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Action with friction: A transactional approach to toddlers' physical meaning making of natural phenomena and processes in preschool
Klaar, Susanne, September, 2012
European Early Childhood Education Research Journal, 20(3), 439-454

Research into preschool education has paid a lot of attention to investigating children's conceptual development and cognitive learning bout nature, with methods based on observations and verbal interviews before and after a teaching period. The purpose of this study has been to present and illustrate an approach that facilitates the analysis of practical meaning making in Early Childhood Education. The study is largely based on John Dewey's pragmatism and has a particular focus on his use of transaction, functional coordination, inquiry, educative experience and nature. In this context meaning making is understood as growing, learning process that contributes to further actions in extended ways. A transactional approach to physical experience, with a focus on analyses of toddlers' bodily actions in nature encounters, is illustrated by a video recording of a toddler's encounter with icy and clay surfaces. This encounter was analyses using Practical Epistemological Analysis. Toddlers' inquiry processes were studied with a specific focus on functional coordination i.e. relations between different actions and their consequences when meeting the environment. The methodological approach contributes to further research by focusing on practical and physical learning processes. It can also be seen as a contribution to Early Childhood Science Education by showing the relation between previous experiences of natural phenomena and meaning making for further actions in extended ways. (author abstract)

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Adjustment to the first year in school: A Singapore perspective
Yeo, Lay See, 2006
European Early Childhood Education Research Journal, 14(2), 55-68

An examination of adjustment to school by 90 first graders from different ethnic, language, and socioeconomic backgrounds entering a school in western Singapore

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Adults as a context for social learning in kindergarten
Gjems, Liv, September 2009
European Early Childhood Education Research Journal, 17(3), 297-307

An exploration of children's expressions of other people's beliefs on a test or in a classroom environment, with a focus on children who fail the test but understand its concepts, based on observations of 6 children and their teachers from 2 classrooms in Norway

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The artistic expression of kindergarten children after a 'guided' teaching approach
Arapaki, Xenia, 2004
European Early Childhood Education Research Journal, 12(2), 43-58

A study of the effect of an art-based intervention designed to incorporate the theories of Georges-Henri Luquet on the cognitive development of kindergarten children, based on examinations of the artwork of 40 4- through 6-year-old children receiving the experimental curriculum and 39 control-group children receiving traditional instructions

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Assessing toddler language competence: Agreement of parents' and preschool teachers' assessments
Marjanovic Umek, Ljubica, March 2011
European Early Childhood Education Research Journal, 19(1), 21-43

An exploration of the difference between parental and teacher assessments of child language skills and the influence of children's gender and parental education, based on assessments of 140 toddlers in preschool in Slovenia

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Barbie, the Wiggles,and Harry Potter: Can popular culture really support young children's literacy development?
Ashton, Jean, 2005
European Early Childhood Education Research Journal, 13(1), 31-40

An argument for building on children's existing interests when creating literacy curricula and for recognizing existing literacy skills gained by children in their exposure to popular culture and media

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Being Professional?: Conceptualising early years professionalism in England
Simpson, Donald, March 2010
European Early Childhood Education Research Journal, 18(1), 5-14

A qualitative study of professional identity development from 16 face-to-face semi-structured interviews with 8 early years professionals in northeast England in the fall of 2007

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Between the secret garden and the hothouse: Children's responses to number focused activities in the nursery
Gifford, Susan, 2004
European Early Childhood Education Research Journal, 12(2), 87-102

An account of children's responses to a variety of early numeracy activities, based on observations of one nursery classroom over a period of two years and three young children over a period of 5 terms

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Beyond anti-bias education: Changing conceptions of diversity and equity in European early childhood education
Vandenbroeck, Michel, 2007
European Early Childhood Education Research Journal, 15(1)

An examination of changing perceptions of diversity and equity using a historical analysis of Belgian child care policies

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Birth to three matters: A framework to support children in their earliest years
Abbott, Lesley, 2005
European Early Childhood Education Research Journal, 13(1), 129-143

An account of the creation and publication of framework of valued development-related characteristics and competencies of infants and toddlers

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Bringing politics into the nursery: Early childhood education as a democratic practice
Moss, Peter, March 2007
European Early Childhood Education Research Journal, 15(1), 5-20

An exploration of early childhood institutions as places for possible democratic political practice as well as a discussion of issues related to democracy in early education

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Celebrating childhood: Research to inform improvement in provision
Brown, Sally, 2004
European Early Childhood Education Research Journal, 12(1), 5-14

