Search results for 'Early childhood education Methodology' (try it on Scholar)

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  1. Carol Aubrey (ed.) (2000). Early Childhood Educational Research: Issues in Methodology and Ethics. Routledgefalmer Press.score: 1237.0
    Provision of education for children under five has recently become a political concern. At the same time, this relatively small field has been attracting increased research attention, with many early years practitioners seeking routes to initial and higher degrees. This book offers essential guidance for researchers and newcomers to the field, outlining opportunities in research as well as useful, sensitive and appropriate methods for researching childhood education.
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  2. Johan Dahlbeck (2014). On Following Commands: A Philosophical Inquiry Into the Governing Values of Swedish Early Childhood Education. Studies in Philosophy and Education 33 (5):527-544.score: 711.0
    In this article I will investigate a perceived tension in Swedish early childhood education (ECE) policy between reevaluating certain foundational claims on the one hand and following universal moral commands on the other. I ask the question; how is it that certain commonly held assumptions are being debunked and others left undisturbed in this particular context? To this end, I look at some of the preconditions of framing the educational practice by universal moral commands so as to (...)
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  3. Jeff Frank (2012). The Significance of the Poetic in Early Childhood Education: Stanley Cavell and Lucy Sprague Mitchell on Language Learning. [REVIEW] Studies in Philosophy and Education 31 (4):327-338.score: 709.5
    This paper begins with a discussion of Stanley Cavell’s philosophy of language learning. Young people learn more than the meaning of words when acquiring language: they learn about (the quality of) our form of life. If we—as early childhood educators—see language teaching as something like handing some inert thing to a child, then we unduly limit the possibilities of education for that child. Cavell argues that we must become poets if we are to be the type of (...)
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  4. Sandy Farquhar (2012). Narrative Identity and Early Childhood Education. Educational Philosophy and Theory 44 (3):289-301.score: 705.0
    An intensification of interest in early childhood by government, parents, and employers, focuses primarily on the provision of private early childhood education services outside of the home. With a focus on New Zealand, the paper argues that the form of early education now promoted is a particular form of care and education that moves children away from family and community narratives embedded in the historical, cultural and humanist intentions of the national curriculum (...)
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  5. Harry Morgan (1999). The Imagination of Early Childhood Education. Bergin & Garvey.score: 702.0
    Explores the impact that imagination in preschool and early childhood education has had on the lives of various populations.
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  6. Hillevi Lenz-Taguchi (2010). Going Beyond the Theory/Practice Divide in Early Childhood Education: Introducing an Intra-Active Pedagogy. Routledge.score: 702.0
    Going beyond the theory/practice and discourse/matter divides -- Learning and becoming in an onto-epistemology -- The tool of pedagogical documentation -- An intra-active pedagogy and its dual movements -- Transgressing binary practices in early childhood teacher education -- The hybrid-writing-process: going beyond the theory/practice divide in academic writing -- An ethics of immanence and potentialities for early childhood education.
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  7. Cathy Nutbrown (2008). Early Childhood Education: History, Philosophy, Experience. Sage.score: 702.0
    With increasing development in the field of early childhood education and care, and new interest in alternative approaches to early years provision internationally, there is an urgent need for a book which explores and explains historical roots of practices and philosophical ideas which have underpinned the development of those practices in the field. This book traces historical ideas and their pioneers. It provides brief biographies and critical insights into their work as individuals and compares their principles (...)
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  8. Gunilla Dahlberg (1999). Beyond Quality in Early Childhood Education and Care: Postmodern Perspectives. Falmer Press.score: 702.0
    With places at nursery school promised for every child above the age of four, this book raises the stakes by looking at the quality of what is provided, and how that compares to what should be provided. Beyond Quality In Early Childhood Education and Care challenges received wisdom and the tendency to reduce philosophical issues of value to purely technical issues of measurement and management. In its place, it offers alternative ways of understanding early childhood, (...)
     
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  9. Sandy Farquhar & Peter FitzSimons (eds.) (2008). Philosophy of Early Childhood Education: Transforming Narratives. Blackwell Pub..score: 702.0
    Philosophy of Early Childhood Education: Transforming Narratives provides an insightful reflection on some contemporary issues and theories underpinning early childhood education. The essays in this volume penned by an international group of educators are both critical and transformative, offering new insights on the practices and policies within early childhood education. Provides a critical reflection on some current issues within early childhood education Offers perspectives outside traditional narratives of (...) childhood Encourages the emergence of new paradigms for early childhood education Promotes the value of difference, perspective, and “otherness” Features an international field of contributors from diverse geographical boundaries. (shrink)
     
