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Beach, Pamela; Favret, Elena; Minuk, Alexandra – Canadian Journal of Learning and Technology, 2021
This paper presents findings from a systematic review of 11 studies examining online teacher professional development (oTPD) in Canada between 2000-2020. A thematic content analysis of the articles led to four main themes associated with research on oTPD: 1. knowledge exchange; 2. reflective practice; 3. multifaceted learning opportunities; and 4.…
Descriptors: Online Courses, Faculty Development, Content Analysis, Research Reports
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Omidvar, Nazanin; Wright, Tarah; Beazley, Karen; Seguin, Daniel – Journal of Education for Sustainable Development, 2019
Early childhood environmental education focusses on expanding children's bio-affinity, developing their environmental attitudes and encouraging them to behave in a more environmentally friendly manner. One example of the educational method that is based on high-quality practices of both early childhood education and environmental education is the…
Descriptors: Preschool Teachers, Reggio Emilia Approach, Outdoor Education, Early Childhood Education
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Peterson, Shelley Stagg; McIntyre, Laureen; Heppner, Denise – Journal of Teacher Education and Educators, 2018
This paper summarizes themes of rural teaching and rural students' experiences of initial teacher education programs based on focus group data of 25 Canadian northern rural and Indigenous teachers and early childhood educators. Inductive analyses of focus group data identified themes related to living and teaching in northern rural communities. A…
Descriptors: Rural Schools, Teacher Education Programs, Indigenous Populations, Life Style
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Vaillancourt, Tracy; Brittain, Heather; Haltigan, John D.; Ostrov, Jamie M.; Muir, Cameron – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2018
We examined whether the moderating role of cortisol in the relation between physical peer victimization and physical aggression was better accounted for by a diathesis-stress model or a differential susceptibility model using a multi-informant approach (direct observations, teacher reports, and parent reports) of 198 preschool-aged children…
Descriptors: Correlation, Aggression, Child Care, Teacher Attitudes
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Lemay, Lise; Bigras, Nathalie; Bouchard, Caroline – Early Years: An International Journal of Research and Development, 2016
This study examined and compared the extent to which early childhood educators' (ECEs) and home childcare providers' (HCPs) practices supported children's play. The sample included 50 ECEs and 20 HCPs in settings that care for 70 children at 18, 24, and 36 months old. At each time point, the childcare process quality was observed using the…
Descriptors: Play, Preschool Teachers, Child Caregivers, Educational Quality
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Peterson, Shelley Stagg; Jang, Soon Young; Miguel, Jayson San; Styres, Sandra; Madsen, Audrey – McGill Journal of Education, 2018
Five Aboriginal Head Start early childhood educators from a northern Canadian community participated in interviews for the purpose of informing non-Indigenous teachers' classroom teaching. Their observations and experiences highlight the importance of learning from and on the land alongside family members, and of family stability and showing…
Descriptors: Preschool Teachers, Canada Natives, American Indians, Teacher Attitudes
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Connelly, Judy-Ann; Champagne, Manon; Manningham, Suzanne – Journal of Research in Childhood Education, 2018
Early childhood educators are key players in shaping young children's active behavior. However, their involvement in children's physical activity (PA) may vary along a continuum, ranging from active participation to distant supervision. This qualitative study sought to explore how childcare directors and early childhood educators (ECEs) perceive…
Descriptors: Early Childhood Education, Physical Activities, Teacher Role, Physical Activity Level
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Lefebvre, Pascal; Bolduc, Jonathan; Pirkenne, Christel – Journal for Learning through the Arts, 2015
Nursery rhymes provide a unique learning context for preschoolers in regard to their emergent literacy and musical development. According to Vygotsky's social constructivist theory (1978), in order for learning to occur, children must face challenges, and adults must provide support to guide them toward mastery of new skills. The current pilot…
Descriptors: Preschool Teachers, Kindergarten, Teacher Attitudes, Nursery Rhymes
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Pence, Alan – Journal of Research in Childhood Education, 2021
The Investigating Quality (IQ) Project was conceptualized as a multiple systems approach to transforming early childhood education, care, and development (ECE/ECD) in British Columbia, Canada. Those systems extended from provincial government to local programs, from innovative policies to new approaches to practice. Fortunately, the tenure of the…
Descriptors: Educational Quality, Preschool Education, Educational Policy, Educational Innovation
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Peterson, Shelley Stagg; Madsen, Audrey; San Miguel, Jayson; Jang, Soon Young – Early Years: An International Journal of Research and Development, 2018
Ten teachers in kindergarten and grade one classrooms in remote northern Canadian Ojibway communities, and two consultants from a First Nations Student Success Program participated in focus group discussions about the place of rough and tumble and superhero play, and teachers' roles in preventing relational and physically aggressive play in…
Descriptors: Foreign Countries, Teacher Attitudes, Preschool Teachers, Kindergarten
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Bolduc, Jonathan; Evrard, Melanie – Research and Issues in Music Education, 2017
Children from birth to five are generally enthusiastic about music. However, because many early-childhood educators (ECEs) feel that they have insufficient knowledge to foster musical development, music education practices are not equivalent across ECEs. This study aimed to identify and determine the frequency of music activities used by ECEs. In…
Descriptors: Music Education, Preschool Education, Preschool Teachers, Early Childhood Education
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Mady, Callie – Alberta Journal of Educational Research, 2016
Given the increasingly diverse, multilingual student body in Canada, the call for increased inclusion in education, and in light of research highlighting the potential for inclusion in French immersion (FI) to be limited by gatekeepers, this study examines the beliefs of kindergarten teachers regarding the inclusion of English language learners in…
Descriptors: French, Immersion Programs, Kindergarten, Second Language Learning
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Fesseha, Ellen; Pyle, Angela – International Journal of Early Years Education, 2016
This study sought to gain insight into how Ontario teachers define play-based learning, and how their perspectives affect its implementation in kindergarten classrooms. Using survey data from kindergarten teachers from around the province of Ontario, two definitions of play were developed: one focused on social development through play and the…
Descriptors: Play, Kindergarten, Teacher Attitudes, Preschool Teachers
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Pacini-Ketchabaw, Veronica; Clark, Vanessa – Journal of Early Childhood Research, 2016
Working methodologically and theoretically with the hydro-logics of bodies of water, this article addresses the limitations of humanistic perspectives on water play in early childhood classrooms, and proposes pedagogies of watery relations. The article traces the fluid, murky, surging, creative, unpredictable specificities of bodies of water that…
Descriptors: Early Childhood Education, Water, Figurative Language, Classroom Environment
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Royer, Nicole; Moreau, Claire – Early Childhood Education Journal, 2016
The study aims to describe early childhood educators' psychological wellbeing at work in terms of their interpersonal fit, thriving, feeling of competency, perceived recognition and desire for involvement. The study approach draws links between perceptions of autonomy at work and wellbeing. The analysis examines the results of a survey conducted…
Descriptors: Foreign Countries, Preschool Teachers, Early Childhood Education, Well Being
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