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Peer Reviewed JournalCurrent Filters: Resource Type:Reports & Papers [remove]; Full Text:no [remove]; Classification:Child Care & Early Education Services [remove];
46 results found.|
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100 children go to school: Connections and disconnections in literacy development in the year prior to school and the first year of school An investigation into the correlation between the acquisition of emergent literacy skills and the early experiences of children in school settings, based on a sample of 100 children from five locations in Australia |
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1997 census of child care services and 1996 census of child care services A report of findings from the 1996 and 1997 Australian Government censuses of all child care providers receiving government funding, which provided information on services offered, children served, and child care staff |
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1999 census of child care services A report of findings from the 1999 Australian Government census of all child care providers receiving government funding, which provided information on services offered, children served, and child care staff |
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Apples, giraffes, and Martin Luther King: Curriculum policy in a kindergarten classroom An observational study of how a kindergarten teacher combined her knowledge and beliefs about early education with four state, local, and national curriculum initiatives, including No Child Left Behind and the National Association for the Education of Young Children's accreditation standards |
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Child care initiatives in the states A report of findings from an informal survey of state child care efforts and innovations as well as concerns over child care policies |
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Child care in Sweden An overview of Swedish child care policies and child care options |
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Child-initiated learning, the outdoor environment and the 'underachieving' child The Foundation Phase for Wales advocates an experiential, play-based approach to learning for children aged three to seven years that includes child-initiated activity within the outdoor environment. In previous research, Foundation Phase practitioners maintained that children perceived to be 'underachieving' within the classroom came into their own when engaged in child-initiated learning outdoors. This study, which involved eight Foundation Phase teachers, aimed to explore these perceived differences as well as teachers' perceptions of 'underachievement'. It is concluded that the more natural outdoor spaces in which child-initiated activity took place appeared to amplify the effects of child-initiated learning and diminish the perception of underachievement; that engagement in this project enabled some teachers to see 'underachievement' as being distributed across people, place and activity; and that through constructing the outdoor 'space' as a 'place' embedded with positive meanings, children may have had the opportunity to reconstruct themselves as strong, competent children rather than as 'underachieving' pupils. (author abstract) |
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Do preschool teachers sustain their use of a new curriculum? An exploration of the use of a new curriculum by teachers in the follow-up year to the initial implementation, based on a sample of 43 teachers in Head Start and prekindergarten settings who participated in the implementation year of Children's School Success (CSS) |
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Early care and education in Chicago: Bringing families and resources together An examination of early childhood education and care programs in Chicago, Illinois, and a discussion of challenges in the improvement of the delivery of services to the city’s families |
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Early childhood education and care: A needs assessment for children birth to five in St. Joseph County, Indiana A study on accessibility, quality and funding of child care providers throughout St. Joseph County, Indiana |
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Early childhood education in Ghana: The policy hiatus A qualitative study of pedagogy, compliance with national policy, and the influence of national culture at 5 government and 5 private early childhood settings Ga West district of greater Accra |
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Early childhood education in Virginia An overview of Virginia’s approach to early childhood education and care, with a focus on the preschool initiative, Head Start, and provider partnerships |
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Early success: Closing the opportunity gap for our youngest learners An overview of the curriculum efficacy of the Early Success and Performance Plan in Maryland’s Montgomery Public schools in promoting child academic development and closing ethnic achievement gaps in 2000 |
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Environmental scan for the Coalition of Child Care Advocates of British Columbia and Early Childhood Educators of British Columbia integrated system of early care and learning project An examination of the integration of care and education activities in child care programs across Canada, and an inquiry into the roles of local and national government in the coordination and provision of services |
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Equal from the start: Promoting educational opportunity for all preschool children: Learning from the French experience A report describing France's early childhood care and educational system and suggesting that elements of the French system could be implemented successfully in the United States |
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Estimating child care needs in Oregon, 1993 A report estimating the child care demand for Oregon State in order to assess the supply of child care resources for the state as a whole as well as for each of its geographic regions |
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Estimating the unmet need for child care: A practical approach using a child care illustration A description and illustration of a method for locating and estimating unmet demand for child care services in Massachusetts neighborhoods, redesigned for social agency interpretation and practical application |
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Examining early childhood teachers perceptions of ICT A study of the availability and use of information and communication technology in the classroom and teachers’ ICT-related skills and professional development endeavors, based on the questionnaire responses of 7 teachers and the interview responses of a small number of teachers and children at a child care center and a kindergarten in Wellington |
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An exploratory study of Child Care Resource and Referral (CCR&R) policies and their delivery of services to families, child care providers, and the community A dissertation focusing on Child Care Resource and Referral (CCR&R) policies using a survey conducted by the National Care Resource and Referral Agencies between 1994 and 1995 |
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Exploring Indian constructions of the education of young children: A case study A case study of a traditional Indian preschool based upon participant observation and ethnographic interviewing |
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Head Start Performance Standards and their relationship to key Early Head Start programs aims A study of how much Head Start Performance Standards correspond with the ability of a local agency to deliver services, and how these services are related to children's outcomes |
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ICT in early childhood education: Perceptions, potential and reality An exploration of the benefits of and barriers to the use of information and communication technology (ICT) with young children, based on the questionnaire responses of 334 respondents from kindergartens, playcenters, kohanga reo, and early care and education centers in 5 districts of New Zealand |
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Implementing Ready to Learn outreach: Lessons from 20 public television stations A substudy of the comprehensive evaluation of Ready to Learn, a program in which Public Broadcasting Service member stations broadcast a mandated number of hours of children's programming and coordinators at each station engage in outreach activities to facilitate the use of this programming as an educational tool, that focused on the implementation of outreach activities, based on site visits to member stations |
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The influence of national standards for early childhood programs on selected rural settings of the Education Service Centers in East Texas An assessment of early childhood curriculum design and implementation in the Texas Education Service Centers in regions Seven and Eight, based on interviews with 15 preschool administrators |
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In search of quality: A local and global perspective Descriptions of two child care sites in the same district of Beijing: a gated suburban wealthy preschool and a playgroup at a public market serving the children of poor internal-migrant families, and a discussion of the appropriateness of quality measures in these two settings |
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