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Showing 1 to 15 of 254 results Save | Export
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Yin, Hongbiao; Keung, Chrysa Pui Chi; Tam, Winnie Wing Yi – Early Childhood Education Journal, 2022
This study examined kindergarten teachers' behavioural intentions to implement play-based learning and its relationship to two types of facilitating factors: organisational (i.e., instructional leadership and trust in colleagues) and individual (i.e., teacher self-efficacy). Structural equation modelling examining the direct and mediating effects…
Descriptors: Preschool Teachers, Kindergarten, Intention, Play
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Muimongkol, Supreeya Chamnanuea; Subramaniam, Karthigeyan; Wickstrom, Carol D. – Early Childhood Education Journal, 2022
The purpose of the study was to investigate prospective early childhood teachers' conceptions of teaching science, and thus identify their strategies for enabling their future pre-K to 3rd grade students' construction of science content. For the purpose of this study, we subscribed to the view of conceptions of teaching as having dimensions and…
Descriptors: Preservice Teacher Education, Preservice Teachers, Student Attitudes, Early Childhood Teachers
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Cahill, Maria; Hoffman, Hayley; Ingram, Erin; Joo, Soohyung – Early Childhood Education Journal, 2022
A recent trend in public libraries' children's services emphasizes the role of promoting school readiness. In order to gain a deeper understanding of the school readiness efforts present in storytime programs, this study observed and scored 68 public library preschool storytime sessions presented by 35 storytime providers across three states using…
Descriptors: Librarians, School Readiness, Story Reading, Public Libraries
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Coogle, Christan G.; Storie, Sloan; Rahn, Naomi L. – Early Childhood Education Journal, 2022
The purpose of this paper is to provide an inclusive framework for supporting all children in early childhood education classrooms while also considering early learning standards, curricula, and everyday activities and routines. We describe universal design for learning, multi-tiered systems of support, embedded learning opportunities, and how…
Descriptors: Early Childhood Education, Inclusion, Access to Education, Equal Education
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Cheung, Alan C. K.; Keung, Chrysa; Tam, Winnie – Early Childhood Education Journal, 2022
In this study, a modified version of the Curriculum Orientation Inventory for Early Childhood Education (COI-ECE) is developed and validated with a sample of 717 in-service teachers from fifty Hong Kong pre-primary schools. Results of confirmatory factor analysis show that the curriculum beliefs of pre-primary school teachers can be conceptualised…
Descriptors: Foreign Countries, Preschool Teachers, Teacher Attitudes, Beliefs
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Roybal-Lewis, Angela – Early Childhood Education Journal, 2022
Demands placed on early childhood teacher development, teacher candidates, and professionals who prepare future teachers, continue to increase. Although inquiry addresses high-stakes teacher development, research on programs in early childhood professional development schools as a pathway to mediate the increased demand is needed. The purpose of…
Descriptors: Early Childhood Teachers, Preservice Teachers, Professional Development Schools, Student Development
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Håland, Anne; Hoem, Toril Frafjord; McTigue, Erin Margaret – Early Childhood Education Journal, 2021
Read-alouds are a frequent practice in early childhood classrooms and provide great potential for developing literacy skills for young learners including vocabulary, comprehension, text structure awareness, visual literacy, and fluency. Yet, any potential benefit of read-alouds depends on how the teacher enacts a read-aloud, particularly in…
Descriptors: Foreign Countries, Oral Reading, Reading Aloud to Others, Grade 1
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Hall, Anna H.; Gao, Qianyi; Hirsch, Shanna – Early Childhood Education Journal, 2021
Preservice teachers' (PSTs) writing attitudes have been well formed through countless positive and negative interactions by the time they enter higher education. The present study examined 17 PSTs' beliefs about teaching writing, confidence levels, and plans for future instruction, before and after a semester-long language arts methods course.…
Descriptors: Preservice Teachers, Student Attitudes, Writing Instruction, Self Efficacy
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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
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Khalfaoui, Andrea; García-Carrión, Rocío; Villardón-Gallego, Lourdes – Early Childhood Education Journal, 2021
The risk for many young children from minority backgrounds of being excluded from a quality education might be reduced through the creation of a positive classroom climate. A systematic review was conducted to gain a better understanding of the pedagogical and structural aspects that foster a positive classroom climate in multicultural early…
Descriptors: Classroom Environment, Cultural Pluralism, Early Childhood Education, Educational Quality
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Jalongo, Mary Renck – Early Childhood Education Journal, 2021
The COVID-19 world health crisis has profound implications for the care and education of young children in homes and schools, the lives of preservice and inservice teachers, and the work of college/university faculty. This article begins by discussing the implications of a world health pandemic for education and the challenges of conducting a…
Descriptors: COVID-19, Pandemics, Early Childhood Education, Child Care
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Lafave, Lynne; Webster, Alexis D.; McConnell, Ceilidh – Early Childhood Education Journal, 2021
Government guidelines for relaunching early childhood education and care (ECEC) programs during the COVID-19 pandemic have required the implementation of various practices to minimize the risk of infection transmission. These directives include recommendations regarding serving and handling food, shared spaces, and physical distancing which have a…
Descriptors: COVID-19, Pandemics, Early Childhood Education, Disease Control
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Gable, Sara; Fozi, Afiah Mohd; Moore, Alex M. – Early Childhood Education Journal, 2021
This study evaluates the efficacy of a physically-active number learning game for young preschoolers. The intervention adapts Ramani and Siegler's (Child Develop 79(2):375-394, 2008) successful The Great Race by modifying the mode of play from seated at a table to jumping with two feet on a large game mat. 75 children (mean age: 46 months) in the…
Descriptors: Teaching Methods, Physical Activities, Numbers, Preschool Children
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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
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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
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