LDD NCERT Search for 'su:"early childhood education"'

Teaching practice: a guide for early childhood students

By Perry, Rosemary.
London Routledge 1997 .
xv,184p

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Early childhood curriculum: a creative-play model

By Catron, Carol E..
New Jersey Prentice-Hall, Inc. 1999 .
xvi,431p

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Teaching practice for early childhood: a guide for students

By Perry, Rosemary.
London Routledge falmer 2004 .
xvii,214p.

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Quality in early childhood care and education : study of chennai corporation nursery schools/

]]> By Sultana, A. Shahin.
New Delhi: Manak Publications Pvt.Ltd.; 2009 .
180p. 9788178311913

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Early childhood care and education: theory and practice/

]]> New Delhi: Concepts publishing; 2009 .
172p. 9788180695353

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Early childhood care and education (ECCE)/

]]> By Mohanty, Jagnnath.
New Delhi Deep & Deep Publications Pvt.Ltd. 2007 .
230p 8171005942

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Smart smart building brain power in the early years/

]]> By Schiller, Pam.
New Delhi Viva Books 2008 .
143p 9788176498609

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Early childhood education

By Bruce, Tina.
United Kingdom Hodder Education 2011 .
234p

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Importance of play in early childhood education: psychoanalytic,attachment and developmentak perspective

By Marilyn Charles and Jil Bellinson.
New York Routledge 2019 .
xv,252p.

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Developing thinking and understanding in young children: introduction for students

By Robson, Sue.
New York Routledge 2020 .
xiv,314p.

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Developing thinking and understanding in young children: introduction for students

By Rob, Sue.
Newyork Routledge 2020 .
xiv,314p.

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School readiness and school success

By Yadav,Padma.
Delhi Global Books Organisation 2013 .
xi,231p.

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Introduction to early childhood education: preschool through primary grades

By Brewer, Jo Ann.
USA Person Education 2007 .
xxiv,552p.

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Addressing challenging behaviours and mental health issues in early childhood

By Mojdeh Bayat.
New York Routledge Publicaitons 2020 .
252 p.

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Early childhood play matters: international teaching through play:birath to six years

By Bass,Shona.
Victoria Australian Council 2015

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Supporting positive behaviour in early childhood settings and primary schools: relationships, reciprocity and reflection

By Toole, Leah O.
London Routledge 2020 .
175 p.

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Pedagogies for leading practice

Routledge Publications 2019 .
xxiii,216p.

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Early childhood care and education in India: India

By India, Ministry of Human Resource Development.
New Delhi Ministry of Human Resource Development 2003 .
39p.

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Shiksha main gunvatta sanvarshan hetu modules: anusuchit jatiyon se sambandhit mudde, chunotiya va sarokar (HIN)

New Delhi National Council of Educational Research and Training (NCERT 2018 .
x,165p.

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Outdoor learning in early childhood education: exploring benefits and challenges

By Kiviranta, Leena.
Taylor & Francis 2024 , The analysis yielded a detailed description of the opportunities, preconditions and resources for outdoor learning. Six data-driven categories emerged (i) children’s holistic development; (ii) health and wellbeing; (iii) multimodal, hands-on learning opportunities; (iv) experiences in and of nature; (v) teachers as mediators; and (vi) the organisation of outdoor learning. Overall, these categories suggested that three main elements need to be considered when planning and implementing outdoor learning: as well as providing experiences in and of nature for children, outdoor learning may benefit the holistic wellbeing and well-rounded development of children and can offer multimodal, hands-on learning opportunities. According to the analysis, one of the main challenges related to teachers’ understanding and knowledge around organising and implementing outdoor learning opportunities for young children.

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Implementing positive behaviour intervention and support in Finnish early childhood education and care: leadership team’s perspective

By Heiskanen, Noora.
United Kingdom Taylor & Francis 2024 , The effective implementation of positive behaviour intervention and support (PBIS) requires both organisational and professional change. This means that the whole community including all educators and children commit to shared principles, practices, and structures to create a safe and supportive social climate. In this article, we investigate the initial implementation of the Finnish PBIS ProVaka in eighteen early childhood education and care (ECEC) centres. Our inductive qualitative analysis of longitudinal progress diary data focuses on roles, responsibilities and communication among the ECEC communities. The results show that successful ProVaka development is a matter of successfully expanding the actor network and shared responsibility. The challenges of implementation are related to 1) an equal knowledge base, 2) sufficient concretisation of ProVaka, 3) a balance between theoretically valid and culturally adapted implementation, 4) regulation of motivation and enthusiasm, 5) the constant need for change and stances towards it and 6) the clashes of everyday life realities and implementation. This actor- and communication-focused inductive qualitative study offers new insight into the initial implementation phase of PBIS in Nordic ECEC and can inform the implementation and development of other evidence-based methods in special education.

