Existential questions in early childhood programs in Sweden: Teachers' conceptions and children's experience

1995 ◽  
Vol 24 (2) ◽  
pp. 125-146 ◽  
Author(s):  
Ingrid Pramling ◽  
Eva Johansson
Keyword(s):  
Early Childhood ◽  
Early Childhood Programs

Background Brief on Early Childhood Programs

2006 ◽  
Author(s):  
Sandy Thiele-Cirka ◽  
Patrick Brennan
Keyword(s):  
Early Childhood ◽  
Early Childhood Programs

Learning from assessment: Improving the use of child assessment data in early childhood programs

2010 ◽  
Author(s):  
Jennifer Brooks ◽  
Chris Blodgett ◽  
Tamara Halle ◽  
Emily Moiduddin ◽  
Dina C. Castro
Keyword(s):  
Early Childhood ◽  
Child Assessment ◽  
Assessment Data ◽  
Early Childhood Programs

Models of supervision in early childhood programs: Implications for training

1996 ◽  
Vol 23 (4) ◽  
pp. 201-206 ◽  
Author(s):  
Marilyn A. Sheerer ◽  
Karen L. Bauer
Keyword(s):  
Early Childhood ◽  
Early Childhood Programs

Early Education and Care: Beginnings

1995 ◽  
Vol 177 (3) ◽  
pp. 1-7 ◽  
Author(s):  
Judith A. Schickedanz
Keyword(s):  
Early Childhood ◽  
Early Education ◽  
First Century ◽  
Religious Leaders ◽  
Early Childhood Programs ◽  
Level Of Education ◽  
Early Experiences ◽  
Education Leaders ◽  
Early Education And Care ◽  
Education And Care

The importance of the earliest years of life has been recognized throughout history. Many philosophers and religious leaders have commented on the power of early experiences to affect the rest of a child's life. Early education leaders sometimes provided manuals and other materials to assist parents in educating their children at home, but schools for children under six are a very recent phenomenon. During the twentieth century, education for young children under six has become increasingly common, but this level of education is still not an integral part of most school systems. Perhaps the twenty-first century will see the development of seamless early childhood programs, preschool through third grade.

Approaches to Parent-Teacher Relationships in U.S. Early Childhood Programs during the Twentieth Century

1995 ◽  
Vol 177 (3) ◽  
pp. 71-94 ◽  
Author(s):  
Douglas R. Powell ◽  
Karen E. Diamond
Keyword(s):  
Twentieth Century ◽  
Early Childhood ◽  
Civil Rights Movement ◽  
Parent Education ◽  
Children With Disabilities ◽  
Industrial Revolution ◽  
Child Rearing ◽  
Early Childhood Programs ◽  
Teacher Relationships ◽  
The 1960S

The nature of parent-teacher relationships in early childhood programs, including interventions for children with disabilities, is examined within a sociopolitical context across five eras of the twentieth century. Two general approaches are discerned: practices that view parents as learners in need of expert information and advice about child rearing, prevalent through the 1950s, and strategies involving parents as partners with educators in program decision-making, which began to surface in the 1960s. Attention is given to the influence of the Parent Teacher Association in the early 1900s as a response to societal changes stemming from the Industrial Revolution; contributions of the child study movement of the 1920s to parent education activities; effects of the Great Depression on ideas and practices related to individuals with disabilities; the growth of parent advocacy on behalf of children with disabilities; and the influence of the civil rights movement of the 1960s and widespread demographic changes of the 1970s on parent-teacher relationships. Current issues in forming and sustaining parent-teacher partnerships in early childhood programs are identified.

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