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Direct linkPianta, Robert C.; Hamre, Bridget K. – Educational Researcher, 2009
The authors take the opportunity to respond to the commentaries that were written regarding their article (in the March 2009 issue of "Educational Researcher") summarizing the conceptual and empirical basis for using standardized approaches to observing teachers' practices in classrooms and the potential that such approaches have for addressing…
Descriptors: Emergent Literacy, Educational Researchers, Feedback (Response), Early Childhood Education
Borgnon, Liselott – Educational Philosophy and Theory, 2007
This article draws upon the Deleuzian/Guattarian idea of territorializing movements to trouble the notion of the identity of the learning pre-school child, produced by developmental psychology, as an individual, natural and developing child as well as the more recent image of the child characterised by autonomy and flexible behaviour. Accordingly,…
Descriptors: Preschool Children, Self Concept, Identification, Developmental Psychology
Graue, Elizabeth – School Administrator, 2009
The traditional kindergarten program often reflected a rich but generic approach with creative contexts for typical kindergartners organized around materials (manipulatives or dramatic play) or a developmental area (fine motor or language). The purpose of kindergarten reflected beliefs about how children learn, specialized training for…
Descriptors: Play, Dramatic Play, Young Children, Kindergarten
Janus, Magdalena; Hertzman, Clyde; Guhn, Martin; Brinkman, Sally; Goldfeld, Sharon – Early Years: An International Journal of Research and Development, 2009
This article presents a response to the paper by Li, D'ngiulli and Kendall (2007). The authors address two key aspects of this paper. The first concerns a number of errors and misconceptions in the paper that the authors think are important to clarify and correct. The second issue relates to the significant amount of research and effort that has…
Descriptors: Foreign Countries, Misconceptions, Student Diversity, Indigenous Populations
Woodrow, Christine; Press, Frances – Educational Philosophy and Theory, 2007
How a community constructs the notion of childhood and the child is fundamentally implicated in the practices and policies of that community. This article explores the positioning of the child in historical, contemporary and emerging trends in the provision and practices of Australian early childhood education and care. It argues that if left…
Descriptors: Early Childhood Education, Democracy, Young Children, Foreign Countries
Turnbull, Ann P.; Summers, Jean Ann; Turnbull, Rud; Brotherson, Mary Jane; Winton, Pam; Roberts, Richard; Snyder, Patricia; McWilliam, Robin; Chandler, Lynette; Schrandt, Suzanne; Stowe, Matt; Bruder, Mary Beth; Divenere, Nancy; Epley, Pam; Hornback, Mergy; Huff, Barbara; Miksch, Peggy; Mitchell, Linda; Sharp, Lisa; Stroup-Rentier, Vera – Journal of Early Intervention, 2007
This article utilizes four knowledge sources to characterize a current gap in policy and practice related to serving families in early intervention (birth to 5) programs. It argues that the field of early intervention has focused primarily on implementing family-centered practices by focusing on how families and professionals should interact. The…
Descriptors: Early Intervention, Family Programs, Young Children, Disabilities
Sims, Margaret; Saggers, Sherry; Hutchins, Teresa; Guilfoyle, Andrew; Targowska, Anna; Jackiewicz, Stephanie – Australian Journal of Early Childhood, 2008
We believe that the Australian early childhood sector is not performing well. The incidence of poor outcomes for children is increasing, and we believe that current service delivery is not capable of addressing this. We argue that, as a sector, there is an abundance of evidence of the kinds of programs and initiatives that could address our…
Descriptors: Young Children, Foreign Countries, Early Intervention, At Risk Persons
Pica, Rae – Young Children, 2008
Effective early childhood teachers use what they know about and have observed in young children to design programs to meet children's developmental needs. Play and active learning are key tools to address those needs and facilitate children's early education. In this article, the author discusses the benefits of active learning in the education of…
Descriptors: Student Motivation, Lifelong Learning, Young Children, Active Learning
Gillen, Julia – Mind, Culture, and Activity, 2007
Children's early word learning is not usually considered creative in the same sense as artistic productions of later life. Yet early word learning is a creative response to the intrinsic instability of word meaning. As the child acts to participate in her community, she strives for intersubjectivity, manifest in neologisms and under- and…
Descriptors: Creativity, Semantics, Language Acquisition, Linguistics
Mozere, Liane – Educational Philosophy and Theory, 2007
This paper argues that in daycare centres in France, where children are cared for from four months to age three, the competence of female staff members is usually denied and unvalued vis a vis the expert opinions. The paper highlights empirical research on early childhood and gender, providing pragmatic access to children's languages of desire, a…
Descriptors: Young Children, Foreign Countries, Child Care, Sex
Bersani, Hank, Jr.; Rotholz, David A.; Eidelman, Steven M.; Pierson, Joanna L.; Bradley, Valerie J.; Gomez, Sharon C.; Havercamp, Susan M.; Silverman, Wayne P.; Yeager, Mark H.; Morin, Diane; Wehmeyer, Michael L.; Carabello, Bernard J.; Croser, M. Doreen – Intellectual and Developmental Disabilities, 2007
Gunther and Diekema (2006) have described a controversial intervention they provided to Ashley, a 6-year-old girl with profound and multiple impairments, which they refer to as "growth-attenuation therapy." This intervention, approved and apparently promoted by the parents, consisted of high doses of estrogen to bring about a permanent attenuation…
Descriptors: Intervention, Developmental Disabilities, Drug Therapy, Misconceptions
Saunders, Lesley – Educational Assessment, Evaluation and Accountability, 2010
This paper is a reflection on practice. It begins by briefly describing an evaluation of an externally-funded education programme in Kosovo (a new country in south-east Europe). The programme was managed by Save the Children in Kosovo and aimed to develop and promote models of inclusive education through three strands of activity. The first of…
Descriptors: Municipalities, Educational Needs, Evaluators, Inclusive Schools
Shiller, Virginia M.; O'Flynn, Janet C.; Reineke, June; Sonsteng, Kathleen; Gartrell, Dan – Young Children, 2008
Does the use of rewards to motivate children to learn or to follow classroom rules run counter to fostering a true desire for mastery? This column, which consists of two separate articles, provides the opposing opinions of the authors regarding the appropriateness of giving rewards in an early childhood classroom. In "Using Rewards in the Early…
Descriptors: Early Childhood Education, Student Motivation, Young Children, Educational Practices
Stylianides, Andreas J. – Mathematical Thinking and Learning: An International Journal, 2007
The notion of assumptions permeates school mathematics, but instruction tends to highlight this notion only in the advanced grades. In this article, I argue that it is important for even young children to develop a sense of the role of assumptions in proving, and I investigate what it might mean and look like for instruction to promote this goal.…
Descriptors: Young Children, Grade 3, Mathematics Instruction, Mathematics
Bakerlis, Julienne – Young Children, 2007
In a time of seemingly rampant budget cuts in the arts in school systems throughout the country, a children's art show reaps many rewards. It can strengthen family-school relationships and community ties and stimulate questions and comments about the benefits of art and its significance in the development of young children. In this photo essay of…
Descriptors: Family School Relationship, Young Children, Child Care, Art Activities
