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  Subjects -> EDUCATION (Total: 1704 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (22 journals)
    - EDUCATION (1421 journals)
    - HIGHER EDUCATION (114 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (27 journals)
    - SCHOOL ORGANIZATION (12 journals)
    - SPECIAL EDUCATION AND REHABILITATION (34 journals)
    - TEACHING METHODS AND CURRICULUM (37 journals)

EDUCATION (1421 journals)            First | 1 2 3 4 5 6 7 8 | Last

Showing 601 - 800 of 857 Journals sorted alphabetically
International Journal of Pedagogy, Policy and ICT in Education     Full-text available via subscription   (Followers: 2)
International Journal of Play     Hybrid Journal   (Followers: 6)
International Journal of Pluralism and Economics Education     Hybrid Journal  
International Journal of Qualitative Studies in Education     Hybrid Journal   (Followers: 36)
International Journal of Quantitative Research in Education     Hybrid Journal   (Followers: 3)
International Journal of Rehabilitation and Health     Hybrid Journal   (Followers: 17)
International Journal of Rehabilitation Research     Hybrid Journal   (Followers: 18)
International Journal of Research & Method in Education     Hybrid Journal   (Followers: 20)
International Journal of Research in Education Methodology     Open Access   (Followers: 11)
International Journal of Research Studies in Education     Open Access   (Followers: 8)
International Journal of Research Studies in Educational Technology     Open Access   (Followers: 10)
International Journal of Research Studies in Language Learning     Open Access   (Followers: 14)
International Journal of Science and Mathematics Education     Hybrid Journal   (Followers: 23)
International Journal of Science and Technology Education Research     Open Access   (Followers: 7)
International Journal of Science Education     Hybrid Journal   (Followers: 24)
International Journal of Science Education, Part B Communication and Public Engagement     Hybrid Journal   (Followers: 8)
International Journal of Servant-Leadership     Full-text available via subscription  
International Journal of Social Media and Interactive Learning Environments     Hybrid Journal   (Followers: 11)
International Journal of Sociology of Education     Open Access   (Followers: 4)
International Journal of Solution-Focused Practices     Open Access   (Followers: 2)
International Journal of STEM Education     Open Access   (Followers: 4)
International Journal of Sustainability in Higher Education     Hybrid Journal   (Followers: 12)
International Journal of Teaching and Case Studies     Hybrid Journal   (Followers: 6)
International Journal of Technology and Design Education     Hybrid Journal   (Followers: 13)
International Journal of Technology and Educational Marketing     Full-text available via subscription   (Followers: 3)
International Journal of Technology Enhanced Learning     Hybrid Journal   (Followers: 22)
International Journal of Training Research, The     Hybrid Journal   (Followers: 6)
International Journal on School Disaffection     Full-text available via subscription  
International Online Journal of Education and Teaching     Open Access   (Followers: 1)
International Quarterly of Community Health Education     Full-text available via subscription   (Followers: 1)
International Research in Education     Open Access   (Followers: 6)
International Research in Geographical and Environmental Education     Hybrid Journal   (Followers: 5)
International Review of Economics Education     Hybrid Journal   (Followers: 1)
International Review of Education     Hybrid Journal   (Followers: 10)
International Review of Qualitative Research     Full-text available via subscription   (Followers: 41)
International Review of Research in Open and Distance Learning     Open Access   (Followers: 25)
International Studies in Catholic Education     Hybrid Journal   (Followers: 4)
International Studies in Sociology of Education     Hybrid Journal   (Followers: 17)
InterScientia     Open Access  
Intervention in School and Clinic     Hybrid Journal  
Investigaciones Sobre Lectura     Open Access  
Irish Educational Studies     Hybrid Journal   (Followers: 2)
Irish Journal of Academic Practice     Open Access   (Followers: 1)
Issues and Trends in Educational Technology     Open Access  
Istawa : Journal of Islamic Education     Open Access  
Italiano LinguaDue     Open Access  
JEELS : Journal of English Education and Linguistics Studies     Open Access  
JIPM (Jurnal Ilmiah Pendidikan Matematika)     Open Access  
Journal for Counselor Preparation and Supervision     Open Access   (Followers: 1)
Journal for Educators, Teachers and Trainers     Open Access   (Followers: 2)
Journal for Language Teaching = Tydskrif vir Taalonderrig     Full-text available via subscription   (Followers: 3)
Journal for Learning Through the Arts     Open Access   (Followers: 7)
Journal for Multicultural Education     Hybrid Journal   (Followers: 3)
Journal for the Study of Sports and Athletes in Education     Hybrid Journal   (Followers: 2)
Journal of Abnormal Child Psychology     Hybrid Journal   (Followers: 7)
Journal of Academic Ethics     Hybrid Journal   (Followers: 4)
Journal of Academy of Dental Education     Hybrid Journal  
Journal of Access Policy and Practice     Full-text available via subscription  
Journal of Accounting Education     Hybrid Journal   (Followers: 4)
