Subjects -> EDUCATION (Total: 2346 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1996 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

EDUCATION (1996 journals)            First | 1 2 3 4 5 6 7 8 | Last

Showing 601 - 800 of 857 Journals sorted alphabetically
Ganesha Journal     Open Access  
Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi     Open Access  
Gelanggang Pendidikan Jasmani Indonesia     Open Access  
Geographical Education     Full-text available via subscription   (Followers: 2)
Georgia Educational Researcher     Open Access  
Georgia Journal of College Student Affairs     Open Access  
Gestión de la educación     Open Access  
Gifted Child Quarterly     Hybrid Journal   (Followers: 6)
Gifted Education International     Hybrid Journal   (Followers: 7)
Global Education Review     Open Access   (Followers: 3)
Global Journal of Educational Research     Full-text available via subscription   (Followers: 2)
Global Journal of Educational Studies     Open Access  
Global Studies of Childhood     Full-text available via subscription   (Followers: 2)
Globalisation, Societies and Education     Hybrid Journal   (Followers: 12)
Góndola, Enseñanza y Aprendizaje de las Ciencias. (Bogotá, Colombia)     Open Access  
Graduate School Journal Chiang Rai Rajabhat University     Open Access  
Greater Faculties: A Review of Teaching and Learning     Full-text available via subscription  
Grief Matters : The Australian Journal of Grief and Bereavement     Full-text available via subscription   (Followers: 12)
GSTF Journal on Education     Open Access  
Hachetetepé. Revista científica de Comunicación y Educación     Open Access  
HAMUT'AY     Open Access  
Harvard Educational Review     Full-text available via subscription   (Followers: 21)
HCU Journal     Open Access  
Headteacher Update     Full-text available via subscription   (Followers: 2)
Health Education & Behavior     Hybrid Journal   (Followers: 14)
Health Education Research     Hybrid Journal   (Followers: 18)
Health Professions Education     Open Access   (Followers: 2)
Herausforderung Lehrer_innenbildung     Open Access  
High Ability Studies     Hybrid Journal   (Followers: 3)
High School Journal     Full-text available via subscription   (Followers: 4)
Higher Education     Hybrid Journal   (Followers: 128)
Higher Education Abstracts     Full-text available via subscription   (Followers: 18)
Higher Education in Europe     Hybrid Journal   (Followers: 13)
Higher Education Policy     Hybrid Journal   (Followers: 31)
Higher Education Quarterly     Hybrid Journal   (Followers: 119)
Higher Education Research & Development     Hybrid Journal   (Followers: 126)
Hikma : Journal of Islamic Theology and Religious Education     Hybrid Journal  
Histoire de l'éducation     Open Access   (Followers: 5)
História & Ensino     Open Access  
Historical and Social-educational Ideas     Open Access  
Historical Studies in Education / Revue d'histoire de l'éducation     Open Access   (Followers: 3)
History of Education Quarterly     Hybrid Journal   (Followers: 11)
History of Education Review     Hybrid Journal   (Followers: 10)
History of Education: Journal of the History of Education Society     Hybrid Journal   (Followers: 38)
HONAI : International Journal for Educational, Social, Political & Cultural Studies     Open Access  
Hoosier Science Teacher     Open Access  
Horyzonty Wychowania     Open Access  
HOW Journal     Open Access  
HSE - Social and Education History     Open Access  
Human Studies: a collection of scientific articles of the Drohobych Ivan Franko State Pedagogical University. Series of “Pedagogy”     Open Access  
Humanidades : Revista de la Universidad de Montevideo     Open Access  
Huria : Journal of the Open University of Tanzania     Full-text available via subscription   (Followers: 2)
i.e. : inquiry in education     Open Access  
IALLT Journal of Language Learning Technologies     Open Access   (Followers: 1)
Ibriez : Jurnal Kependidikan Dasar Islam Berbasis Sains     Open Access  
IE Revista de Investigación Educativa de la REDIECH     Open Access  
IEEE Potentials     Full-text available via subscription   (Followers: 42)
IEEE Revista Iberoamericana de Tecnologias del Aprendizaje     Hybrid Journal  
IEEE Transactions on Education     Hybrid Journal   (Followers: 11)
IJ-ATL (International Journal of Arabic Teaching and Learning)     Open Access   (Followers: 1)
IJEE (Indonesian Journal of English Education)     Open Access  
IJEM - International Journal of Educational Leadership and Management     Open Access   (Followers: 13)
IJERI : International Journal of Educational Research and Innovation     Open Access   (Followers: 1)
IJLRES : International Journal on Language Research and Education Studies     Open Access  
IJOLTL : Indonesian Journal of Language Teaching and Linguistics     Open Access  
Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan     Open Access  
Imagens da Educação     Open Access  
Impact : The Philosophy of Education Society of Great Britain     Free   (Followers: 4)
Impacting Education : Journal on Transforming Professional Practice     Open Access   (Followers: 1)
Improvement : Jurnal Ilmiah Untuk Peningkatan Mutu Manajemen Pendidikan     Open Access  
