Results 101 to 110 of about 41,512 (314)

Educating Teachers about the Complex Writing Processes of Preschool Students (Project)

, 2011
Preschool teachers traditionally view young children’s written literacy development as a linear continuum that progresses from making scribbles, to lines, to letter strings, to invented, and finally, conventional spellings on paper. This project seeks to
Barrett, Mary Kathleen
core  

Sources of professional stress and support from preschool teacher

, 2020
Vrlo često možemo čuti kako su ljudi u stresu te kako je stres sastavni dio današnjeg života koji se nalazi svuda oko nas. Čovjek od stresa ne može pobjeći, a same stresne situacije ne djeluju jednakim intenzitetnom na svakog pojedinca.
Blažić Antolić, Marina
core  

Irritability in preschool children with attention‐deficit/hyperactivity disorder: Analysis of family environmental factors

JCPP Advances, EarlyView.
Abstract Background Irritability affects one‐third of children and adolescents with attention‐deficit/hyperactivity disorder (ADHD) and is associated with negative outcomes. The family environment plays a prominent role in the child's development, and therefore on the risk for irritability, especially during the preschool period.
Analin Ono Baraniuk, Giovanni Abrahão Salum, David Daley, Erika Mendonça de Morais, Filipe Jaeger Zabala, Luiz Eduardo de Souza, Guilherme V. Polanczyk, Luisa Shiguemi Sugaya   +7 more
wiley   +1 more source

Teacher characteristics as predictors of self-regulated learning encouragement

Magistra Iadertina
The aim of the research was to examine the predictors of teachers’ encouragement of Self-Regulated Learning (SRL), specifically focusing on the independent contribution of various teacher characteristics.
Slavica Šimić Šašić, Mira Klarin, Maja Cindrić   +2 more
doaj   +1 more source

Teacher´s Perspective on Early Writing in The Swedish Preschool class

, 2018
The purpose of this study is to deepen knowledge of how teachers in preschool classes work to promote emergent writing. Empirical data was collected from interviews with twelve teachers working in preschool classes in seven different Swedish ...
Andersson, Susanna,
core  

Preschool Peer Aggression Scale (Teacher Form): Validity Reliability Study [PDF]

Journal of Teacher Education and Lifelong LearningJournal of Teacher Education and Lifelong LearningThis study aimed to develop and establish the validity and reliability of the Preschool Peer Aggression Scale (Teacher Form) (PPAS-TF). The study employed

core   +1 more source

A new approach to assessment for young children referred by education professionals for socio‐emotional, behavioural, and cognitive difficulties

JCPP Advances, EarlyView.
Abstract Background Young children with emerging mental health problems and neurodevelopmental differences often do not receive the support they need early in life, and if they do receive support, it may not be appropriately targeted towards their individual needs.
Amy L. Paine, Steve Eaton, Aikaterini Bekiropoulou, Christopher Hobson, Cerith Waters, Anita Thapar, Katherine H. Shelton, Kate Langley, Catherine R. G. Jones, Dale F. Hay, Susan R. Leekam, Elisabeth von dem Hagen, The Neurodevelopment Assessment Unit Team, Stephanie H. M. van Goozen   +13 more
wiley   +1 more source

Music Education Competencies of Preschool Teachers and Preservice Preschool Teachers

, 2019
[No abstract available]
ELALDI, Şenel, BATDI, Veli, SÖNMEZ-ÖLGER, Demet   +2 more
openaire   +3 more sources

Bakhtin for Preschool Teachers

Dialogic Pedagogy: An International Online Journal, 2015
Book Review: White, E. J. (2015). Introducing dialogic pedagogy: Provocations for the early years: Routledge.I am impressed by the depth of White’s understanding of Bakhtin’s work and by her innovated uses of Bakhtinian concepts such as answerability, becoming, aesthetics, authorship and polyphony.
openaire   +3 more sources

Common cause versus dynamic mutualism: Insights into ADHD's common comorbidities

JCPP Advances, EarlyView.
Abstract Background Contemporary classification systems differ in their conceptualization of ADHD as either an externalizing or neurodevelopmental condition, with both perspectives promoting the common cause model as an explanation of ADHD's comorbidity.
Zheyue Peng, Ashley L. Watts
wiley   +1 more source