social, emotional, and behavioral needs of young children who exhibit problem behavior in early childhood settings. Given the nature of social-emotional learning during the early childhood years and the lack of a common set of core…
Descriptors: Educational Practices, Social Development, Emotional Development, Behavior Development
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Reidt-Parker, Judy; Wallen, Margie – State Education Standard, 2018
Current federal, state, and local policy and levels of investment in young children are not keeping pace with available information about brain development and what children need to become healthy, productive adults. The funding structures for early childhood are insufficient, and the reporting requirements are outdated. One of the most…
Descriptors: Educational Finance, Early Childhood Education, Financial Support, Child Development
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Shallwani, Sadaf; Abubakar, Amina; Nyongesa, Moses K. – Global Education Review, 2018
This exploratory study examined the strengths and weaknesses in the quality of early childhood care and learning at selected community-based childcare centers (CBCCs) in Malawi, and aimed to understand underlying challenges and opportunities that may be addressed to improve quality and ultimately children's outcomes. Classroom environments and…
Descriptors: Child Care Centers, Early Childhood Education, Educational Quality, Literacy Education
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