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Umek, Ljubica Marjanovic; Kranjc, Simona; Fekonja, Urska – 2000
This study examined the impact of a multicultural preschool curriculum in Slovenia on preschool children's sensitization to cultural differences and understanding of themselves, others, and different cultures. The curriculum was implemented for a 1-month period for 6.6- to 7-year-olds. Multicultural enrichment was evident in wall decorations, toys…
Descriptors: Comparative Analysis, Cultural Differences, Culturally Relevant Education, Foreign Countries
Wardle, Heather N. – CORE: Collected Original Resources in Education, 1978
Children (ages three and four) living in high-rise flats performed poorly on gross motor ability tests as compared to children living in houses. (CP)
Descriptors: Age Differences, Disadvantaged Environment, Eye Hand Coordination, Housing
Peer reviewed Peer reviewed
Corrie, Loraine; Barratt-Pugh, Caroline – Australian Journal of Early Childhood, 1997
Early childhood perceptual-motor programs as preventive and remedial measures present three concerns: (1) they have minimal positive effects; (2) funds could be used to investigate more effective educational strategies; and (3) the rationale for these programs does not fit with the Australian Early Childhood Association's Code of Ethics. Play is…
Descriptors: Childhood Needs, Codes of Ethics, Early Childhood Education, Foreign Countries
Peer reviewed Peer reviewed
Guarlnick, Michael J.; Paul-Brown, Diane – Journal of Speech and Hearing Research, 1989
Analyses of communicative exchanges among 64 playgroup children revealed that both 3-and 4-year-old nonhandicapped children adjusted the communicative function, style, and affective quality of their interactions when addressing mildly developmentally delayed companions. Adjustments were more closely related to interpersonal and social status…
Descriptors: Adjustment (to Environment), Age Differences, Comparative Analysis, Developmental Stages
Peer reviewed Peer reviewed
Greenberg, Polly – Young Children, 1990
Discusses two contrasting philosophies of education for three-, four-, and five-year-old children: the developmentally appropriate approach to learning and the academic or behavior modification approach. Discusses the manner in which preschool children learn self-esteem and self-discipline in both educational settings. (BB)
Descriptors: Developmentally Appropriate Practices, Early Childhood Education, Educational Philosophy, Learning Experience
Peer reviewed Peer reviewed
Miller, Beth M.; And Others – Child Welfare, 1995
Examined the out-of-school time of children between the ages of four and seven who were enrolled in Head Start and school transition programs. Found that watching television, playing, and spending time with friends were children's major activities during their out-of-school time. (MDM)
Descriptors: Day Care, Employment Opportunities, Extracurricular Activities, Leisure Time
Peer reviewed Peer reviewed
Fabes, Richard A.; Eisenberg, Nancy. – Child Development, 1992
Causes of preschoolers' anger, and preschoolers' reactions to anger, were studied. Measures of social competence and popularity were obtained. Sex, age, and context differences in coping strategies were found. Socially competent and popular children coped with anger in relatively direct and active ways that minimized conflict and damage to social…
Descriptors: Age Differences, Anger, Conflict, Context Effect
Peer reviewed Peer reviewed
Liu, Karen Chia-Yu; Greathouse, Noelle J. – Contemporary Education, 1992
Examines how best to use cooperative learning in preschool classrooms. The article describes young children at play and discusses cooperative play (CP) and the development of social skills, the impact of CP, principles of implementing CP in preschool classrooms, and teacher role. (SM)
Descriptors: Classroom Techniques, Cooperative Learning, Group Activities, Interpersonal Competence
Peer reviewed Peer reviewed
File, Nancy; Kontos, Susan – Topics in Early Childhood Special Education, 1993
Twenty-eight children with and without disabilities were observed during free play in integrated early childhood programs, and associations among program quality indicators and children's play were analyzed. The study attempted to predict dynamic/process measures of program quality (teacher behavior) from global and structural measures of quality…
Descriptors: Disabilities, Early Intervention, Educational Quality, Environmental Influences
Peer reviewed Peer reviewed
Neuman, Susan B.; Roskos, Kathy – American Educational Research Journal, 1993
Effects of adult mediation and literacy-enriched play settings in Head Start classrooms on environmental and functional print tasks were studied for 177 minority preschoolers in poverty. Results indicate that the active engagement of adult mediators in literacy-enriched office play settings influenced children's ability to read environmental…
Descriptors: Access to Education, Adults, Economically Disadvantaged, Educational Environment
Peer reviewed Peer reviewed
Hannikainen, Maritta – Early Child Development and Care, 1998
Explored different kinds of participation in play and development of joint role play. Observed games and play sessions of a 2-year-old girl in a day care group. Found that the girl proceeded from a feeling of togetherness in a shared space through parallel and successive play actions to reciprocity and equal exchange of play actions. (JPB)
Descriptors: Caregiver Child Relationship, Child Behavior, Child Caregivers, Child Development
Peer reviewed Peer reviewed
Moulton, Caryn E.; Coplan, Robert J.; Mills, Catherine – Canadian Journal of Research in Early Childhood Education, 1999
This study examined preliminary psychometric properties of the Teaching Practices Observation Scale (TPOS), a newly developed observational taxonomy for assessing teacher behaviors during free play with young children. Behaviors of 42 child caregivers and junior kindergarten teachers were coded using a combination of time-sampling, event-sampling,…
Descriptors: Child Caregivers, Educational Practices, Measurement Techniques, Measures (Individuals)
Peer reviewed Peer reviewed
Goncu, Artin; Weber, Elsa – Early Education and Development, 2000
This study of 55 preschool children examined frequency of play and problem-solving activities, and management, collaboration, and assistance interactions as a function of relationships with teachers and peers. Findings revealed that problem solving occurs with peers and teachers; play overwhelmingly occurs with peers; management and assistance…
Descriptors: Class Activities, Cooperation, Interaction, Moral Development
Peer reviewed Peer reviewed
Witte-Townsend, Darlene; Whiting, Alice – Journal of Early Education and Family Review, 2003
Discusses the importance of "sweetening" language and literacy experiences by using everyday-life language in playful ways. Maintains that listening to children's language, modeling literacy engagement, playing with language as children do, and loving children unconditionally are primary conditions for optimal, developmentally…
Descriptors: Developmentally Appropriate Practices, Educational Practices, Emergent Literacy, Language Skills
Clyde, Margaret – 1990
This paper elaborates on a series of quotations to illustrate major influences in children's language development. The first quotation, from Lilian G. Katz (1988), suggests that what children like is not necessarily developmentally appropriate for them. This idea can be applied to the development of language competence. In the second quotation,…
Descriptors: Child Language, Communication Skills, English Instruction, Foreign Countries
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