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Active engagement, emotional impact and changes in practice arising from a residential field trip
Gilbert, Louise, March, 2013
International Journal of Early Years Education, 21(1), 22-38

An examination of the learning experiences of early years practitioners undertaking a residential field trip to Sweden as part of their Early Childhood Studies degree, based on data from 50 undergraduate students from the University of Gloucestershire, England

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Addressing diversity and inclusion in the early years in conflict-affected societies: A case study of the Media Initiative for Children 1: Northern Ireland
Connolly, Paul, October 2006
International Journal of Early Years Education, 14(3), 263-278

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Adults' imagination and young children's experiences of quality in early years education [Special issue]
Munn, Penny, March 2010
International Journal of Early Years Education, 18(1)

A special issue of the International Journal of Early Years Education, focusing on the adult use of imagination to create social spaces for young children

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An analysis of the effects of in-service teacher training on Turkish preschool teachers' attitudes towards inclusion
Secer, Zarife, March 2010
International Journal of Early Years Education, 18(1), 43-53

An examination of attitudes towards inclusion prior to and after an in-service training on children with special educational needs from a survey of 66 preschool teachers

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Anthropomorphically speaking: On communication between teachers and children in early childhood biology education
Thulin, Susanne, June 2009
International Journal of Early Years Education, 17(2), 137-150

An analysis of a type of figurative speech used in the context of science activities in a preschool, based on data collected from 3 teachers and 15 children

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Are the indicators for the Language and Reasoning Subscale of the Early Childhood Environment Rating Scale-Revised psychometrically appropriate for Caribbean classrooms?
Lambert, Michael Canute, March 2008
International Journal of Early Years Education, 16(1), 41-60

A test of the appropriateness of the indicators used in the Early Childhood Environment Rating Scale-Revised (ECERS-R) Language and Reasoning Subscale in a sample of 334 early childhood classrooms in Jamaica and Grenada

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The art of teaching children the arts: Music, dance and poetry with children aged 2-8 years old
Samuelsson, Ingrid Pramling, June 2009
International Journal of Early Years Education, 17(2), 119-135

A theoretical framework of developmental pedagogy presented as a tool for studying and developing children's knowledge within the domains of music, poetry, and dance

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Being part, being involved: The adult's role and child participation in an early childhood learning context
Ghirotto, Luca, December, 2013
International Journal of Early Years Education, 21(4), 300-308

This paper begins with some general comments regarding the concept of participation in educative processes as it has developed in the preceding decades from a rights-based perspective, following the implementation of the United Nations Convention on the Rights of the Child. In order to discuss the notion of participation, the authors introduce a project developed in an infant-toddler centre in Reggio Emilia, Italy. Starting from this project, particularly focusing on the role of adults in engaging with children, the discussion aims to offer new insights into participation of young children from a care and educative point of view. Based on this experience, it was found that adults' 'power' has a positive impact on children's ideas and should be positioned as an important resource for children's development rather than an obstacle to their participation (author abstract)

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Broadening the horizon: Toddlers' strategies for learning mathematics
Bjorklund, Camilla, March, 2010
International Journal of Early Years Education, 18(1), 71-84

An analysis of observations of strategies that toddlers initiate to enhance their understanding of basic aspects of mathematics, based on video observations of 23 children between 13 and 45 months old in 2 child care centers in Finland

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Building an educative community for early childhood development
Rudolph, Norma, 1996
International Journal of Early Years Education, 4(3), 61-71

A report on a pilot project to implement action research in a South African early care and education setting

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Caregivers' beliefs about practice in infant child care programmes
Brownlee, Joanne, 2000
International Journal of Early Years Education, 8(2), 155-165

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The challenges of evaluation: Assessing Early Talk's impact on speech language and communication practice in children's centres
Jopling, Michael, March, 2013
International Journal of Early Years Education, 21(1), 70-84

Findings from a qualitative evaluation of the Early Talk intervention, designed to improve speech, language, and communication outcomes in children aged birth through 5 by enhancing the knowledge and skills of early years' practitioners, based on data collected in 14 Sure Start Children's Centres in five regions of England

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Changing cognitions in parents of two-year-olds attending Scottish Sure Start centres
Woolfson, Lisa, March 2010
International Journal of Early Years Education, 18(1), 3-26

A study of a preschool intervention's effect on disadvantaged parents' expectations of their children, perception of their role as parents, and parental redefinition, based on the perceptions of 88 intervention parent participants, a comparison group of 55 parents, and 30 interviews with parents from 20 centers

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Changing educational practice in the early years through practitioner-led action research: An Adult-Child Interaction Project
Fisher, Julie Arline, June, 2012
International Journal of Early Years Education, 20(2), 114-129

An account of the first two years of a three-year project examining adult-child interactions with preschoolers and tracking the development of teachers' thinking and practice as they engage in practitioner-led research, based on data from 14 teachers working with children aged 6 months to 6 years

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The characteristics and quality of pre-school education in Spain
Sandstrom, Heather, June, 2012
International Journal of Early Years Education, 20(2), 130-158

A study of early care and education center quality, relationships between structural characteristics and process quality, and both teachers' views of quality and the challenges they face as educators, based on data from 25 classrooms serving 4-year-old children, from a random sample of 15 schools in Seville, Spain

