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Caregivers' Social Conformity Predicts Their Judgments of Toddlers' Moral Agency
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Samuel Essler; Markus Paulus – Early Education and Development, 2025
Research Findings: Social constructivist theories have proposed that caregivers' perceptions of children as morally responsible agents are an important factor in children's moral development. However, there is substantial variance in caregivers' ascriptions of moral agency to young children. The present study examined caregiver social conformity…
Descriptors: Infants, Toddlers, Moral Values, Child Behavior
Prosocial Behavior in Early Childhood across Boys and Girls: Associations among Parent- and Teacher-Report and Child Behavior on the Dictator Game
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Simone E. Halliday; Franziska M. Dahinden; Tina Hascher – Early Education and Development, 2025
Research Findings: Prosocial behavior in early childhood can be assessed by various informants and methodologies, but the information each provides may differ in meaningful ways. The present study measured and compared young children's (N = 486; age: M = 48.51 months, SD = 8.22) prosocial behavior based on parent reports, teacher reports, and…
Descriptors: Prosocial Behavior, Young Children, Child Behavior, Parent Attitudes
Using Digital Technologies for Early Education during COVID-19: OECD Report for the G20 2020 Education Working Group
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OECD Publishing, 2021
Digital technologies are increasingly present in young children's lives. How can early education systems get the best out of digitalisation while minimising its risks? This is especially urgent as the COVID-19 pandemic has accelerated our reliance on digital tools -- tools that enabled young children to continue learning when early education…
Descriptors: Foreign Countries, Educational Technology, Technology Uses in Education, Early Childhood Education
Modelling Early Childhood Teachers' Mathematics-Specific Professional Competence and Its Differential Growth through Professional Development -- An Aspect of Structural Validity
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Lindmeier, Anke; Seemann, Selma; Kuratli-Geeler, Susanne; Wullschleger, Andrea; Dunekacke, Simone; Leuchter, Miriam; Vogt, Franziska; Opitz, Elisabeth Moser; Heinze, Aiso – Research in Mathematics Education, 2020
Research on teacher knowledge has been criticised for taking too narrow a view on expertise. Therefore, teacher competence frameworks have been developed that are closely related to professional demands. Their practice-oriented conceptualisations have led to innovative measures with situative demands. However, there is still a lack of knowledge on…
Descriptors: Early Childhood Teachers, Teacher Competencies, Professional Development, Intervention
Auditory-Verbal Graduates -- 25 Years Later: Outcome Survey of the Clinical Effectiveness of the Listening and Spoken Language Approach for Young Children with Hearing Loss
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Lim, Stacey R.; Goldberg, Donald M.; Flexer, Carol – Volta Review, 2018
In 1993, the first study of outcomes of auditory-verbal graduates was published in the Journal of the American Academy of Audiology (JAAA). The stated purpose of the research at that time "was to document the status of graduates of one aural habilitation option; auditory-verbal" (p. 190, Goldberg & Flexer). A follow-up study was…
Descriptors: Hearing Impairments, Young Children, Oral Language, Listening
Engaging Young Children: Lessons from Research about Quality in Early Childhood Education and Care. Starting Strong
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Barata, Clara – OECD Publishing, 2018
The first years of life lay the foundations for a child's future development and learning. Many countries have increased their financial support for provision of early childhood education and care (ECEC) over the past years. More recently, the focus of debate has been shifting from expanding access to affordable ECEC to enhancing its quality. A…
Descriptors: Early Childhood Education, Young Children, Literature Reviews, Meta Analysis