Journal of Adolescent & Adult Literacy     Full-text available via subscription   (Followers: 9)
Journal of Adult Development     Hybrid Journal   (Followers: 7)
Journal of Advances in Medical Education & Professionalism     Open Access   (Followers: 9)
Journal of Adventure Education & Outdoor Learning     Hybrid Journal   (Followers: 7)
Journal of Aesthetic Education     Full-text available via subscription   (Followers: 3)
Journal of Agricultural Education and Extension, The     Hybrid Journal   (Followers: 3)
Journal of Appreciative Education     Open Access  
Journal of Architectural Education     Hybrid Journal   (Followers: 9)
Journal of Assessment and Institutional Effectiveness     Full-text available via subscription   (Followers: 1)
Journal of Attention Disorders     Hybrid Journal   (Followers: 2)
Journal of Behavioral Education     Hybrid Journal   (Followers: 4)
Journal of Beliefs & Values: Studies in Religion & Education     Hybrid Journal   (Followers: 6)
Journal of Biological Education     Hybrid Journal   (Followers: 1)
Journal of Business Ethics Education     Full-text available via subscription   (Followers: 2)
Journal of Case Studies     Open Access  
Journal of Cases in Educational Leadership     Hybrid Journal   (Followers: 7)
Journal of Chemical Education     Full-text available via subscription   (Followers: 22)
Journal of Child and Adolescent Psychiatric Nursing     Hybrid Journal   (Followers: 8)
Journal of Childhood Studies     Open Access  
Journal of Cognitive Education and Psychology     Full-text available via subscription   (Followers: 9)
Journal of College Student Development     Full-text available via subscription   (Followers: 8)
Journal of College Student Psychotherapy     Hybrid Journal   (Followers: 1)
Journal of College Student Retention : Research, Theory and Practice     Full-text available via subscription   (Followers: 4)
Journal of Computing in Higher Education     Hybrid Journal   (Followers: 13)
Journal of Contemporary Integrative Ideas     Open Access   (Followers: 1)
Journal of Contemporary Water Resource & Education     Hybrid Journal   (Followers: 3)
Journal of Copyright in Education & Librarianship     Open Access   (Followers: 14)
Journal of Creative Behavior     Hybrid Journal   (Followers: 9)
Journal of Criminal Justice Education     Hybrid Journal   (Followers: 5)
Journal of Curriculum and Instruction     Open Access   (Followers: 4)
Journal of Curriculum and Pedagogy     Hybrid Journal   (Followers: 3)
Journal of Curriculum and Teaching     Open Access   (Followers: 2)
Journal of Curriculum Studies     Hybrid Journal   (Followers: 15)
Journal of Curriculum Theorizing     Open Access  
Journal of Dance Education     Hybrid Journal   (Followers: 5)
Journal of Deaf Studies and Deaf Education     Hybrid Journal   (Followers: 8)
Journal of Dental Education     Full-text available via subscription   (Followers: 1)
Journal of Developmental and Physical Disabilities     Hybrid Journal   (Followers: 8)
Journal of Distance Learning     Full-text available via subscription   (Followers: 17)
Journal of Diversity in Higher Education     Full-text available via subscription   (Followers: 14)
Journal of Early Childhood Teacher Education     Hybrid Journal   (Followers: 11)
Journal of Early Intervention     Hybrid Journal   (Followers: 5)
Journal of Economic Education     Open Access  
Journal of Economic Education     Hybrid Journal   (Followers: 6)
Journal of Economics and Economic Education Research     Full-text available via subscription   (Followers: 2)
Journal of Education Advancement & Marketing     Full-text available via subscription  
Journal of Education and e-Learning Research     Open Access   (Followers: 7)
Journal of Education and Educational Development     Open Access  
Journal of Education and Health Promotion     Open Access   (Followers: 5)
Journal of Education and Learning     Open Access   (Followers: 2)
Journal of Education and Learning     Open Access   (Followers: 10)
Journal of Education and Practice     Open Access   (Followers: 14)
Journal of Education and Research     Open Access   (Followers: 2)
Journal of Education and Training     Open Access   (Followers: 1)
Journal of Education and Training Studies     Open Access   (Followers: 1)
Journal of Education and Work     Hybrid Journal   (Followers: 14)
Journal of Education Finance     Full-text available via subscription  
Journal of Education for Business     Hybrid Journal  
Journal of Education for Students Placed at Risk (JESPAR)     Hybrid Journal   (Followers: 2)
Journal of Education for Sustainable Development     Hybrid Journal   (Followers: 10)
Journal of Education for Teaching: International research and pedagogy     Hybrid Journal   (Followers: 17)
Journal of Education in New Century     Open Access  
Journal of Education Policy     Hybrid Journal   (Followers: 19)
Journal of Educational Administration     Hybrid Journal   (Followers: 5)
Journal of Educational Administration and History     Hybrid Journal   (Followers: 2)
Journal of Educational and Developmental Psychology     Open Access   (Followers: 18)
Journal of Educational and Psychological Consultation     Hybrid Journal  
Journal of Educational Change     Hybrid Journal   (Followers: 7)
Journal of Educational Computing Research     Full-text available via subscription   (Followers: 10)
Journal of Educational Development     Open Access   (Followers: 2)