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  10. Gunilla Dahlberg (2006). Beyond Quality in Early Childhood Education and Care: Languages of Evaluation. Routledge.score: 654.8
    What this book is about -- Theoretical perspectives : modernity and postmodernity, power and ethics -- Constructing early childhood institution : what do we think it is? -- Constructing the early childhood institution : what do we think they are for? -- Beyond the discourse of quality to the discourse of meaning making -- The stockholm project : constructing a pedagogy that speaks in the voice of the child, the pedagogue and the parent -- Pedagogical documentation (...)
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  11. Andrew Gibbons (2013). In the Pursuit of Unhappiness: The 'Measuring Up' of Early Childhood Education in a Seamless System. Educational Philosophy and Theory 45 (5):502-508.score: 617.3
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  12. Genevieve Vaughan & Eila Estola (2007). The Gift Paradigm in Early Childhood Education. Educational Philosophy and Theory 39 (3):246–263.score: 617.3
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  13. Samson Oladiran Davis (1998). An Introduction to Nigeria's Philosophy of Early Childhood Education. Goal Educational Pub..score: 614.3
     
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  14. Olivia N. Saracho (2013). Bernard Spodek, Early Childhood Education Scholar, Researcher, and Teacher. Information Age Pub., Inc..score: 614.3
     
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  15. Jennifer Sumsion (2011). Capacity Building in Early Childhood Education Research in a Regional Australian University. British Journal of Educational Studies 59 (3):265 - 284.score: 529.5
    This article presents a case study of successful research capacity building in the field of early childhood education in a non-research intensive, regional Australian university. In a context characterised by substantial political, economic and structural constraints, it illustrates a creative, strategic, and to some extent, transgressive approach to research capacity building inspired, in part, by concepts proffered by social theorist Gilles Deleuze.
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  16. Sakire Anliak & Derya Sahin Beyazkurk (2008). Career Perspectives of Male Students in Early Childhood Education. Educational Studies 34 (4):309-317.score: 529.5
    While, in some professions, the gender balance seems to be changing in the direction of equality, the participation of males in early childhood education has not expanded because of stereotypical perceptions of this occupation, low salaries and status, and fear of being accused of sexual abuse. Males may make important contributions to the field of early childhood education as well as female teachers. Male teachers could provide support for children as nurturing adults. It is (...)
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  17. Liane Mozère (2013). Is Experimenting on an Immanent Level Possible in RECE (Reconceptualizing Early Childhood Education)? Indo-Pacific Journal of Phenomenology 12 (1).score: 526.5
    A professor’s experience of attending the 17th annual Reconceptualizing Early Childhood Education (RECE) Conference on pedagogies of hope demonstrates her desire to experiment on an immanent plane. As she looks back on her past experiences of depression, working in a revolutionary psychiatric clinic, experiencing a near catatonic state, and an action research study of women in early childhood education at the precipice of an immanent plane, the reader is led on their own journey to (...)
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  18. Edson Pereira Lopes (2013). Educação religiosa da primeira infância na perspectiva de João Amós Comenius (Early childhood religious cristhian education in the perspective of Comenius) - DOI: DOI – 10.5752/P.2175-5841.2013v11n31p1106. [REVIEW] Horizonte 11 (31):1106-1128.score: 513.0
    No estudo de Philippe Ariès observou-se que a partir do século XVII, houve uma crescente ênfase na instituição escolar que propunha a substituição da família, por profissionais da educação, no ensino dedicado à criança, que de depreciada, começava a receber destaque e se tornava figura central na família. A criança de filho passou a ser intuída como aluno e percebida como criança-aluno. Nesse contexto, Comenius, Pai da Pedagogia Moderna, um apologista da instituição escolar, ao propor sua organização escolar, inicia pela (...)
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  19. Stephanie Feeney (2005). Ethics and the Early Childhood Educator: Using the Naeyc Code. National Association for the Education of Young Children.score: 456.8
     
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  20. Angela O'Connor (2002). On Reflection: Reflective Practice for Early Childhood Educators. Open Mind Publishing.score: 456.8
     