Improving Schools     Hybrid Journal   (Followers: 6)
Indian Journal of Continuing Nursing Education     Open Access   (Followers: 3)
Indivisa. Boletin de Estudios e Investigacion     Open Access  
INDONESIA : Jurnal Pembelajaran Bahasa dan Sastra Indonesia     Open Access  
Indonesia Performance Journal     Open Access  
Indonesian Basic Education Journal     Open Access  
Indonesian Journal Of Civil Engineering Education     Open Access  
Indonesian Journal of Contemporary Education     Open Access  
Indonesian Journal of Curriculum and Educational Technology Studies     Open Access   (Followers: 1)
Indonesian Journal of Early Childhood Education Studies     Open Access   (Followers: 2)
Indonesian Journal of Educational Review     Open Access   (Followers: 1)
Indonesian Journal of Educational Studies     Open Access  
Indonesian Journal of Guidance and Counseling     Open Access  
Indonesian Journal of Learning Education and Counseling     Open Access  
Indonesian Journal of Pharmaceutical Education     Open Access  
Indonesian Journal of Science and Mathematics Education     Open Access   (Followers: 1)
Indonesian Journal of Sociology and Education Policy     Open Access   (Followers: 1)
Indonesian Journal on Learning and Advanced Education     Open Access  
Industrial Management & Data Systems     Hybrid Journal   (Followers: 8)
Industry and Higher Education     Full-text available via subscription   (Followers: 10)
Infancia y Aprendizaje : Journal for the Study of Education and Development     Hybrid Journal  
Infancias Imágenes     Open Access  
Inferensi : Jurnal Penelitian Sosial Keagamaan     Open Access  
INFORMS Transactions on Education     Open Access  
Innoeduca. International Journal of Technology and Educational Innovation     Open Access  
Innovación educativa     Open Access  
Innovaciones Educativas     Open Access  
Innovation in Language Learning and Teaching     Hybrid Journal   (Followers: 35)
Innovations in Education and Teaching International     Hybrid Journal   (Followers: 24)
Innovations in Practice     Open Access  
Innovative Higher Education     Hybrid Journal   (Followers: 84)
Innovative Journal of Curriculum and Educational Technology     Open Access   (Followers: 6)
İnönü Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
İnönü University Journal of the Graduate School of Education     Open Access  
INOPENDAS : Jurnal Ilmiah Kependidikan     Open Access  
Inspiramatika     Open Access  
Instructional Science     Hybrid Journal   (Followers: 13)
Integral Transforms and Special Functions     Hybrid Journal  
Interacções     Open Access  
InterActions: UCLA Journal of Education and Information     Open Access   (Followers: 11)
Interchange     Hybrid Journal   (Followers: 2)
Intercultural Education     Hybrid Journal   (Followers: 10)
Interdisciplinaridade. Revista do Grupo de Estudos e Pesquisa em Interdisciplinaridade     Open Access  
Interdisciplinary Journal of e-Skills and Lifelong Learning     Open Access   (Followers: 3)
Interdisciplinary Journal of Education Research     Open Access   (Followers: 3)
Interdisciplinary Journal of Information, Knowledge, and Management     Open Access   (Followers: 12)
Interdisciplinary Journal of Problem-based Learning     Open Access   (Followers: 5)
Interdisciplinary Research in Education     Open Access   (Followers: 1)
Interdyscyplinarne Konteksty Pedagogiki Specjalnej     Open Access  
Interespe. Interdisciplinaridade e Espiritualidade na Educação     Open Access  
Interface - Comunicação, Saúde, Educação     Open Access   (Followers: 1)
Interfaces : Revista de Extensão da UFMG     Open Access  
Interfaces da Educação     Open Access  
International Developments     Open Access   (Followers: 3)
International e-Journal of Educational Studies     Open Access  
International Education Studies     Open Access   (Followers: 7)
International Educational Research     Open Access   (Followers: 1)
International Electronic Journal of Environmental Education     Open Access   (Followers: 1)
International Journal for 21st Century Education     Open Access  
International Journal for Educational and Vocational Guidance     Hybrid Journal   (Followers: 7)
International Journal for Educational Integrity     Open Access   (Followers: 2)
International Journal for Lesson and Learning Studies     Hybrid Journal   (Followers: 2)
International Journal for Research in Vocational Education and Training     Open Access   (Followers: 7)
International Journal for Talent Development     Open Access  
International Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 9)
International Journal of Academic Research in Education     Open Access   (Followers: 2)
International Journal of Active Learning     Open Access  
International Journal of Advanced Multidisciplinary Research and Review     Open Access  
International Journal of Aquatic Research and Education     Hybrid Journal  
International Journal of Art & Design Education     Hybrid Journal   (Followers: 24)
International Journal of Assessment Tools in Education     Open Access   (Followers: 3)
International Journal of Bilingual Education and Bilingualism     Hybrid Journal   (Followers: 20)
International Journal of Bullying Prevention     Hybrid Journal   (Followers: 1)