Journal of Educational Issues     Open Access  
Journal of Educational Leadership, Policy and Practice     Full-text available via subscription   (Followers: 12)
Journal of Educational Measurement     Hybrid Journal   (Followers: 5)
Journal of Educational Research     Hybrid Journal   (Followers: 20)
Journal of Educational Research and Evaluation     Open Access  
Journal of Educational Social Studies     Open Access   (Followers: 6)
Journal of Educational Studies     Full-text available via subscription   (Followers: 1)
Journal of Educational Technology Systems     Full-text available via subscription   (Followers: 34)
Journal of Educational, Cultural and Psychological Studies     Open Access  
Journal of Edugeography     Open Access  
Journal of Elementary Science Education     Hybrid Journal   (Followers: 9)
Journal of Emerging Trends in Educational Research and Policy Studies     Full-text available via subscription  
Journal of Emotional and Behavioral Disorders     Hybrid Journal   (Followers: 2)
Journal of Engineering Education     Hybrid Journal   (Followers: 3)
Journal of English and Arabic Language Teaching     Open Access   (Followers: 1)
Journal of English for Academic Purposes     Hybrid Journal   (Followers: 10)
Journal of Entrepreneurship Education     Full-text available via subscription   (Followers: 2)
Journal of Environmental Education     Hybrid Journal   (Followers: 6)
Journal of European CME     Open Access  
Journal of Executive Education     Open Access  
Journal of Experiential Education     Hybrid Journal   (Followers: 1)
Journal of Experimental Education     Full-text available via subscription   (Followers: 3)
Journal of Extension     Free   (Followers: 2)
Journal of Faculty Development     Full-text available via subscription   (Followers: 5)
Journal of Further and Higher Education     Hybrid Journal   (Followers: 27)
Journal of Gay & Lesbian Issues in Education     Hybrid Journal   (Followers: 6)
Journal of General Education     Full-text available via subscription   (Followers: 2)
Journal of Geography in Higher Education     Hybrid Journal   (Followers: 10)
Journal of Global Citizenship & Equity Education     Open Access   (Followers: 1)
Journal of Higher Education Outreach and Engagement     Open Access   (Followers: 10)
Journal of Higher Education Policy and Management     Hybrid Journal   (Followers: 24)
Journal of Higher Education, The     Full-text available via subscription   (Followers: 34)
Journal of Hispanic Higher Education     Hybrid Journal   (Followers: 4)
Journal of Hospitality & Tourism Education     Hybrid Journal   (Followers: 7)
Journal of Hospitality, Leisure, Sport & Tourism Education     Full-text available via subscription   (Followers: 1)
Journal of Immersion and Content-Based Language     Hybrid Journal   (Followers: 7)
Journal of Innovative Science Education     Open Access  
Journal of Inquiry and Action in Education     Open Access   (Followers: 2)
Journal of Intellectual & Developmental Disability     Hybrid Journal   (Followers: 35)
Journal of Interactive Media in Education     Open Access   (Followers: 6)
Journal of International Education in Business     Hybrid Journal   (Followers: 2)
Journal of International Education Research     Open Access   (Followers: 6)
Journal of International Mobility     Full-text available via subscription   (Followers: 1)
Journal of Interprofessional Education & Practice     Full-text available via subscription   (Followers: 2)
Journal of Language and Cultural Education     Open Access   (Followers: 2)
Journal of Language Identity & Education     Hybrid Journal   (Followers: 12)
Journal of Latinos and Education     Hybrid Journal   (Followers: 4)
Journal of Law and Education     Full-text available via subscription   (Followers: 10)
Journal of Learning Analytics     Open Access   (Followers: 2)
Journal of Learning Disabilities     Hybrid Journal   (Followers: 23)
Journal of Learning Spaces     Open Access   (Followers: 12)
Journal of Legal Education     Open Access   (Followers: 6)
Journal of Legal Studies Education     Hybrid Journal   (Followers: 8)
Journal of Library & Information Services in Distance Learning     Hybrid Journal   (Followers: 174)
Journal of Machine Learning Research     Open Access   (Followers: 28)
Journal of Marketing Education     Hybrid Journal   (Followers: 7)
Journal of Marketing for Higher Education     Hybrid Journal   (Followers: 12)
Journal of Mathematics Teacher Education     Hybrid Journal   (Followers: 16)
Journal of Media Law     Hybrid Journal   (Followers: 11)
Journal of Media Literacy Education     Open Access   (Followers: 1)
Journal of Mixed Methods Research     Hybrid Journal   (Followers: 25)
Journal of Montessori Research     Open Access   (Followers: 1)
Journal of Moral Education     Hybrid Journal   (Followers: 6)
Journal of Multicultural Counseling and Development     Hybrid Journal   (Followers: 5)
Journal of Multilingual and Multicultural Development     Hybrid Journal   (Followers: 14)
Journal of Museum Education     Hybrid Journal   (Followers: 18)
Journal of Music Teacher Education     Hybrid Journal   (Followers: 8)
Journal of Nano Education     Full-text available via subscription  
Journal of NELTA     Open Access   (Followers: 3)
Journal of New Approaches in Educational Research     Open Access   (Followers: 3)
Journal of Nonprofit Education and Leadership     Full-text available via subscription   (Followers: 6)