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  21. Hillevi Lenz Taguchi (2007). Deconstructing and Transgressing the Theory—Practice Dichotomy in Early Childhood Education. Educational Philosophy and Theory 39 (3):275–290.score: 441.8
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  22. Guy Roberts‐Holmes (2006). Diversity and Difference in Early Childhood Education: Issues for Theory and Practice by Kerry H. Robinson and Criss Jones‐Diaz. British Journal of Educational Studies 54 (4):496-498.score: 441.8
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  23. Elizabeth Jayne White (2013). 'Are You 'Avin a Laff?': A Pedagogical Response to Bakhtinian Carnivalesque in Early Childhood Education. Educational Philosophy and Theory 46 (8):1-16.score: 441.8
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  24. Wendy C. Turgeon (2009). Philosophy of Early Childhood Education. Teaching Philosophy 32 (1):106-108.score: 438.8
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  25. Lilian G. Katz (1994). Information Dissemination in Early Childhood Education. Knowledge and Policy 7 (4):118-130.score: 438.8
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  26. Christopher R. Stones (2013). Special Edition on Early Childhood Education and Phenomenology. Indo-Pacific Journal of Phenomenology 12 (1).score: 438.8
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  27. C. C. Zuofa (2007). Creadivity and Early Childhood Education in Nigeria. Sophia: An African Journal of Philosophy 9 (1).score: 438.8
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  28. Andrew Gibbons (2007). The Politics of Processes and Products in Education: An Early Childhood Metanarrative Crisis? Educational Philosophy and Theory 39 (3):300–311.score: 430.5
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  29. Deborah Harcourt, Bob Perry & Tim Waller (eds.) (2011). Researching Young Children's Perspectives: Debating the Ethics and Dilemmas of Educational Research with Children. Routledge.score: 422.0
  30. Tina Bruce (ed.) (2012). Early Childhood Practice: Froebel Today. Sage.score: 378.0
     