A description of an investigation of the differing perspectives of positive child outcomes held by child care center evaluators and workers in Scotland

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Children's cortisol patterns and the quality of the learning environment
Sajaniemi, Nina, March 2011
European Early Childhood Education Research Journal, 19(1), 45-62

An examination of the association between child care program quality and children's cortisol levels, based on a sample of 146 children from 3 child care centers in middle-class areas on Helsinki, Finland

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Children's perceptions of number and of learning about number as they enter formal schooling
Dunphy, Elizabeth, 2004
European Early Childhood Education Research Journal, 12(2), 103-118

A pilot exploration of the numeracy of children at school entry, based on information collected in dialogical interviews with a random selection of nine boys from an Irish junior infants class

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Children's perspectives about pedagogical interactions
Formosinho, Julia, 2004
European Early Childhood Education Research Journal, 12(1), 103-114

A comparison of the perspectives of children in an adult-centered traditional classroom and a classroom using a child-centered socio-constructivist pedagogy when asked about the consequences of misbehavior, nice actions, and helping behavior, based on interviews with 44 preschool children

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Children's rights and early childhood policy: A New Zealand story
Te One, Sarah Jane, 2005
European Early Childhood Education Research Journal, 13(2), 25-39

A discussion of the rights and roles of children in New Zealand's culture and policy, based on an examination of some of the key early childhood education documents since the 1984 reforms

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Children's right to participate: Challenges in everyday interactions
Bae, Berit, September 2009
European Early Childhood Education Research Journal, 17(3), 391-406

Two examples of children's active participation in their environment through playful and helpful interactions with adults in child care settings, and a discussion of the changing roles of the choices and participation of children

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Children's storytelling: The effect of preschool and family environment
Fekonja, Urska, March 2010
European Early Childhood Education Research Journal, 18(1), 55-73

A study of the influence of preschool, maternal education, and quality of the home environment on children's storytelling skills based on data from 229 Slovenian 6-year-old children in first grade

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Classroom observations of teacher-child relationships among racially symmetrical and racially asymmetrical teacher-child dyads
Ho, H., September, 2012
European Early Childhood Education Research Journal, 20(3), 329-349

A study of racial bias in teacher interactions with children, patterns in interactions with children from different racial groups if teachers are racially biased, and an explanation of children's misbehavior under the racially asymmetrical situation, based on data from 8 teachers and 41 children from 4 racially- and linguistically-diverse Head Start classrooms in western Pennsylvania

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Conceptualising the early childhood pedagogue: Policy approaches and issues of professionalism
Oberhuemer, Pamela, 2005
European Early Childhood Education Research Journal, 13(1), 5-16

A discussion of the changing conceptualizations of, expectations of, and policies about early childhood professionals in several European countries

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Constructing a professional identity: Some preliminary findings from students of early years education
Egan, Bridget A., 2004
European Early Childhood Education Research Journal, 12(2), 21-32

A study of the developing skills, characteristics, and knowledge that make up the emerging professional identities of preservice early years educators, based on the writing exercises of a sample of 51 teacher candidates entering their second year of college

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Constructs of childhood: Enduring or open to change?: Early years students' reflections on first hand experiences of childhood and early years education in a different country and culture
McGillivray, Gill, September 2009
European Early Childhood Education Research Journal, 17(3), 271-282

Reflections of preservice early education teachers in an educational foreign exchange program, based on an open-ended questionnaire of and focus group discussions with 17 preservice teachers from the United Kingdom following a one week visit to the kindergartens in The Gambia

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Creating relational spaces: Everyday spirituality in early childhood settings
Bone, Jane, September 2008
European Early Childhood Education Research Journal, 16(3), 343-356

Three case studies of spiritual withness, or shared states of spiritual connectedness, between children and staff at a Montessori casa, a Rudolf Steiner Kindergarten, and a private preschool

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Crossing the cultural boundary from home to kindergarten in Hong Kong: A case study of a child’s strategic actions
Lam, Mei Seung, March 2009
European Early Childhood Education Research Journal, 17(1), 125-145

An account of the social adaptation of a working class 3-year-old only child from Hong Kong during her transition to kindergarten

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Cultural diversity and Curriculum Guidance for the Foundation Stage in England
Ling-Yin, Lynn Ang, June 2007
European Early Childhood Education Research Journal, 15(2), 183-195

A discussion of the extent of the promotion of cultural diversity and difference in English early childhood education and in the curriculum

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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