  First | 1 2 3 4 5 6 7 8 | Last

Journal Cover International Journal of Early Childhood
  [SJR: 0.407]   [H-I: 12]   [9 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 0020-7187 - ISSN (Online) 1878-4658
   Published by Springer-Verlag Homepage  [2355 journals]
  • Transforming Early Childhood Systems for Future Generations: Obligations
           and Opportunities
    • Authors: Sharon Lynn Kagan; Jessica L. Roth
      Abstract: Abstract In a rapidly shifting twenty-first century context, early childhood education and care (ECEC) must consider contextual, scientific, and policy realities in order to realize its social obligations to young children. The current status of ECEC globally bears both good and bad news; many countries are paying attention to the importance of the early years, yet challenges remain related to quality, inequity, and sustainability. Given the surging importance of ECEC and the many challenges at hand, a new strategy is needed to suit the current context. Systems research represents one promising and exciting method for addressing a new set of global issues. This mode of inquiry takes the ECEC system as its unit of analysis, addressing far more than individual classroom pedagogy or even clusters of programs. Systems research advances the thinking that in order for an early childhood system to exist, in addition to quality programs, there must be a solid infrastructure that supports the programs. An emerging systems approach to ECEC considers sociocultural and temporal variables and transcends traditional domains.
      PubDate: 2017-07-13
      DOI: 10.1007/s13158-017-0194-4
       
  • Special Issue: Transforming Early Childhood Systems for Future Generations
    • Authors: Ingrid Pramling Samuelsson; Eunhye Park
      PubDate: 2017-07-12
      DOI: 10.1007/s13158-017-0196-2
       
  • Dezuanni, Michael L., Dooley, Karen, Gattenhof, Sandra, and Knight, Linda
           (2015): iPads in the Early Years: Developing Literacy and Creativity
    • Authors: Luke Santamaria
      PubDate: 2017-07-10
      DOI: 10.1007/s13158-017-0195-3
       
