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Showing 1 to 15 of 692 results Save | Export
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Pereira, Sara; Rodrigues, Maria José; Vieira, Rui Marques – Early Child Development and Care, 2020
Science education become one prioritie of modern societies, with the purpose of forming scientifically literate youth and adults. They play an active role in solving the problems existing in society, making critical and informed decisions. In this paper we discuss the need for scientifically literate citizens and the relevance of practical work as…
Descriptors: Play, Scientific Literacy, Science Education, Decision Making
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Turner, Nicola; Williams, Emma – Early Child Development and Care, 2020
This paper examines where science fits within the early years foundation stage developmental framework and aims to create an understanding of common science practice within the early years, with particular focus on practice at Balham Nursery School and Children's Centre. Within the paper both theory and a range of practical examples are…
Descriptors: Science Education, Play, Preschool Education, Science Activities
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Salehjee, Saima – Early Child Development and Care, 2020
Early years science curriculum in England requires teachers to incorporate scientific enquiry in their classrooms. However, teachers perceive science teaching to be challenging because of their lack of subject knowledge. This paper aims to develop an understanding of science as an enquiry rich subject rather than a plethora of scientific…
Descriptors: Science Instruction, Inquiry, Story Telling, Foreign Countries
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Wainwright, Nalda; Goodway, Jackie; Whitehead, Margaret; Williams, Andy; Kirk, David – Early Child Development and Care, 2020
The Welsh foundation phase is a play-based curriculum for 3-7-year-olds advocating outdoor and experiential approaches to learning. Play-based outdoor learning increases interaction with a range of affordances giving opportunities for movement in learning. Children assign activities as either play or not play-based on a series of cues. Teaching…
Descriptors: Play, Preschool Curriculum, Outdoor Education, Learning Activities
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Bilton, Helen – Early Child Development and Care, 2020
This paper explores the views and attitudes of a small group of teachers concerning the early years outdoor teaching and learning environment. Further their responses are compared to an online survey of teachers examining their attitudes to the early years outdoor environment. This extends the current knowledge as to the drivers for teachers'…
Descriptors: Preschool Teachers, Teacher Attitudes, Outdoor Education, Preschool Children
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McNerney, Karen; Carritt, Danielle; Dealey, Heather; Ladbury, Gemma – Early Child Development and Care, 2020
This paper builds on previous research which outlined the development of a framework of scientific enquiry within a play-based curriculum for early childhood. For this paper, in order to help to mediate children's observation and exploration as part of their play, we propose that practitioners need to have well-developed skills to ask open-ended…
Descriptors: Inquiry, Scientific Literacy, Questioning Techniques, Young Children
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Watts, Mike; Salehjee, Saima – Early Child Development and Care, 2020
This paper links early foundations in science for young children to the eventual achievement of science literacy for adults. There are five key arguments being made: (i) the early-years foundation stage (EYFS) specialists need to have a view for exactly what foundations "are" being laid in classrooms; (ii) that they all need to be --…
Descriptors: Scientific Literacy, Young Children, Adults, Informal Education
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Dale Tunnicliffe, Sue; Gkouskou, Eirini – Early Child Development and Care, 2020
Children are born to play and are born as intuitive scientists and use numeracy and literacy in their play. Playing is an essential apprenticeship for developing scientific (STEM) literacy. Observing children spontaneously playing reveals that they are experiencing STEM in action. They are observing phenomena, asking questions, solving problems,…
Descriptors: Play, Preschool Children, Preschool Education, STEM Education
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Nicholson, Julie; Kuhl, Katie; Maniates, Helen; Lin, Betty; Bonetti, Sara – Early Child Development and Care, 2020
With the increasing acknowledgement of the benefits of early childhood education, there is a need to ask critical questions about whether ample leadership exists for guiding ambitious systemic change in the field. This review of leadership in early childhood educational contexts between 1995 and 2015 examines the epistemological assumptions…
Descriptors: Early Childhood Education, Social Justice, Leadership Responsibility, Leadership Qualities
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Toran, Mehmet; Hacifazlioglu, Özge – Early Child Development and Care, 2020
This study aims to reveal the meanings attached to the concept of childhood and discuss how it is conceptualized and shaped with cultural attributes by parents and preschool teachers. The study was based on both quantitative and qualitative stance. One hundred and thirty parents and 125 preschool teachers participated in the first phase of the…
Descriptors: Children, Cultural Influences, Parent Influence, Teacher Influence
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Brody, David L.; Scheiner, Esther Y.; Dimri Ben Ari, Mordechai; Tzadok, Yair; van der Aalsvoort, Geerdina Maria; Lepola, Janne – Early Child Development and Care, 2020
This international study compared motivational tendencies among pre-school children from Israel, Finland and the Netherlands. Teachers were asked to rate students' behaviours during semi-structured tasks using the Child Behaviour Motivational Scale (CBeMo) which measures task orientation, task avoidance, and social dependence. Motivational…
Descriptors: Foreign Countries, Preschool Children, Student Motivation, Cultural Differences
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Zhang, Qilong; Morrison, Val – Early Child Development and Care, 2020
Inclusive education has long been implemented in regular educational settings in many jurisdictions including New Zealand (NZ). Since many children with special educational needs (CSEN) are not identifiable in a family environment, to ensure all CSEN are supported in a timely manner, early identification should be an integral component of the…
Descriptors: Foreign Countries, Inclusion, Early Childhood Education, Special Needs Students
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Hofslundsengen, Hilde; Magnusson, Maria; Svensson, Ann-Katrin; Jusslin, Sofia; Mellgren, Elisabeth; Hagtvet, Bente E.; Heilä-Ylikallio, Ria – Early Child Development and Care, 2020
This study investigates the physical literacy environment of preschools in three Nordic countries. The environments were assessed using an observation protocol in a total of 131 classrooms with children aged between one and seven in Sweden, Norway and Finland. The results showed that children's books were common and accessible in all three…
Descriptors: Literacy Education, Preschool Education, Technological Literacy, Multilingualism
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Kim, Jinhee; Wee, Su-Jeong – Early Child Development and Care, 2020
There are many students experiencing homelessness in the U.S. school systems. However, homelessness in children's literature has been studied little. This article discusses how homelessness is portrayed and illustrated in children's picture books published in the U.S. A total of 25 books, written in English and published in the U.S. from 1990 to…
Descriptors: Homeless People, Content Analysis, Textbook Content, Childrens Literature
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Shiu, Shiou-Ping; Wang, Sze-Han; Chen, Yu-Jun – Early Child Development and Care, 2020
This study used a quasi-experimental design to test if a small scale intervention improved self-regulation with 94 kindergarten children in Taiwan. The purpose of this study was to draw on the theory of Vygotsky and examine activities that could fit into the class schedule without substantially changing the basic curriculum and would require…
Descriptors: Foreign Countries, Intervention, Self Control, Kindergarten
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