International Journal of Business, Humanities, Education and Social Sciences     Open Access   (Followers: 1)
International Journal of Child Care and Education Policy     Open Access   (Followers: 3)
International Journal of Chinese Education     Hybrid Journal   (Followers: 1)
International Journal of Christianity & Education     Full-text available via subscription   (Followers: 2)
International Journal of Cognitive Research in Science, Engineering and Education     Open Access   (Followers: 8)
International Journal of Comparative Education and Development     Hybrid Journal  
International Journal of Construction Education and Research     Hybrid Journal   (Followers: 2)
International Journal of Contemporary Educational Research     Open Access   (Followers: 1)
International Journal of Continuing Engineering Education and Life-Long Learning     Hybrid Journal   (Followers: 4)
International Journal of Critical Pedagogy     Open Access   (Followers: 5)
International Journal of Culture and Modernity     Open Access  
International Journal of Curriculum and Instruction (IJCI)     Open Access   (Followers: 3)
International Journal of Cyber Ethics in Education     Full-text available via subscription   (Followers: 2)
International Journal of Designs for Learning     Open Access   (Followers: 6)
International Journal of Disability, Development and Education     Hybrid Journal   (Followers: 33)
International Journal of Distance Education Technologies     Full-text available via subscription   (Followers: 7)
International Journal of Early Childhood     Hybrid Journal   (Followers: 12)
International Journal of Early Years Education     Hybrid Journal   (Followers: 9)
International Journal of Education     Open Access   (Followers: 16)
International Journal of Education and Development using Information and Communication Technology     Open Access   (Followers: 9)
International Journal of Education and Literacy Studies     Open Access   (Followers: 7)
International Journal of Education in Mathematics, Science and Technology     Open Access   (Followers: 8)
International Journal of Education Policy and Leadership     Open Access   (Followers: 1)
International Journal of Educational Administration and Policy Studies     Open Access   (Followers: 7)
International Journal of Educational and Psychological Researches     Open Access   (Followers: 4)
International Journal of Educational Development     Hybrid Journal   (Followers: 14)
International Journal of Educational Psychology     Open Access   (Followers: 18)
International Journal of Educational Reform     Full-text available via subscription  
International Journal of Educational Research     Hybrid Journal   (Followers: 29)
International Journal of Educational Research Open     Open Access  
International Journal of Educational Technology     Open Access   (Followers: 10)
International Journal of Electrical Engineering Education     Hybrid Journal   (Followers: 5)
International Journal of Emerging Technologies in Learning     Open Access   (Followers: 10)
International Journal of English Language Education     Open Access   (Followers: 13)
International Journal of English Language Teaching     Open Access   (Followers: 4)
International Journal of Ethics Education     Hybrid Journal   (Followers: 1)
International Journal of Evaluation and Research in Education     Open Access   (Followers: 5)
International Journal of Foreign Language Teaching and Research     Open Access   (Followers: 2)
International Journal of Health Administration and Education Congress (Sanitas Magisterium)     Open Access  
International Journal of Health Promotion and Education     Hybrid Journal   (Followers: 11)
International Journal of Holistic Early Learning and Development     Open Access   (Followers: 1)
International Journal of Inclusive Education     Hybrid Journal   (Followers: 26)
International Journal of Indonesian Education and Teaching     Open Access   (Followers: 1)
International Journal of Information and Operations Management Education     Hybrid Journal   (Followers: 6)
International Journal of Innovation in Education     Hybrid Journal   (Followers: 8)
International Journal of Innovative Research in Education     Open Access   (Followers: 1)
International Journal of Instructional Technology and Educational Studies     Open Access   (Followers: 1)
International Journal of Knowledge and Learning     Hybrid Journal   (Followers: 4)
International Journal of Language Teaching and Education     Open Access  
International Journal of Leadership in Education: Theory and Practice     Hybrid Journal   (Followers: 23)
International Journal of Learning and Development     Open Access   (Followers: 3)
International Journal of Learning and Intellectual Capital     Hybrid Journal   (Followers: 1)
International Journal of Lifelong Education     Hybrid Journal   (Followers: 11)
International Journal of Lower Extremity Wounds     Hybrid Journal   (Followers: 4)
International Journal of Management Education     Hybrid Journal   (Followers: 11)
International Journal of Management in Education     Hybrid Journal   (Followers: 6)
International Journal of Mathematical Education in Science and Technology     Hybrid Journal   (Followers: 9)