  • Sustainability by Default: Co-creating Care and Relationality Through
           Early Childhood Education
    • Authors: Arjen E. J. Wals
      Abstract: Abstract In this article, based on a keynote address presented at the 68th OMEP World Assembly and International Conference held in Seoul in July 2016, it is argued that children are more in tune with sustainability than most adults and that both adults and children can benefit from intergenerational dialogue and expanded learning opportunities in so-called ecologies of learning. The idea of growing up in the Anthropocene, the new geological epoch that is shaped by one single species, home sapiens, is introduced. What does growing up in the Anthropocene mean for today’s children' A short critique is provided of the neoliberal forces that increasingly influence what happens in education and care settings and that essentially make unsustainability the default in our society. Drawing on Martin Buber’s ideas of relational ways of being in the world; Nell Nodding’s notions of care; and George Siemen’s ideas about learning ecologies, some suggestions are offered for co-creating early childhood education and care with people and the planet in mind.
      PubDate: 2017-06-21
      DOI: 10.1007/s13158-017-0193-5
       
  • Thrown Together: Incorporating Place and Sustainability into Early
           Literacy Education
    • Abstract: Abstract The development of language and literacy abilities of young multilingual children is important to their future educational engagement and success in school. In this study, the value of taking account of place and sustainability in early literacy education is considered. This research provides ideas for practice-based research on early literacy in multilingual and community-based contexts. In a case study with a Grade 1 classroom in Sweden, the researcher and the teacher implemented various literacy activities to bring children’s own powerful knowledge about place into the classroom. This enabled young children to actively engage with language and literacy in authentic and meaningful ways. Early childhood teachers need to be aware of the importance of incorporating ideas about place and sustainability into early literacy education in order to avoid deficit discourses and instead build participatory practices and support democratic values. Bringing literacy and place together in education can address what is perhaps one of the most crucial questions of sustainability, namely how people within a community can live together while having different values, beliefs and dreams.
      PubDate: 2017-06-21
      DOI: 10.1007/s13158-017-0192-6
       
  • Supporting Teachers in Vietnam to Monitor Preschool Children’s Wellbeing
           and Involvement in Preschool Classrooms
    • Abstract: Abstract Vietnam is promoting active teaching and learning as a key strategy to enhance children’s learning in preschools. This change depends largely on building the capacities of teachers to implement child-centered education in practice and handover the initiative for learning to children. Vietnamese teachers need to be better equipped with pedagogical skills to enhance children’s wellbeing and involvement and to create optimal conditions for learning in classrooms. In 2016, as part of a professional development program for teachers to support the quality of their classroom practice through critical reflection, a collaborative pilot study was carried out to test the relevance and effectiveness of process-oriented child monitoring within the Vietnamese educational context. A process-oriented child-monitoring system was introduced to teachers in eight Vietnamese preschools that enrolled children aged from 3 to 5 years and which included primarily ethnic minority children. Teachers were taught observation skills to monitor children’s involvement and wellbeing during classroom activities. Through professional development activities, including coaching, mentoring, and peer learning in school-based and inter-school teacher communities, teachers were encouraged to adjust their practices to the learning needs of the children in their classrooms, including children at risk for low engagement and involvement. This pilot study provides a strong case for the process-oriented child-monitoring system to be implemented at a larger scale in Vietnamese preschools.
      PubDate: 2017-06-21
      DOI: 10.1007/s13158-017-0188-2
       
  • Development of Teachers’ Knowledge and Skills in Implementing a Physical
           Education Curriculum: A New Zealand Early Childhood Intervention Study
    • Authors: Claire McLachlan; Jessica Smith; Tara McLaughlin; Ajmol Ali; Cathryn Conlon; Owen Mugridge; Sophie Foster
      Abstract: Abstract In order to support children’s physical health and well-being in early childhood education programmes, it is important to understand how teacher practices concerned with physical activity and nutrition can be addressed effectively. Current evidence suggests that young children’s opportunities for physical activity in early childhood are increasingly limited. This study assessed how teachers’ knowledge and skills changed as the result of the implementation of a 10-week physical activity intervention programme (Jumping Beans) and participation in a related professional development programme. Participating teachers in four centres were interviewed before and after the intervention. Overall, qualitative and quantitative data from teacher interview data were highly positive, as a result of their participation. However, further research about how teachers’ skills can be enhanced to intentionally teach with confidence in curriculum domains related to physical health and physical literacy needs to be considered.
      PubDate: 2017-06-21
      DOI: 10.1007/s13158-017-0190-8
       