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  31. Christine Woodrow & Frances Press (2007). (Re)Positioning the Child in the Policy/Politics of Early Childhood. Educational Philosophy and Theory 39 (3):312–325.score: 376.5
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  32. Mady Marantz (1988). Fostering Prosocial Behaviour in the Early Childhood Classroom: Review of the Research. [REVIEW] Journal of Moral Education 17 (1):27-39.score: 297.0
    Abstract This paper will attempt to organize and critically review recent research relevant to classroom approaches for fostering prosocial behaviour in early childhood. Seven applicable approaches for the classroom (positive reinforcement, discipline, modelling, verbal instruction and exhortation, cooperative experiences, role?playing, and emotional self?reflection) are conceptualized as falling within four categories of learning: learning through behavioural consequences, learning by observation, learning through verbal prescription and learning through personal experience. The review uncovers an overall inadequate research base for definitive conclusions, (...)
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  33. Brian Edmiston (2010). Playing with Children, Answering with Our Lives: A Bakhtinian Approach to Coauthoring Ethical Identities in Early Childhood. British Journal of Educational Studies 58 (2):197 - 211.score: 293.3
    In this paper I develop an alternative to prevailing moral development assumptions in early childhood education. Drawing on a Bakhtinian theoretical framework, theories of identity formation, and examples from my longitudinal research study of child-adult play, I reframe development as a lifelong process of coauthoring ethical identities that may begin in early childhood when adults join children in dramatic play.
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  34. Lynn E. Cohen (2008). Foucault and the Early Childhood Classroom. Educational Studies 44 (1):7-21.score: 293.3
    Foucault's notion of ?regimes of truth? (MacNaughton 2005, 30) provides an understanding of how some discourses operate and network together to reinforce a particular powerful view of the world. These can be in oral or written forms. Early childhood education practices are drawn on the discourse of a document developed by the National Association for the Education of Young Children (NAEYC) on developmentally appropriate practice. Statements made in this written discourse have been accepted as factual and (...)
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  35. Suzanne Ross (2012). The Montessori Method: The Development of a Healthy Pattern of Desire in Early Childhood. Contagion 19 (1):87-122.score: 290.3
    Perhaps we fail to understand the mimetic nature of desire because we rarely refer to the first stages of human development. Every child has appetites, instincts and a given cultural milieu in which he learns by imitating adults or peers. Imitation and learning are inseparable. It may be said that we acquire knowledge by using our minds; but the child absorbs knowledge directly into his psychic life. . . . Impressions do not merely enter his mind; they form it. They (...)
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  36. Shirin Karsan (2010). Early Education is De Rigueur in Planning Late-Life Pregnancies. Human Reproduction and Genetic Ethics 15 (2):60-67.score: 261.0
    The concept of “Time” seems to play out differently at various phases of our lives: In our teens and twenties, we experience the luxury of youth; we may feel invincible or even indomitable. Generally, we feel our whole lives are ahead of us, and we “take” time to enjoy, explore and experience our world. Concurrently, our physiology also goes through the phases of childhood, adolescence, puberty and into adulthood, or the “reproductive years”; and ultimately (for women) through menopause and (...)
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  37. Linda Thornton (2007). Bringing the Reggio Approach to Your Early Years Practice. Routledge.score: 220.5
    This book will answer all your questions and more.
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  38. Elena Bodrova (2012). Les Outils de la Pensée: L'Approche Vygotskienne Dans l'Éducation à la Petite Enfance. Presses de l'Université du Québec.score: 220.5
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  39. Carol Garhart Mooney (2006). Theories of Childhood: An Introduction to Dewey, Montessori, Erickson, Piaget & Vygotsky. Pearson/Merrill Prentice Hall.score: 220.5
  40. Robert D. Enright (1981). A Classroom Discipline Model for Promoting Social Cognitive Development in Early Childhood. Journal of Moral Education 11 (1):47-60.score: 214.5
    Abstract Two first grade teachers were trained in the use of a social cognitive model developed by the present author. The teachers were instructed to use the model in the naturalistic context of the classroom whenever interpersonal difficulties arose in order to increase the students? levels of interpersonal conceptions and social problem solving abilities. For the first 11 weeks, Class 1 was an experimental condition and Class 2 was a control. After the 11 week period, Class 1 was higher than (...)
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  41. Lisa Leimar Price (2001). Demystifying Farmers' Entomological and Pest Management Knowledge: A Methodology for Assessing the Impacts on Knowledge From IPM-FFS and NES Interventions. [REVIEW] Agriculture and Human Values 18 (2):153-176.score: 198.0
    Enhancing the environmental soundness of agricultural practices, particularly in high input systems, is of increasing concern to those involved in agricultural research and development. The Integrated Pest Management Farmer Field School, which is based on farmer participatory environmental education, is compared to the No Early Spray intervention, which is a simple rule approach. A research methodology was developed and tested in the Philippines to document farmers' pre- and post-intervention knowledge of rice field insects, insect/plant interactions, and pesticides. (...)
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  42. Nina Johannesen (2013). Overflowing Every Idea of Age, Very Young Children as Educators. Studies in Philosophy and Education 32 (3):285-296.score: 195.0
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  43. Hans Paul Prümm (2009). Reducing Irrationality of Legal Methodology by Realistic Description of Interpretative Tools and Teaching the Causes of Irrationality in Legal Education. Jurisprudence 115 (1):199-219.score: 192.0
    Lawyers pretend as if the process of application of laws, as well as its outcome, could be an analytic-deductive derivation; especially law students learn that legal decision-making is primarily a logic process. But we know that application of laws depends on analytic-logical as well as on voluntaristic (wilful) elements. Exact relations between these components are unknown and will be unknown. At most German law schools students as the most important imperative tool learn the so called “Auslegung” through the use of (...)
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  44. Sharna Olfman (ed.) (2003). All Work and No Play--: How Educational Reforms Are Harming Our Preschoolers. Praeger.score: 190.5
    This book also spotlights a program at Yale University that, in response to the dearth of play in preschool curricula, emphasized learning through play for ...
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  45. Gertrud Nunner-Winkler (2007). Development of Moral Motivation From Childhood to Early Adulthood. Journal of Moral Education 36 (4):399-414.score: 189.0
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  46. F. L. Goodenough (1935). The Development of the Reactive Process From Early Childhood to Maturity. Journal of Experimental Psychology 18 (4):431.score: 189.0
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  47. Nancy Vansieleghem & David Kennedy (eds.) (2011). Philosophy for Children in Transition: Problems and Prospects. John Wiley & Sons.score: 184.5
    The papers present a diverse range of perspectives, problems and tentative prospects concerning the theory and practice of Philosophy for Children today The ...
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  48. Márcia Buss-Simão (2013). Corpo como potência e experiência na perspectiva de crianças pequenas: diálogos possíveis entre Filosofia e Educação Infantil. Childhood and Philosophy 8 (16):327-353.score: 184.5
    O presente texto procura colocar em diálogo reflexões do campo da Filosofia da Infância com os da Educação Infantil. Além das contribuições teóricas pretende fazer conexões com situações observadas em uma pesquisa de doutorado na qual as relações com o espaço e o tempo são entrelaçadas com as do corpo como experiência que surgem nas relações que as crianças estabelecem com seus machucados, ou como elas definem, seus ‘dodóis’. Nessas relações duas particularidades podem ser observadas: uma primeira é que as (...)
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  49. Carmen Urpí & Concepción Naval (2006). Sobre la Educación Estética en el Ámbito Familiar. Studies in Philosophy and Education 25 (1-2):159-173.score: 184.5
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  50. Peter Moss (2007). Meetings Across the Paradigmatic Divide. Educational Philosophy and Theory 39 (3):229–245.score: 178.5
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