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Similar Journals
Journal Cover
International Journal of Early Childhood
Journal Prestige (SJR): 0.461
Citation Impact (citeScore): 1
Number of Followers: 12  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 0020-7187 - ISSN (Online) 1878-4658
Published by Springer-Verlag Homepage  [2469 journals]
  • An Examination of the Impact of Culture on Early Intervention
           Programmes—An Islamic Arabic Perspective from Jordan

    • Free pre-print version: Loading...

      Abstract: Abstract This study looks into the cultural and social influences on the provision of early intervention (EI) programmes in Jordan, namely the perspective on disability from an Islamic Arabic culture. The aim is to examine the perspectives of Jordanian parents and occupational therapists on the influence of their cultural understanding of disability on the provision and use of EI programmes. A qualitative research design using semi-structured interviews with seven parents of children with disabilities using EI programmes, and five EI occupational therapists was used. The results provide an insight into the Jordanian cultural perception of disability which includes three themes: ‘It is the will of Allah’, ‘Social stigma’, and ‘Extended family role’. The resulting themes coincide with the general Islamic Arabic perspective revealed in previous literature, with emphasis on the direct impact of the parents’ cultural views on their involvement in their child’s intervention. This is an important contribution to the limited literature on the cultural and religious view of parents on EI programmes within Islamic Arabic countries.
      PubDate: 2022-05-14
       
  • Combining Numerical Relational and Fundamental Motor Skills to Improve
           Preschoolers’ Early Numeracy: A Pilot Intervention Study

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      Abstract: Abstract The aim of this pilot study was to examine the immediate and long-term effects of an intervention program that aims to improve preschoolers’ (N = 36, M = 4.49 years, SD = 0.35) early numeracy skills by combining the learning of numerical relational skills via story reading with fundamental motor skill practice. The intervention program was piloted with two study designs: a within-subject repeated-measures design with 18 children (study I), and a quasi-experimental study design with 18 children (study II). Children’s early numeracy, symbolic magnitude processing, and fundamental motor skills were measured. Results demonstrated that children’s early numeracy and especially numerical relational skills improved during the intervention, and the intervention had larger effects on children’s early numeracy and numerical relational skills compared to the control period (study I) and control group (study II). Furthermore, the results from the delayed post-test demonstrated that the effects were maintained for 4.5–8 weeks after the intervention. These findings provide preliminary evidence that it is possible to support children’s early numeracy skills with combined learning of numerical relational skills via story reading and fundamental motor skills despite the socioeconomic or language background, and narrow the gap between low- and average-performing children.
      PubDate: 2022-05-07
       
  • Unmasking Sustainability in Early Childhood Education: Teachers' Voices
           from Bosnia and Herzegovina, Croatia, and Slovenia

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      Abstract: Abstract Education for sustainable development is one of the key components of the 2030 Agenda. Previous research emphasizes the importance of access to education as early as possible in accordance with the goals and contents of sustainable development. It is assumed that educational policies have incorporated education for sustainable development (ESD) into key documents regulating the early childhood education (ECE), although the existence of legislation is not a guarantee that the practice follows the educational policy. Preschool teachers are key persons who can integrate content that promotes and encourages acceptance of the concept of sustainability into the ECE setting. In order to determine ECE teachers’ understanding of the concept of sustainability and contents that promote a sustainable lifestyle, an empirical study with a qualitative approach was conducted, where 91 ECE teachers from Bosnia and Herzegovina, Croatia and Slovenia participated. The participants presented their views on the socio-cultural, economic and environmental dimensions of sustainability, as well as gave many practical examples that, in their view, promote a sustainable lifestyle. They evaluated the efficacy of the researched segments of sustainability as well. Deductive content analysis was used for the analysis of the ECE teachers’ answers. In order to get a real image of sustainability in ECE practices, responses were coded using the SOLO Taxonomy and the OMEP ESD Rating Scale. The empirical study showed that ECE teachers often understand sustainability differently from that described in educational policy documents but also pointed to creative approaches to implementation.
      PubDate: 2022-04-20
       
  • Early Childhood Education for Sustainability: An Assessment of the
           ERS-SDEC Scale (OMEP) in a Comparative Study of Chile–Venezuela

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      Abstract: Abstract The Early Childhood Education for Sustainability (ECEfS) program is ever-increasingly being promoted in the field of early childhood education. This proposal is articulated with the United Nations’ Sustainable Development Goals and UNESCO’s Education 2030 Agenda, which understands that children may learn and develop competencies on sustainability, be agents of change, and actively contribute to sustainable development. In this regard, the World Organization for Early Childhood Education has insisted on conceptualizing Education for Sustainable Development from the standpoint of three dimensions: sociocultural, economic, and environmental, with multiple efforts to build indicators that allow one to value the educational environment as a promoter of ECEfS, reflected in the Environmental Rating Scale for Sustainable Development in Early Childhood (Siraj-Blacthford, J., Mogharreban, C. & Park, E. (2016). International research on education for sustainable development in early childhood. Springer, Berlin. Doi:10.1007/978-3-319-422008-4). We, therefore, questioned ourselves regarding its relevance for assessing these types of initiatives to validate the indicators encountered in two Latin American countries. A comparative case study was considered the most appropriate method of analysis from the perspective of an international comparison (García-Garrido, Educación Comparada. Fundamentos y problemas, Dykinson, Madrid, García-Garrido, Educación Comparada. Fundamentos y problemas, Dykinson, 1982), taking into consideration two units of analysis (kindergartens selected in Santiago, Chile, and Caracas, Venezuela). The most relevant results showed that there were no significant differences between the two countries. The analysis yielded scores that placed the work of the kindergartens mostly at level 1 in the economic and sociocultural dimensions, and an incipient level 3 in the environmental dimension, which seems to indicate a transition toward greater sustainability in pedagogical work with children.
      PubDate: 2022-04-17
      DOI: 10.
       
