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Spadafora, Natalie; Reid-Westoby, Caroline; Pottruff, Molly; Wang, Jade; Janus, Magdalena – Early Childhood Education Journal, 2023
When the COVID-19 pandemic was declared in March 2020, the lives of families all over the world were disrupted. Many adults found themselves working from home while their children were unable to go to school. To better understand the potential impact of these educational disruptions, it is important to establish what learning looked like during…
Descriptors: Foreign Countries, School Closing, Pandemics, COVID-19
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
Shahbazi, Sara; Salinitri, Geri – Early Childhood Education Journal, 2016
The Full Day Early Learning Kindergarten (FDK) Program has expanded the role of the principal and has altered the teaching dynamics of the classroom with the introduction of an early years team. The early years team consists of a certified teacher with the Ontario College of Teachers and a registered early childhood educator from the College of…
Descriptors: School Schedules, Kindergarten, Principals, Teamwork
Royer, Nicole; Moreau, Claire – Early Childhood Education Journal, 2016
The study aims to describe early childhood educators' psychological wellbeing at work in terms of their interpersonal fit, thriving, feeling of competency, perceived recognition and desire for involvement. The study approach draws links between perceptions of autonomy at work and wellbeing. The analysis examines the results of a survey conducted…
Descriptors: Foreign Countries, Preschool Teachers, Early Childhood Education, Well Being
Pyle, Angela; Bigelow, Ashley – Early Childhood Education Journal, 2015
The benefits of play to children's development and academic learning are often discussed in the research. However, inconsistencies in definitions of play and differing perspectives concerning the purpose of play in educational settings make it challenging for teachers to determine how to productively integrate play-based pedagogies into their…
Descriptors: Foreign Countries, Play, Child Development, Academic Standards
Lynch, Jacqueline – Early Childhood Education Journal, 2011
The purpose of this study was to examine the role of print literacy in preschool classrooms. There were seven preschool teachers working in central Canada who were observed over three sessions. The process of analytic induction was used to formulate categories based on interviews, classroom observations and documents. The following categories were…
Descriptors: Foreign Countries, Preschool Teachers, Emergent Literacy, Teaching Methods
Kim, Bo Sun; Darling, Linda Farr – Early Childhood Education Journal, 2009
This study was conducted in a Reggio inspired child care classroom of 4-year olds where the fundamental principles of Reggio Emilia preschools are interpreted for a Canadian context. Qualitative case study methodology was employed to investigate how social interaction plays a role in young children's learning processes. Drawing on social…
Descriptors: Constructivism (Learning), Interpersonal Relationship, Learning Processes, Reggio Emilia Approach