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Challenging Academia: A Critical Space for Controversial Social Issues

]]> MDPI - Multidisciplinary Digital Publishing Institute 2021 9783036508269

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Early Computer Science Education â€“ Goals and Success Criteria for Pre-Primary and Primary Education

]]> By Bergner, Nadine||KÃ¶ster, Hilde||Magenheim, Johannes||MÃ¼ller, Kathrin||Romeike, Ralf||Schroeder, Ulrik||Schulte, Carsten.
Verlag Barbara Budrich 2023 9783847426462

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Children's Exploration and Cultural Formation

Springer Nature 2020

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Supporting social-emotional development in early childhood education and care – a randomized parallel group trial evaluating the impact of two different interventions

By Martikainen, Silja.
Routledge Taylot & Francis Group, 2024 , A randomized controlled parallel-group trial was conducted to investigate the effectiveness of two 10-week early childhood education and care (ECEC) interventions “SAGA” and “Pikkuli” for supporting social-emotional and verbal development. All children above the age of 4 were invited from 15 Finnish volunteer ECEC groups (n SAGA = 52, n Pikkuli = 56, n control group = 42). The children and caregivers, but not the personnel (who carried out the intervention), were blinded to the group assignment. Children in the SAGA intervention advanced in prosocial behavior and social orientation and had fewer internalizing and externalizing problems after the intervention. Children in the Pikkuli intervention advanced in prosocial behavior and had fewer internalizing problems after the intervention. There were no significant changes in any of the aforementioned outcomes in the control group. The results suggest that both interventions have good potential in supporting children’s social-emotional development in the ECEC environment.

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Familiar and comfortable vs. unfamiliar and demanding – Students' discourses on teachers’ responsibility and leadership in Finnish early childhood education

By Kahila, Sanni.
Elsevier, 2024 , This study explored discourses on teachers' responsibility and leadership in Finnish early childhood education. Semi-structured focus group interviews (n = 17) involved 41 early childhood education students, including pre-service teachers (n = 20), social pedagogues (n = 9), and childcarers (n = 12). Two contrasting main discourses were identified: “familiar and comfortable, equally shared responsibility” and “unfamiliar and demanding, differentiated responsibility and leadership”. The findings indicate ambiguity about teachers’ responsibility and leadership, avoidance of the term leadership, concerns about occupational well-being, and uncertainty about leading teamwork. The study provides insights for encouraging teachers' professional development towards increased leadership responsibilities.

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Enrolment in the first stage of early childhood education and students’ academic performance: a cross-country analysis

By Lopez-Agudo, Luis Alejandro.
Routledge Taylor & Francis Group, 2024 , Parents have the option of enrolling their children in the first stage of early childhood education (from 0 to 3 years of age). However, not all parents decide to do so, waiting until the second stage of early childhood education to enrol them in the education system (from 3 to 5 years of age), or even until compulsory education when their children are around 6. We intend to analyse the influence of students’ enrolment in the first stage of early childhood education on their fourth-grade reading scores. This analysis has been performed using data from the Progress in International Reading Literacy Study (PIRLS) 2011 and 2016 for 39 countries and an instrumental variable approach to go beyond simple correlation. We find that attending the first stage of early childhood education has a positive influence on students’ reading scores in 18 countries, whereas it presents a null influence in 16 countries.

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School Effectiveness And School Improvement

UK : Routledge Taylor & Francis Group, 2024 .
Vol. 35 (1-4)

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Gender expansion in early childhood education: building and supporting pro-diversity spaces/

]]> By Chapman, Rachel.
Switzerland: Palgrave Macmillan; 2023 .
xi, 191p. 9783031467974

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Sex differences in early childhood education intervention impacts on cognitive outcomes

By Burchinal, Margaret .
UK : Elsevier , 2025 , Several influential studies reported sex differences in early care and education (ECE) treatment on young adult IQ and academic outcomes. This paper extends that work by asking whether sex differences in impacts of the Carolina Abecedarian Project emerged during the treatment period or subsequently and whether sex differences were maintained into middle adulthood. The randomized clinical trial (98 % Black, 51 % female) followed 104 infants 5 to 45 years of age. Longitudinal analyses estimated treatment and sex-by-treatment differences at 5 years, from 5 to 21 years, and at 21 and 45 years. Results revealed treated children entered school with higher IQ and reading skills than control children. Treatment impacts on IQ and math increased over time for females and decreased for males yielding sex differences in treatment impacts at 21 and 45 years. These findings suggest that, while the ECE treatment similarly benefited boys and girls in the short term, the long-term impacts likely depended on subsequent experiences.

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