Young Children Face the State: Issues and Options for Early Childhood Programs

1989 ◽  
Vol 97 (4) ◽  
pp. 358-397 ◽  
Author(s):  
W. Norton Grubb
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
The State ◽  
Early Childhood Programs

Enculturation of Young Children and Technology

2011 ◽  
pp. 24-48 ◽  
Author(s):  
Alexandru Spatariu ◽  
Andrea Peach ◽  
Susan Bell
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Technology Use ◽  
Cultural Influence ◽  
Early Childhood Programs ◽  
Informal Settings ◽  
Children And Technology

Children are exposed to technology in many ways. As technology use in informal settings like the home, the community, the library, the zoos, and museums increases, children are exposed to a variety of applications and technology availability. Each generation of children come to early childhood programs with increasingly different experiences and exposure to technology. Technology has become a strong cultural influence in the lives of children, and we need to explore and think about how this will impact development and learning.

LEITURA LITERÁRIA E A MEDIAÇÃO NO ESPAÇO DA EDUCAÇÃO INFANTIL: UM LEVANTAMENTO DE PESQUISAS E SUAS DISCUSSÕES

2020 ◽  
Vol 17 (1) ◽  
pp. 119-136
Author(s):  
Eliane Santana Dias Debus ◽  
Thamirys Frigo Furtado
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Digital Library ◽  
The State ◽  
Literary Reading ◽  
Childhood Education ◽  
Theses And Dissertations

The article presents the State of Knowledge that sought to map the studies on collective spaces and time of literary reading in Early Childhood Education, for this purpose we performed the cut between the years 2008 to 2019, totaling 11 years of searches in three databases: Associação Nacional de Pesquisadores em Educação (ANPEd), Scientific Electronic Libray Online (Scielo) and Digital Library of Theses and Dissertations (BDTD). The works raised are linked to the theme of greater research that investigates the collective spaces and times of literary reading in Early Childhood Education Institutions in Florianópolis (SC). We believe that surveys like this collaborate to understand what has been studied in the area and allows the expansion of a systematic repertoire on the studies in question.Although little research was found when referring to literature in EarlyChildhood Education, there has been an increase in these studies in recent years, which show young children as readers.

The work of early childhood coaches in one US state

2020 ◽  
Vol 9 (2) ◽  
pp. 137-152
Author(s):  
Amy Hnasko
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Organizational Factors ◽  
The United States ◽  
The State ◽  
Master Teachers ◽  
Early Childhood Programs ◽  
Content Type ◽  
Instructional Coaches

PurposeThis paper discusses the findings of a mixed-methods study of early childhood instructional coaches employed in state-funded preschool (aged three and four years) programs in the state of New Jersey (NJ) in the United States (US), highlighting a case study of one coach that provides an example of individual and organizational factors influencing the work.Design/methodology/approachAn online survey was distributed to all coaches (master teachers) in 35 districts' early childhood programs. Two master teachers were then studied for a period of five months. During that time, three structured interviews were conducted, focused observations occurred each month, and coach logs were collected.FindingsThe findings of the data analyses illuminated both individual (i.e., a coach's own professional development) and organizational (i.e., varying interpretations of role) factors that influenced the work of the early childhood coaches.Research limitations/implicationsThe data in this paper is limited to one US state's approach to early childhood coaching. The case study data examined is limited to the contexts of the specific participating districts and master teachers involved. It is suggested that future research be conducted on a nationwide pool of instructional coaches.Practical implicationsThe findings of this study highlight the role of the state in providing more guidance surrounding the primary responsibilities of the master teacher. It is suggested that further attention be placed on creating and sustaining a professional development network for the master teachers serving NJ's early childhood programs.Originality/valueAs one of the few statewide studies of instructional coaching in early childhood, this study provides insights into how policy is translated into practice.

Children's Play and Early Childhood Education: Insights from History and Theory

1995 ◽  
Vol 177 (3) ◽  
pp. 129-148 ◽  
Author(s):  
Olivia N. Saracho ◽  
Bernard Spodek
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Significant Part ◽  
Education Programs ◽  
Early Childhood Programs ◽  
Childhood Education ◽  
The Past ◽  
History Of ◽  
History And Theory

Play has long been a significant part of early childhood education programs. How play is used in programs today, as well as how it is regarded, often relates to how play has been conceived at various times in the past. Understanding how play has been interpreted throughout history and how educators and psychologists view play today can help teachers of young children better understand the nature of play and how to use it in early childhood programs. This article reviews the history of the portrayal of play in art and literature, and both the classical and contemporary theories of play.

State Early Learning and Development Standards: A Unified Curriculum Framework for All Young Children

2021 ◽  
pp. 027112142098113
Author(s):  
Mary Beth Bruder ◽  
Kelly E. Ferreira
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Developmental Delays ◽  
Early Learning ◽  
Learning Needs ◽  
Learning And Development ◽  
Early Childhood Programs ◽  
Curriculum Framework ◽  
Inclusive Early Childhood

Early learning and development standards (ELDS) describe the knowledge, skills, and dispositions young children should demonstrate before kindergarten. This article describes a review of state ELDS for children from birth to 5 years of age to determine if they included information and guidance about the learning needs of young children with developmental delays. A national search of ELDS located 79 documents that represented 53 U.S. states and territories. The review of the documents revealed that a majority of state ELDS had references to young children with developmental delays (89%), but statements and guidance describing specific accommodations for this population were not prevalent. Only two states had supplemental documents addressing the learning needs of young children with developmental delays to facilitate their inclusion in state ELDS. Implications of these findings and recommendations to facilitate the use of ELDS with all young children in inclusive early childhood programs and classrooms are discussed.

The Bridge between Policy and Practice: Implementors’ Belief Systems

1992 ◽  
Vol 2 (3) ◽  
pp. 345-354 ◽  
Author(s):  
Carol Z. Mcgrevin ◽  
Anne Spidell Rusher
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Belief Systems ◽  
Belief System ◽  
Educational Programs ◽  
The State ◽  
District Level ◽  
Educational Practices ◽  
Policy And Practice ◽  
Policy Makers

The belief system of teachers and principals regarding what constitutes sound educational practices for educating young children is a key ingredient in implementing successful early childhood educational programs. This fact must be taken into consideration by policy makers at the state and district level as they formulate policies affecting the education of our nation's young children.

Strengthening Leadership and Teaching Capacity Through Community and College Relationships

2020 ◽  
pp. 175-201
Author(s):  
Joy Lundeen Ellebbane ◽  
Carmen Colón ◽  
Wendy Pollock
Keyword(s):  
New York ◽  
Early Childhood ◽  
Public Schools ◽  
Young Children ◽  
Professional Learning ◽  
School Leaders ◽  
Early Childhood Programs ◽  
Learning Partnerships ◽  
Education Leaders ◽  
History Of

As more young children enter public education, leaders and principals need to understand informal modes of education that have documented success with young children. In New York City, this need has become more urgent as city funding increased the number of early childhood programs in public schools. With this increase, school leaders need to extend their learning to support these teachers, children, and families. Bank Street College has a long history of work in these spaces and supporting the development of teachers and leaders in these communities. This chapter uses two case studies to outline professional learning models, one with a network of early childhood programs and the other with a K-8 school. The rationale is that change occurs through thoughtful and supportive learning experiences that include reflection and time to consider what is needed to alter teacher/leader practices. The results of these programs can be used by school leaders to support their work with early childhood teachers and form professional learning partnerships with colleges and external organizations.

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