  • Persistent Urban–Rural Disparities in Early Childhood Development in
           China: The Roles of Maternal Education, Home Learning Environments, and
           Early Childhood Education

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      Abstract: Abstract China has made significant progress in enhancing maternal and child health over the past 70 years but geographic-based disparities in early childhood development remain. This study investigated trends in urban–rural gaps in early childhood development and the factors that influence them by leveraging secondary data from the China Family Panel Studies (2010–2018). We also analyzed data from two representative surveys involving direct assessments of child outcomes. In 2018, there were marked reductions in urban–rural differences in participation in center-based early education; the education level of mothers raising children under five years; and cognitive stimulation at home compared to 2010. While urban–rural disparities in children’s health status have decreased, persistent and significant urban–rural gaps in young children’s early developmental outcomes still exist. These disparities are associated with urban–rural differences in maternal education, which affect both children’s early home learning and early childhood education experiences. Suggestions to reduce such inequalities are advanced.
      PubDate: 2022-04-13
       
  • Quality of Teacher–Child Relationships: An Exploration of its Effect on
           Children’s Emergent Literacy Skills

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      Abstract: Abstract The current study aims to examine the way in which teachers’ and children’s perceptions about their relationships influence children’s emergent literacy skills. Participants were 913 children and 114 kindergarten teachers within 72 preschool centers from Greece. The measures used were the Student–Teacher Relationship Scale (STRS), the Child Appraisal of the Relationship with the Teacher Scale (CARTS), and the Peabody Picture Vocabulary Test-Revised (PPVT-R). Results of multiple regression analyses showed that teacher–child closeness and children’s age were positively associated with children’s receptive language skills, whereas teacher–child dependency was negatively associated with children’s receptive language skills. Collectively, findings highlight the importance of supportive teacher–child relationships and their impact on child’s language development.
      PubDate: 2022-04-02
       
  • Early Childhood Education: A Vibrant Arena in the Complex Transformation
           of Society Towards Sustainability

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      PubDate: 2022-03-24
       
  • Physical Activity and Fundamental Motor Skill Outcome: A
           Quasi-Experimental Study Among Rural Pre-schoolers in Kuching, Sarawak

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      Abstract: Abstract Fundamental movement skills (FMS)-oriented school-based intervention allows children to be more competent and interested to participate in a wider range of physical activities. This study aimed to determine the physical activity and fundamental motor skills outcome from a school-based intervention programme among rural pre-schoolers in Kuching. It used a quasi-experimental non-randomised design with a total of 153 children from 9 government kindergartens. For physical activity level, there was a significant difference between the intervention and control group at the 3 months, F (1, 151) = 3.90, p = 0.05, with a ŋ2 = 0.025 and 6 months-time duration, F (1, 151) = 55.70, p < 0.001, with a ŋ2 = 0.27. The same pattern of interaction effect (time * group) was also found in gross motor skill, F (2, 150) = 80.9, p < 0.001, ŋ2 = 0.52, where the mean score in intervention group was greater than in control group. It is important to understand in depth each of the skills components involved in locomotor and object control and also its differences between the boys and girls, as it can help in planning of the module of an intervention programme. Object control skills have higher predictive value in engaging in wider range of PA which could be the possible reason why boys are more active than girls.
      PubDate: 2022-03-22
       
  • The Importance of the OMEP ESD Rating Scale for Building Future Preschool
           Teachers’ Professional Competencies in Bosnia and Herzegovina

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      Abstract: Abstract Although education for sustainable development in early childhood has been a key issue globally at the preschool level for decades, in Bosnia and Herzegovina, it does not receive the attention it deserves. For the future professional role of preschool teachers, it is important for them to develop the concept of sustainability as a fundamental value of their profession, which requires understanding and agency in a specific cultural environment. This paper presents student teachers’ experiences, understandings and knowledge obtained from the first application of The OMEP ESD Rating Scale Project—Early Childhood Education for Sustainability and Global Citizen Education, Second Edition, which was implemented in 2020 at two public universities in Bosnia and Herzegovina (University of East Sarajevo and University of Banja Luka) within the World Organization for Early Childhood Education—OMEP’s World Project. The study included three phases: (1) training for the OMEP ESD Rating Scale (2019, 2 ed.) application, in which participated students while completed their master’s degree; (2) self-reflection and assessment of the effectiveness of the OMEP ESD Rating Scale related to the development of different dimensions of professional competencies and (3) the development of contextual knowledge based on an qualitative analysis of project data gathered from the OMEP ESD Rating Scale, the protocol for self-reflection and written interviews. The results indicate a pronounced awareness of the environmental sustainability dimension of education for sustainable development, which is already reflected in professional competencies. The implications are that there is a need to focus on developing preschool teachers’ approach to playfulness as an all-pervading professional competence that integrates sustainability as a fundamental value in early childhood education based on play activities.
      PubDate: 2022-03-22
       
