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Savvy or Haphazard? Comparing Preschoolers' Performance across Selective Learning Tasks Based on Different Epistemic Indicators
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Brosseau-Liard, Patricia E.; Iannuzziello, Alana; Varin, Jade – Journal of Cognition and Development, 2018
Children frequently select learning sources based on epistemic cues, or cues pertaining to informants' knowledge. Previous research has shown that preschoolers preferentially learn from informants who have been accurate in the past, appear confident, or have had visual access to relevant information. The present series of studies aimed to…
Descriptors: Comparative Analysis, Preschool Children, Epistemology, Cues
Attachment Styles in Children Living in Alternative Care: A Systematic Review of the Literature
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Garcia Quiroga, Manuela; Hamilton-Giachritsis, Catherine – Child & Youth Care Forum, 2016
Background: A large number of children are currently living in Alternative Care. The relationship they establish with their temporary caregivers can play a significant role in their development. However, little has been published regarding attachment with temporary Caregivers. Objective: The aim of this review is to analyse the existing published…
Descriptors: Attachment Behavior, Children, Child Care Centers, Group Homes
Environmental Influences on Preschoolers' Physical Activity Levels in Various Early-Learning Facilities
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Vanderloo, Leigh M.; Tucker, Patricia; Johnson, Andrew M.; Burke, Shauna M.; Irwin, Jennifer D. – Research Quarterly for Exercise and Sport, 2015
Purpose: This study aimed to: (a) compare the physical activity (PA) levels (i.e., moderate-to-vigorous PA [MVPA] and total PA [TPA]) of preschoolers in 3 different early-learning environments (center-based childcare, home-based childcare, and full-day kindergarten [FDK]); and (b) assess which characteristics (e.g., play equipment, policies, etc.)…
Descriptors: Foreign Countries, Preschool Children, Physical Activity Level, Early Childhood Education
Facilitating Emergent Literacy: Efficacy of a Model that Partners Speech-Language Pathologists and Educators
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Girolametto, Luigi; Weitzman, Elaine; Greenberg, Janice – American Journal of Speech-Language Pathology, 2012
Purpose: This study examined the efficacy of a professional development program for early childhood educators that facilitated emergent literacy skills in preschoolers. The program, led by a speech-language pathologist, focused on teaching alphabet knowledge, print concepts, sound awareness, and decontextualized oral language within naturally…
Descriptors: Foreign Countries, Oral Language, Speech Language Pathology, Emergent Literacy
In-Service Professional Development and Constructivist Curriculum: Effects on Quality of Child Care, Teacher Beliefs, and Interactions
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Howe, Nina; Jacobs, Ellen; Vukelich, Goranka; Recchia, Holly – Alberta Journal of Educational Research, 2011
The purpose of this study was to assess three methods of delivering in-service professional development regarding constructivist curriculum for early childhood educators. Educators in 44 not-for-profit child care centres in three Canadian cities were studied; 94 educators with formal preservice training participated. The three methods were (a) a…
Descriptors: Foreign Countries, Constructivism (Learning), Rating Scales, Child Care
Organizational Structure and Behaviour in Day Care: Differences between Non-Profit and For-Profit Centres.
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Canning, Patricia M.; Lyon, Mary E.; Kienapple, Kim; Young, Jeffrey – Canadian Journal of Infancy & Early Childhood, 2002
Examined how Canadian day care centers are operated and managed, to identify differences in organizational structure and behavior between non-profit and for-profit centers and characteristics of structure and management linked with high quality care. Found that non-profit centers were more complex, more formalized, and less centralized than…
Descriptors: Administrative Organization, Child Care, Child Care Centers, Comparative Analysis