NotesFAQContact Us
Collection
Advanced
Search Tips
Source
Early Childhood Education…259
Laws, Policies, & Programs
Goals 20001
What Works Clearinghouse Rating
Showing 1 to 15 of 259 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Obee, Patricia; Sandseter, Ellen Beate Hansen; Gerlach, Alison; Harper, Nevin J. – Early Childhood Education Journal, 2021
Risky play is defined as thrilling and challenging forms of play that have the potential for physical injury and has been linked to developmental and health benefits for children in the early years. Currently, in Western contexts, children's opportunities for risky play is decreasing. Social factors such as practitioner and parental attitudes and…
Descriptors: Foreign Countries, Play, Risk, Young Children
Peer reviewed Peer reviewed
Direct linkDirect link
Hong, Seong Bock; Broderick, Jane Tingle; McAuliffe, Cynthia M. – Early Childhood Education Journal, 2021
As early childhood educators of young children, we recognize that children draw what they know from cultural transmissions, moving through many developmental transitions with drawing. As children's skills developed, a PreK/Kindergarten teacher in a university laboratory school classroom with 27 children was interested in studying ways children can…
Descriptors: Early Childhood Education, Preschool Teachers, Young Children, Freehand Drawing
Peer reviewed Peer reviewed
Direct linkDirect link
Cutrer-Párraga, Elizabeth A.; Heath, Melissa A.; Caldarella, Paul – Early Childhood Education Journal, 2021
Literacy coaching, an effective professional development strategy for early childhood teachers, is a respected component in educational reform initiatives. This qualitative case study explored and described interactive processes between literacy coaches (n = 5) and Kindergarten teachers (n = 6). This study focused on how established kindergarten…
Descriptors: Preschool Teachers, Teacher Attitudes, Resistance (Psychology), Emergent Literacy
Peer reviewed Peer reviewed
Direct linkDirect link
Jiang, Yong; Zheng, Chuchu – Early Childhood Education Journal, 2021
Collaborative reflection refers to the process by which members of a community reflect through social interaction, as well as to the outcomes of this process. In this study, we adopted a sociocultural perspective to examine the obstacles a group of Chinese kindergarten teachers faced with collaborative reflection in collectivist cultural contexts.…
Descriptors: Preschool Teachers, Kindergarten, Foreign Countries, Reflective Teaching
Peer reviewed Peer reviewed
Direct linkDirect link
Han, Feifei; Degotardi, Sheila – Early Childhood Education Journal, 2021
This study examined infant educators' conceptions of infant language development and approaches to supporting the development. The phenomenographic analyses of interviews with 59 educators identified five and six hierarchically related conceptions and approaches respectively. The conceptions were broadly distinguished as deep or surface…
Descriptors: Infants, Preschool Teachers, Teacher Attitudes, Language Acquisition
Peer reviewed Peer reviewed
Direct linkDirect link
Yildirim, Bekir – Early Childhood Education Journal, 2021
The aim of this study was to determine preschool teachers' STEM training, STEM classroom activities, lesson planning processes, problems, and evaluation strategies and methods during activities. The study sample consisted of 20 preschool teachers. Participants were recruited using criterion sampling, which is a purposive sampling method. This was…
Descriptors: Preschool Teachers, STEM Education, Teacher Education, Class Activities
Peer reviewed Peer reviewed
Direct linkDirect link
Chen, Ya-Ling; Huang, Lee-Feng; Wu, Pei-Chen – Early Childhood Education Journal, 2021
This study analyzed early childhood preservice teachers' specific components of self-efficacy to provide a more exhaustive comprehension of the relationships among STEM self-efficacy, pedagogical belief, and the self-reported need for professional development (PD). The participants were undergraduate or graduate preservice teachers recruited from…
Descriptors: Preservice Teachers, Preschool Teachers, Self Efficacy, STEM Education
Peer reviewed Peer reviewed
Direct linkDirect link
Costantino-Lane, Tina – Early Childhood Education Journal, 2021