  • Transforming Learning Environments in Early Childhood Contexts Through the
           Arts: Responding to the United Nations Sustainable Development Goals

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      Abstract: Abstract UNESCO’s Education for Sustainable Development Roadmap highlights the need to transform learning environments by integrating the 17 Sustainable Development Goals from United Nations Agenda 2030. This presents challenges for early childhood education in establishing a trajectory to transform the way young children see the world and themselves. These challenges include: reviewing adults’ views of children’s capabilities, developing strategies to support children’s resilience and ensuring that children have their say, and pushing back against narrow views of children’s learning. ECE supporting sustainability, global citizenship, human rights, and peace (see goals 4.2 and 4.7) can be underpinned by arts experiences that allow young children to engage with others’ lived experiences. This paper supports the notion that the arts can play a crucial role in supporting transformative education and addressing the challenges facing ECE for sustainability. Through an Arts Immersion approach to learning and teaching, the arts can be accessed as unique languages for inclusive learning and communicating. In support of this broader pedagogy, understandings of literacy and numeracy, physical development, social-emotional development, and learning that are presented in the SDGs 4.2 and 4.7 are critiqued. In considering challenges for ECE for sustainability and the role that the arts can play in transforming ECE, this paper argues that the languages of the arts can enable young children to understand issues relating to sustainability, to express this understanding more vividly, and to build their agency as global citizens in a more sustainable, just, and peaceful world.
      PubDate: 2022-03-02
      DOI: 10.1007/s13158-022-00320-3
       
  • Spatial Skills Among Young Children in Morogoro, Tanzania: Examining the
           Effectiveness of a School-Based Intervention

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      Abstract: Abstract Along with emerging literacy and numeracy, spatial skills and reasoning set the foundation for young children’s school readiness and early education. This study explored introducing an innovative curriculum for promoting young children’s spatial learning in Morogoro, Tanzania. Four hundred twenty-eight children from 21 schools participated; 11 schools received a seven-week educational intervention using Pattern ABC cards, while another 10 schools served as a control group. Within the intervention schools, six received a “boost” training to assist in delivering the intervention lessons. At baseline, children demonstrated low levels of literacy, numeracy, and spatial skills. The team estimated multivariate hierarchical linear models after the intervention and found that those children in classrooms with the boost performed significantly better than those in the regular intervention and control classrooms on several core spatial skills, including identification, naming, and matching to line drawings. This study offers evidence that an educational intervention featuring shapes and patterns can be delivered although it was a challenge, as it differs greatly from the typical pedagogical approach in this low-income, resource-poor environment. Greater teacher training can increase the program effects, particularly with respect to successful implementation of lessons involving less frequently taught spatial concepts and approaches.
      PubDate: 2022-02-26
      DOI: 10.1007/s13158-022-00317-y
       
  • Childcare 2030: On Using SDG’s as a Framework for Implementing
           Sustainability in Two Day-Care Centres in Flanders

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      Abstract: Abstract This article is based on a 2-year (2017–2019) project that aimed to find out in what ways and with what materials childcare settings can bring “raising for a sustainable society” into a lived practice and what kind of support they need to accomplish that. The project mainly consisted of an action research in two day-care centres for children younger than three in Flanders who worked on implementing “education for sustainable development”. In this way, we hoped not only to find out what actions help to implement sustainability but also what structural changes are needed for a successful implementation. After discussions with stakeholders, the research team decided to use SDG’s (sustainable development goals) as a framework for the project. This enabled a recognisable structure as well as a broad interpretation of sustainability, which would allow for a wide range of implementation actions. During the action research, it appeared to be difficult to come to an implementation, as practitioners experience a lot of barriers in working on sustainability. In this article, we discuss in what ways the SDG framework provided a stepstone to overcome barriers to work on sustainability and in what ways the framework did not serve this purpose or even created new barriers. In general, the SDG framework proves to be a good way to get acquainted with the complexity of sustainability and to work on a shared vision but it does not suffice to work on daily attitudes or embodied pedagogical practices. Such a goal would need the backup of other actions.
      PubDate: 2022-02-14
      DOI: 10.1007/s13158-022-00316-z
       
  • A Comparison of the Effects of Outdoor Physical Activity and Indoor
           Classroom-Based Activities on Measures of Executive Function in
           Preschoolers