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Children's early numeracy in England, Finland, and People's Republic of China
Aunio, Pirjo, September 2008
International Journal of Early Years Education, 16(3), 203-221

A comparison of the early numeracy scores of samples of 5-year-old children in three countries

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Children's participation in research
Brostrom, Stig, September, 2012
International Journal of Early Years Education, 20(3), 257-269

In (post) modem society children are seen as active subjects and participants who have a legitimate basis in the United Nations Convention of the Rights of the Child. As a consequence of this, children are able to play an active role in the planning of/and participation in both education and research in their own preschool settings. This article offers an argument based on theory and practical examples for the inclusion of children in education and educational research. It also introduces some of the problems which warrant consideration if researchers are to understand and cooperate with children as co-researchers. The author portrays the educational process and the research process as a possible way for the democratisation of children. (author abstract)

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Children's participation in research
Brostrom, Stig, September, 2012
International Journal of Early Years Education, 20(3), 257-269

In (post) modem society children are seen as active subjects and participants who have a legitimate basis in the United Nations Convention of the Rights of the Child. As a consequence of this, children are able to play an active role in the planning of/and participation in both education and research in their own preschool settings. This article offers an argument based on theory and practical examples for the inclusion of children in education and educational research. It also introduces some of the problems which warrant consideration if researchers are to understand and cooperate with children as co-researchers. The author portrays the educational process and the research process as a possible way for the democratisation of children. (author abstract)

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Children's perspective research in pre-service early childhood student education
Dayan, Yael, September, 2012
International Journal of Early Years Education, 20(3), 280-289

A presentation of the rationale and methodology of children's perspective research as a central component in preservice early childhood student education, with three examples from Israel that demonstrate various approaches to incorporate children's perspective research into the education of early childhood preservice students

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Children's rights-based approaches: The challenges of listening to taboo/discriminatory issues and moving beyond children's participation
Konstantoni, Kristina, December, 2013
International Journal of Early Years Education, 21(4), 362-374

Young children's active participation is high on the UK's political, research and policy agendas; at least in rhetoric. However, critiques have emerged regarding the extent to which this rhetoric has been translated into practice and whether participatory rights are linked to the implementation of other human rights. Drawing on an ethnographic research study in an early childhood setting in Scotland, this paper critically reflects on children's rights-based approaches and processes of children's active participation in early childhood settings. The paper stresses that rights are interconnected and highlights the importance of ensuring that all children's human rights are respected, promoted and implemented. (author abstract)

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Children's risk-taking behaviour: Implications for early childhood policy and practice
Little, Helen, 2006
International Journal of Early Years Education, 14(2), 141-154

An overview of issues related to children’s risk-taking behavior in Australian early childhood settings, including equipment safety and supervision, relevant safety legislation, and individual child factors, such as age, gender, and temperament

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Comparative research on young children's perceptions of play: An approach to observing the effects of kindergarten educational reform
Liu, Yan, 2005
International Journal of Early Years Education, 13(2), 101-112

A study of 5- and 6-year-old children’s perceptions of what constitutes play versus work as a measure of kindergarten quality in Beijing

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Comparisons of observed process quality in German and American infant/toddler programs
Tietze, Wolfgang, 2004
International Journal of Early Years Education, 12(1), 43-62

A comparison of observed process quality in infant and toddler classrooms in a sample of 75 German children and 219 American children, using the Infant/Toddler Environment Rating Scale (ITERS) and the ITERS Parent Questionnaire (ITERSPQ)

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Computer use within a play-based early years curriculum
Howard, Justine, June, 2012
International Journal of Early Years Education, 20(2), 175-189

Early years curricula promote learning through play and in addition emphasise the development of computer literacy. Previous research, however, has described that teachers feel unprepared to integrate Information and Communication Technology (ICT) and play. Also, wheras research has suggested that effective computer use in the early years is associated with adult direction, further research suggests adult presence can inhibit play and reduce children's engagement. Focusing on 12 settings following the Welsh play-based Foundation Phase, this paper explores teachers' experiences of integrating computer use into classroom practice, children's levels of engagement with computer activities and how playful children perceive computer use to be. Teachers confidently delivered a variety of computing experiences. Children consistently rated these activities as play regardless of adult presence and demonstrated moderate to high levels of engagement. Findings and the features of observed practice are discussed in relation to the teachers' role as a play partner and the successful co-construction of the play-based curriculum. (author abstract)

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Connecting cultural models of home-based care and childminders' career paths: An eco-cultural analysis
Tonyan, Holli A., March, 2014
International Journal of Early Years Education, 22(1), 117-138

Family day care or childminding involves a particularly transient workforce. This paper introduces Eco(logical)-Cultural Theory (ECT) to examine the cultural organisation of childminding and presents an ECT analysis of pilot survey results: asking minders about their daily routines and their career paths. Reasons for becoming a minder and aspirations for the future varied and were associated with the organisation of daily routines. Among minders who wished to continue childminding, daily routines were related to cultural models. Those aspiring to work in centres rather than homes tended to organise daily activities high in structure (i.e. similarity from day to day). Most reported dissatisfaction with home-based facilities, suggesting dissonance between models of care and local ecology. The childminding workforce is diverse and an ECT approach focused on asking childminders about their daily lives may yield valuable empirical data to inform professional development efforts. (author abstract)

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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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