  • Transforming Music Education for the Next Generation: Planting ‘Four
           Cs’ Through Children’s Songs
    • Authors: Jinyoung Kim
      Abstract: Abstract In early childhood programs, music is an important part of the curriculum that provides children with learning opportunities that can enhance cognitive and social-emotional development as well as esthetic appreciation. Important skills for twenty-first century learning can also be supported by music experiences in early childhood education including critical and creative thinking, collaboration, and communication (Four Cs). Early childhood musical activities that focus on these processes can be transformative processes for children’s learning across developmental and curriculum areas through experiences with various musical elements (e.g., rhythm, beat, tempo, melody, and lyrics). This paper analyses and applies ideas about these learning processes to the new standards for music education in the USA that were announced in 2014 by the National Association for Music Education. This paper explores how the new standards are less content based and, instead, emphasize performance through artistic processes of creating, performing, and responding. Children have strong desires for esthetic expression through music that can support critical and creative thinking, as well as in collaboration, and communication. Early childhood teachers need to reflect critically about how to transform music education in their classrooms to realize the benefits of children’s experiences with music.
      PubDate: 2017-06-20
      DOI: 10.1007/s13158-017-0187-3
       
  • Preschool Teachers’ Pedagogical Content Knowledge in Mathematics
    • Authors: Jae Eun Lee
      Abstract: Abstract The study investigated preschool teachers’ pedagogical content knowledge (PCK) in mathematics. The construct of PCK for teaching mathematics in preschool involves three components: (1) noticing mathematical situations in which children engage; (2) interpreting the nature of children’s math activity; and (3) enhancing children’s mathematical thinking and understanding. The research participants were 30 preschool teachers from a large city in South Korea. Teachers identified mathematical situations in a children’s play scenario, interpreted the nature of the mathematical situations, and identified how children’s mathematical thinking in the reported situation could be enhanced. The teachers’ responses were quantitatively scored. The results indicate that participants possessed higher levels of PCK about number sense, measurement, and classification than for patterning, operations, shapes, and spatial relationships. Teachers need knowledge to interpret mathematical situations in order to identify ways to enhance children’s mathematical thinking. Teachers with more teaching experience were more likely to have higher scores on the overall PCK measure. Teachers require greater knowledge to recognize specific mathematical concepts in use in children’s play in order to be able to extend and enhance preschool children’s mathematical thinking.
      PubDate: 2017-06-19
      DOI: 10.1007/s13158-017-0189-1
       
  • 2016 Panel of Referees
    • Authors: Donna Berthelsen
      PubDate: 2017-03-30
      DOI: 10.1007/s13158-017-0186-4
       
  • The Development of Prosocial Behaviour in Early Childhood: Contributions
           of Early Parenting and Self-Regulation
    • Authors: Kate E. Williams; Donna Berthelsen
      Abstract: Abstract This research considers the role of parenting practices and early self-regulation, on children’s prosocial behaviour when they begin school. Data for 4007 children were drawn from Growing Up in Australia: The Longitudinal Study of Australian Children (LSAC). The analyses explored relations between self-reported parenting practices for mothers and fathers, using scales for parenting warmth and hostility, and parent report on children’s emotional and attentional regulation at 2–3 years. Teacher reports for prosocial behaviour were obtained when children were 6–7 years. Maternal and paternal non-hostile parenting and warmth made significant, indirect contributions to later prosocial development, through influencing children’s early self-regulation. These findings inform understandings about the intergenerational pathways through which children’s self-regulation influences prosocial skills. Responsive caregiving by parents, and by adults in early childhood education programs, supports the development of early self-regulation. This, in turn, enables children to take greater advantage of the learning opportunities afforded to them at home and in early childhood education programs. Support for early self-regulation can offset effects of child and family risk factors on children’s later development.
      PubDate: 2017-03-07
      DOI: 10.1007/s13158-017-0185-5
       