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      Abstract: Abstract The aim of this study was to explore the effects of preschooler PA in two separate environments (indoor/outdoor) on measures of executive functions in preschoolers. Eighteen preschool-age (3–5 years) children were recruited for the study. Participants of the study wore an accelerometer for 30 min during indoor classroom-based activities and 30 min during outdoor PA. Pre and post inhibitory control and simple reaction time assessments were completed for each condition, for a total of four assessments for each participant. One assessment of the inhibitory control task (Arrows) resulted in a significant interaction of time x condition, F(1,16) = 3.42, p = .08, partial η2 = 0.18. These results indicate that performance improved in response to outdoor PA, but declined in response to indoor classroom activities. This research suggests that outdoor PA may result in cognitive benefits that are not observed following indoor classroom activities on one assessment of inhibitory control. Providing more scheduled time for PA for preschoolers is recommended for these reasons.
      PubDate: 2022-02-12
      DOI: 10.1007/s13158-022-00318-x
       
  • Professionalism in Baby Rooms: Matches and Mismatches Between Parents and
           Professionals

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      Abstract: Abstract Given the importance of mutual understanding in babies’ education and care, as well as the greater pedagogical requirements in this context, this article aims to identify matches and mismatches between parents and professionals in baby rooms, regarding concepts of professionalism and the respective aspects that are most valued. The exploratory study grounds its basis on a literature review of the perspectives of parents and professionals regarding children´s image and the role of interactions in babies' socialisation, learning and development. Focus group discussions were held with parents, educators and educational assistants. The qualitative analysis indicates that all participants had expressed a (post)modern conception of children, and day care contexts had been conceptualised as socio-educational spaces marked by close relationships that promote socialisation, learning and child development. The article ends with some recommendations.
      PubDate: 2022-01-31
      DOI: 10.1007/s13158-022-00314-1
       
  • How Can Environmental Sustainability Be Achieved' The Perceptions of
           Young Children as Expressed Through Their Drawings

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      Abstract: Abstract Even though environmental sustainability (ES) efforts are becoming a critical concern in education (UN, 2015), there is sparse empirical research into children’s views about ES. This qualitative case study explores young Maltese children’s (aged 3–7 years) perceptions of how ES can be achieved. Data were generated from semi-structured interviews with children, children’s drawings and their interpretations of them. Findings show how children believed ES can be achieved by caring for the natural environment, in context, and through their religious faith. They also possessed positive future-focused ideas towards achieving long-term ES. These findings provide the foundation for lifelong learning for sustainability, with important implications for educators, researchers and policymakers.
      PubDate: 2022-01-24
      DOI: 10.1007/s13158-021-00312-9
       
  • Perceived Barriers and Facilitators in Infant–Toddler Day care
           Inclusion: The Childcare Professionals’ Point of View

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      Abstract: Abstract This research aims to analyse the barriers and facilitators to enrolling a toddler in inclusive day care facilities. Data were gathered from ten (N = 10) childcare providers who work in inclusive day care centres in Paris, France. Semi-structured interviews were conducted and analysed using the thematic analysis (Braun and Clarke in Qual Res Psychol 3(2):77–101, 2006. https://doi.org/10.1191/1478088706qp063oa). The emerging categories related to barriers were the challenges induced by the disability itself, childcare provider’s emotional exhaustion and parental and childcare providers’ perceptions on disability. Facilitators included space adjustment of the day care facility and adequate equipment, specialized inclusive practices, training programmes, support within the childcare team, skills recognition and sense of competence and, finally, partnerships and cooperation with specialized settings. Further implications for practice and research are discussed.
      PubDate: 2022-01-24
      DOI: 10.1007/s13158-021-00309-4
       
  • Perceptions of Risky Play among Kindergarten Teachers in Norway and China

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      Abstract: Abstract Risky play provides multiple benefits for children’s development. This study compared teachers’ perceptions of risky play in one kindergarten in Norway and one in China, including the concept of risky play, the roles of teachers, the protective strategies adopted, and the factors limiting the practice of risky play. The aim of the article is to identify how teachers perceive risky play in different cultures and broaden our knowledge of what risky play is. The research question is: How do teachers from different cultures perceive different aspects of risky play' The study employs a risk “thermostat” model (Adams, 2001), drawing on teachers’ perceptions of individual propensity to risks, perceived danger, potential rewards, and accidents in children’s risky play. Semi-structured interviews with ten employees revealed that teachers in the two participating kindergartens had different perceptions of risky play. Findings indicated that teachers in the Norwegian kindergarten have theoretical and practical experience of understanding risky play within their cultural background. Guided by the kindergarten philosophy (rules or guidelines that kindergartens should follow, such as letting go of children and encouraging risky play), kindergarten teachers in Anji (a county in China) have learned a little about risky play and are gradually developing their views on it in practice. Teachers in both kindergartens support children’s risky play, although in different ways and with different perceptions. This study contributes information on the differences in risky play across countries with diverse cultures.
      PubDate: 2022-01-23
      DOI: 10.1007/s13158-021-00313-8
       
