Results 171 to 180 of about 41,512 (314)
British Journal of Educational Psychology, EarlyView.Abstract Background Growing evidence shows that parent–teacher collaboration benefits parents and their children. Yet, there is limited understanding of whether and how parent–teacher collaboration contributes to children's early numeracy skills. Aims This study examined whether parent–teacher collaboration is linked to children's early numeracy skills
Melissa Pearl Caldwell +5 more
wiley +1 more source
PRESCHOOL TEACHER TRAINING IN TURKEY [PDF]
Proceedings of the International Conference on Social science, Humanities and Education, 2018 openaire +2 more sources
Prospective preschool teachers’ metacognitive awareness
İlköğretim Online, 2011 The purpose of this research is to analyze prospective preschool teachers’ metacognitive awareness and to find out whether a significant difference exists according to gender, grade, and the types of high school they have graduated. For this purpose, Metacognitive Awareness Inventory was applied to a total of 183 students -166 female and 17 male- from ...
Özsoy, Gökhan, Günindi, Yunus
openaire +2 more sources
British Journal of Educational Technology, EarlyView.Abstract Understanding what constitutes quality in digital interactions within Early Childhood Education and Care (ECEC) settings has become paramount in an increasingly technology‐enabled world. This imperative has grown, with diverse ingrained positions about the role of digital technology in ECEC, and limited evidence and guidance to support ...
Steven J. Howard +4 more
wiley +1 more source
Longitudinal causal impacts of preschool teacher training on Ghanaian children's school readiness: Evidence for persistence and fade-out. [PDF]
Dev Sci, 2019 Wolf S, Aber JL, Behrman JR, Peele M.
europepmc +1 more source
The effectiveness of implementation intentions in children: A systematic review and meta‐analysis
British Journal of Psychology, EarlyView.Abstract Self‐regulation abilities in childhood are important for long‐term academic achievement and healthy development. As self‐regulatory abilities are still developing, ‘simple’ interventions are needed to foster self‐regulation. Implementation intentions are simple plans that could promote goal achievement in children.
Jasmin Breitwieser, Tilman Reinelt
wiley +1 more source
PRESCHOOL TEACHERS' EMOTION REGULATION
Preschool students are three times more likely to be expelled than those students in kindergarten to 12th grade (Gilliam, 2005). A student who experienced being expelled in preschool is at a higher risk for future expulsion, dropping out of high school ...
Davis, Sara L.
core
British Journal of Psychology, EarlyView.Abstract Working memory updating is a crucial cognitive function for learning and academic achievement that develops significantly throughout childhood and adolescence. Despite the varieties of existing tasks to measure children's working memory updating, its overall developmental trajectory and task‐specific developmental patterns remain inadequately ...
Ye Song, Chen Cheng
wiley +1 more source
Community Dentistry and Oral Epidemiology, EarlyView.ABSTRACT Objectives Early Childhood Caries (ECC) is reported to be more common among immigrant children than their native counterparts. There are no community‐based studies that assess the effectiveness of an intervention in reducing the risk of ECC among immigrant children in Norway.
Mariam Reda +4 more
wiley +1 more source
Social and Emotional Functions of Institutional Touch in the Relational Care of Young Children
Child &Family Social Work, EarlyView.ABSTRACT This study reports results concerning close embodied practices, involving touch, in early childhood care settings in Sweden during the COVID‐19 pandemic. The data—video recordings of everyday practices in contexts of childcare—were collected during various phases of the pandemic. The study demonstrates a broad range of uses of touch, by adults
Asta Cekaite, Madeleine Wirzén
wiley +1 more source