  • Crafting Miniature Students in the Early Years: Schooling for Desirable
           Childhoods in East Asia
    • Authors: I.-Fang Lee; Nicola J. Yelland
      Abstract: Abstract This paper explores the concept of miniature students to interrogate the ways in which early childhood care and education systems in East Asian countries are being constructed. Experiences drawn from working in the Hong Kong education system and observations of teaching and researching in Hong Kong have enabled an analysis about the ways in which young children are conceptualized, normalized, and governed from the beginning of preschool. The purpose of the analysis presented is not to create an alternative grand narrative of childhood or studenthood, but rather to explicate the ways in which young children are being shaped into miniature students from the beginning of their (in)formal educational experiences. A post-structuralist lens is used to explore the ways in which this concept has become manifested within the context of a privatized system, regulated by government and supported by new forms of funding to increase participation. Going beyond the geopolitical space of Asia, the making of miniature students can also be observed in many other countries in which governments focus on ‘rigorous’ assessment schemes or systems that are considered to result in improved high stakes test scores. The making of miniature students is perpetuated by a drive by governments toward narrow education outcomes.
      PubDate: 2017-02-16
      DOI: 10.1007/s13158-017-0183-7
       
  • “ Why Do We Celebrate …?” Filling Traditions with Meaning in an
           Ethnically Diverse Swedish Preschool
    • Authors: Tünde Puskás; Anita Andersson
      Abstract: Abstract The Swedish preschool is an important socializing agent because the great majority of children aged, from 1 to 5 years, are enrolled in an early childhood education program. This paper explores how preschool teachers and children, in an ethnically diverse preschool, negotiate the meaning of cultural traditions celebrated in Swedish preschools. Particular focus is given to narrative representations of cultural traditions as they are co-constructed and negotiated in preschool practice between teachers and children. Cultural traditions are seen as shared events in the children’s preschool life, as well as symbolic resources which enable children and preschool teachers to conceive themselves as part of a larger whole. The data analyzed are three videotaped circle time events focused on why a particular tradition is celebrated. Methodologically the analysis builds on a narrative approach inspired by Bakhtin’s notion of addressivity and on Alexander’s ideas about dialogic teaching. The results of the analysis show that the teachers attempt to achieve a balance between transferring traditional cultural and religious values and realizing a child-centered pedagogy, emphasizing the child’s initiative. The analyses also show that narratives with a religious tonality generate some uncertainty on how to communicate with the children about the traditions that are being discussed. These research findings are important because, in everyday practice, preschool teachers enact whether religion is regarded as an essential part of cultural socialization, while acting both as keepers of traditions and agents of change.
      PubDate: 2017-02-16
      DOI: 10.1007/s13158-017-0182-8
       
  • Sounds of Education: Teacher Role and Use of Voice in Interactions with
           Young Children
    • Authors: Anette Boye Koch
      Abstract: Abstract Voice is a basic tool in communication between adults. However, in early educational settings, adult professionals use their voices in different paralinguistic ways when they communicate with children. A teacher’s use of voice is important because it serves to communicate attitudes and emotions in ways that are often ignored in early childhood classroom research. When teachers take different roles in relation to children, they use their voice with different pitch, melody, and loudness. This research examined how various acoustic elements in teachers’ voices are associated with different teaching roles when explored from a child-sensitive perspective. The paper proposes an analytical framework in order to characterize paralinguistic elements in teacher’s voices with potential consequences for children’s affective responses. The paper analyzes auditory elements (pitch, melody, and loudness) that can be recognized in the voices of adult professionals. These are categorized with reference to four different teacher roles: a mentor role, a nurturer role, a controller role, and a playmate role. The findings reveal how auditory elements of teachers’ voices need consideration when planning and evaluating educational practice.
      PubDate: 2017-02-14
      DOI: 10.1007/s13158-017-0184-6
       
  • Early Childhood Teachers’ Pedagogical Reasoning About How Children Learn
           During Language and Literacy Instruction
    • Authors: Rachel E. Schachter
      Abstract: Abstract The knowledge that teachers hold about children’s learning is important to teachers’ practice. Few studies have examined how early childhood teachers use such knowledge during moment-to-moment instruction for language and literacy learning. This study employed a phenomenological approach to understand the knowledge that eight early childhood teachers used to inform their pedagogical reasoning during language and literacy activities. Stimulated recall interviews about practice were conducted with the prekindergarten teachers. Results indicated that the teachers used multiple sources of knowledge to inform their pedagogical reasoning that included: conceptions about how children learn; knowledge about specific children and the learning goals for these children; factors related to the school context; and ideas about themselves as teachers. The analyses revealed that the teachers’ various sources of knowledge functioned together to influence their enacted practice. Implications for professional learning and policy are discussed.
      PubDate: 2017-02-09
      DOI: 10.1007/s13158-017-0179-3
       