Many recent articles have focused on reading instruction in kindergarten, but few have solicited the beliefs of the experts--kindergarten teachers. This study examined California teachers' perceptions of teaching reading to kindergarten students. Kindergarten teachers from northern to southern California were surveyed (N = 103). Teachers reported…
Descriptors: Teacher Attitudes, Preschool Teachers, Kindergarten, Young Children
Peer reviewed Peer reviewed
Direct linkDirect link
Albaiz, Najla E. A.; Ernest, James M. – Early Childhood Education Journal, 2021
This study examined kindergarten teachers' views about the importance and uses of school, family, and community partnerships (SFCPs) in Riyadh City, Saudi Arabia. We used Epstein's model of SFCPs and explored the roles of teacher, family, and community support for parenting skills, two-way communication, volunteering, learning at home,…
Descriptors: Kindergarten, Preschool Teachers, Teacher Attitudes, Partnerships in Education
Peer reviewed Peer reviewed
Direct linkDirect link
Mowrey, Sascha C. – Early Childhood Education Journal, 2021
Professional culture is a key element for successful implementation and change in schools. The purpose of this paper is to triangulate collaboration networks and experiences of educators to describe the emergent professional cultures in three newly-opened pre-kindergarten schools. This paper uses an exploratory mixed-methods case study approach.…
Descriptors: Preschool Teachers, Social Networks, Teacher Collaboration, School Culture
Peer reviewed Peer reviewed
Direct linkDirect link
Hamel, Erin; Joo, Yuenjung; Hong, Soo-Young; Burton, Anna – Early Childhood Education Journal, 2021
This study explores teachers' use of questioning during collaborative science exploratory activities. We classified a total of 755 questions across 14 preschool science lessons implemented by four teachers by type (open- or closed-ended) and content (science or non-science related) while also recording the intended recipient. Results revealed…
Descriptors: Preschool Teachers, Science Instruction, Teaching Methods, Questioning Techniques
Peer reviewed Peer reviewed
Direct linkDirect link
Jin, Meilan; Moran, Mary Jane – Early Childhood Education Journal, 2021
Many researchers have investigated the cooperative problem solving (CPS) of children during play; however, there is a lack of studies focused on teachers' beliefs about how to support the development of children's CPS in classrooms. This study aims to investigate the pedagogical beliefs of Chinese (n = 3) and US (n = 3) teachers about the CPS of…
Descriptors: Problem Solving, Play, Cooperative Learning, Teacher Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Connelly, Judy-Ann; Manningham, Suzanne; Champagne, Manon – Early Childhood Education Journal, 2021
Outdoor time is a positive correlate of physical activity in preschoolers; however, children remain highly sedentary even outdoors. This cross-sectional study thus aimed (1) to measure the physical activity levels of 30 preschool-aged children attending a centre-based childcare centre in a remote region located in Northwestern Québec (Canada) and…
Descriptors: Preschool Children, Child Care Centers, Physical Activity Level, Play
Peer reviewed Peer reviewed
Direct linkDirect link
Ata-Aktürk, Aysun; Demircan, H. Özlen – Early Childhood Education Journal, 2021
This study examines the development of a STEM-based (Science, Technology, Engineering, and Mathematics) and parent-involved engineering design curriculum for early childhood education and investigates its design principles and contributions to children's STEM-related learning. This research utilized a design-based research methodology broken into…
Descriptors: STEM Education, Parent Participation, Engineering, Design
Peer reviewed Peer reviewed
Direct linkDirect link
Schillinger, Tammy – Early Childhood Education Journal, 2021
In 2015 an urban school district reported that 84.6% of third graders did not demonstrate proficiency on the Math Standardized Test, which challenges students to solve problems and justify solutions. Since 2006 there has been a negative trend of proficiency levels on the New York State (NYS) Math Exam in third grade. I propose that students may be…
Descriptors: Self Efficacy, Kindergarten, Grade 3, Preschool Teachers
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  18