  • Images of Play Experiences Through a Child’s Lens: An Exploration of
           Play and Digital Media with Young Children
    • Authors: Angela Eckhoff
      Abstract: Abstract This research documents the use of digital media by young children in outdoor play spaces. The research was conducted at a child care center on an urban university campus in the southeastern USA. The research employed a participatory design and used a qualitative, reflexive approach to include the child’s voice, ideas, and understandings of their play through the use of child-created, digital images. Four forms of digital imagery were evident: performance imagery in which an image or scene was orchestrated; live action imagery in which a playful experience was created so that the photographer or videographer would appear on film; documentary imagery in which the camera became a tool to capture or describe an everyday image or event; and mobile image audiencing in which the original photographer or videographer was unintentionally captured in the digital record or intentionally recorded by other children as the original artist paused to review, edit, or display their work to others. Children displayed a sophisticated understanding of how they could construct or co-construct knowledge, culture, and identity through the use of digital media. This research provides insight into children’s spontaneous play and their roles as creators and consumers of digital media and imagery.
      PubDate: 2017-02-09
      DOI: 10.1007/s13158-017-0181-9
       
  • Assessing Quality of Kindergarten Classrooms in Singapore: Psychometric
           Properties of the Early Childhood Environment Rating Scale—Revised
    • Authors: Rebecca Bull; Shih-Ying Yao; Ee Lynn Ng
      Abstract: Abstract The early childhood sector in Singapore has witnessed vast changes in the past two decades. One of the key policy aims is to improve classroom quality. To ensure a rigorous evaluation of the quality of early childhood environments in Singapore, it is important to determine whether commonly used assessments of quality are valid indicators across different national and community contexts. This study investigated the validity of the Early Childhood Environment Rating Scale—Revised (ECERS-R) in Singapore focused on three major aspects: response process, structural, and criterion validity. Data were collected from 108 classrooms of the main providers of kindergarten programs in Singapore. Initial analyses showed that the quality indicators in most of the ECERS-R items were disordered, which indicated problems with the hypothesized response process underlying the standard ECERS-R scoring system in which high-level indicators are only rated if low-level indicators are met (stop-scoring). To deal with the problem of the “stop-scoring” method, we used the data from a full-scoring method (in which every indicator on every item was rated) in subsequent factor analyses to investigate the internal structure of the ECERS-R. Twenty-two of the 34 items were retained and found to load on two factors, one relating to activities/materials and the other related to language/interactions. Both of the identified subscales and the combined scale showed good internal consistency. The factor score on the combined scale mirrored the ECERS-R full score and could discriminate between classrooms in the top and bottom quartiles of quality scores. Findings on the relationship between the identified factors to the teacher–child ratio and to an alternative measure of classroom quality provided further evidence for criterion validity of the ECERS-R. Implications for the future development and use of the ECERS-R are discussed.
      PubDate: 2017-02-09
      DOI: 10.1007/s13158-017-0180-x
       
  • Call for Papers: 69th OMEP World Assembly and International Conference,
           19–24 June 2017, Conference Centre Tamaris, Milenij Hotels in Opatija,
           Croatia
    • PubDate: 2016-11-19
      DOI: 10.1007/s13158-016-0177-x
       
  • Declaration of the 68th OMEP World Assembly and Conference: Seoul, Korea,
           July 2016
    • PubDate: 2016-11-04
      DOI: 10.1007/s13158-016-0178-9
       
  • Barriers to Parent–Child Book Reading in Early Childhood
    • Authors: Catherine L. Taylor; Stephen R. Zubrick; Daniel Christensen
      Abstract: Abstract Book reading is one of the most important investments that parents make in their children’s literacy development. This study investigated risk factors associated with the absence of book reading at ages 2, 4 and 6 years. A holistic view of the multiple ecologies of child development guided the study across a sample of approximately 4000 children from the Longitudinal Study of Australian Children. Eight potential risk factors for the absence of book reading were examined in a multivariate logistic regression analysis and in a cumulative risk approach. The magnitude of association between individual risk factors and the absence of book reading varied at different ages. However, across all ages, there was a consistent association between multiple risk exposures and the absence of book reading. The results suggest that the absence of book reading may serve as a red flag for multiple disadvantages. For this reason, parent–child book reading interventions alone are unlikely to meet the needs of children and families for whom the absence of book reading is an outcome of psychosocial risk factors.
      PubDate: 2016-09-26
      DOI: 10.1007/s13158-016-0172-2
       
 
 
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