  • Body Size Perceptions Among Normal-Weight Kindergarten Children in China

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      Abstract: Abstract This study adopted a case study design with mixed methods to examine Chinese kindergarten children’s body size perceptions. Forty-two Chinese kindergarten children between ages five and six were interviewed through child-friendly language. Results showed majority of children could describe the image provided to them and explain the differences among different body sizes. Indicated by this group of children, different body sizes were predominately associated with different amounts of food, types of meat, and vegetable consumptions. In particular, a strong connection between the consumption of meat and body size differences was revealed. An important sociocultural influence on children’s learning about health concepts was evident. In particular, mothers were indicated as the most influential social factor. Gender differences in body size choices were few but not statistically significant. Findings from this study revealed a need to provide young children with positive learning experiences associated with body image and health. This could be achieved through appropriate modeling and communications of a healthy lifestyle from parents and/or by participating in classroom activities associated with food and exercises integrated in the curricula.
      PubDate: 2022-01-22
      DOI: 10.1007/s13158-021-00300-z
       
  • The Mediator Role of Empathy Ability in the Relationship Between Parenting
           Style and Sense of Security in 3–6-Year-Old Chinese Children

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      Abstract: While many factors can influence children’s sense of security, little research has examined the role of empathy ability in the association between parenting style and sense of security. The present study aims to examine whether empathy ability mediates the relationship between parenting style and sense of security among 3–6-year-old Chinese children. The participants in this study included 242 3–6-year-old Chinese children with their parents from three public kindergartens of China. The Parent Behavior Inventory (PBI), 3–6-year-old Children’s Psychological Security Scale and Empathy Questionnaire were used to collect the data. The results indicate that two different parenting styles have significant differences for children's empathy ability and sense of security. This, supportive/engaged, has positive impact on empathy ability and sense of security. In turn, hostile/coercive has a negative impact on empathy ability and sense of security. We further test the indirect effect of empathy ability using bias-corrected bootstrap confidence intervals of mediation analysis in the SEM framework. Our results showed that empathy ability as a mediator has significant effect between the supportive/engaged and sense of security, as well as hostile/coercive and sense of security. The current findings provide useful information for understanding the interactions of relationship between parenting style, empathy ability, and sense of security in children. Résumé Alors que de nombreux facteurs peuvent influencer le sentiment de sécurité des enfants, peu de recherches ont examiné le rôle de la capacité d'empathie dans l'association entre le style parental et le sentiment de sécurité. La présente étude vise à examiner si la capacité d'empathie médie la relation entre le style parental et le sentiment de sécurité chez les enfants chinois de 3 à 6 ans. Les participants à cette étude comprenaient 242 enfants chinois de 3 à 6 ans avec leurs parents de trois jardins d'enfants publics de Chine. Le Parent Behavior Inventory (PBI), l'échelle de sécurité psychologique des enfants de 3 à 6 ans et le questionnaire d'empathie ont été utilisés pour collecter les données. Les résultats indiquent que deux styles parentaux différents ont des différences significatives pour la capacité d'empathie et le sentiment de sécurité des enfants. Ceci, de soutien/engagement, a un impact positif sur la capacité d'empathie et le sentiment de sécurité. À son tour, hostile/coercitif a un impact négatif sur la capacité d'empathie et le sentiment de sécurité. Nous testons en outre l'effet indirect de la capacité d'empathie en utilisant des intervalles de confiance bootstrap corrigés des biais de l'analyse de médiation dans le cadre SEM. Nos résultats ont montré que la capacité d'empathie en tant que médiateur a un effet significatif entre le soutien/engagement et le sentiment de sécurité, ainsi qu'hostile/coercitif et le sentiment de sécurité. Les résultats actuels fournissent des informations utiles pour comprendre les interactions de la relation entre le style parental, la capacité d'empathie et le sentiment de sécurité chez les enfants. Resumen Si bien muchos factores pueden influir en la sensación de seguridad de los niños, pocas investigaciones han examinado el papel de la capacidad de empatía en la asociación entre el estilo de crianza y la sensación de seguridad. El presente estudio tiene como objetivo examinar si la capacidad de empatía media la relación entre el estilo de crianza y la sensación de seguridad entre los niños chinos de 3 a 6 años. Los participantes en este estudio incluyeron a 242 niños chinos de 3 a 6 años con sus padres de tres jardines de infancia públicos de China. Se utilizaron el Inventario de Comportamiento de los Padres (PBI), la Escala de Seguridad Psicológica Infantil de 3 a 6 años y el Cuestionario de Empatía para recopilar los datos. Los resultados indican que dos estilos de crianza diferentes tienen diferencias significativas en la capacidad de empatía y el sentido de seguridad de los niños. Esto, de apoyo / compromiso, tiene un impacto positivo en la capacidad de empatía y la sensación de seguridad. A su vez, hostil / coercitivo tiene un impacto negativo en la capacidad de empatía y la sensación de seguridad. Además, probamos el efecto indirecto de la capacidad de empatía utilizando intervalos de confianza de arranque corregidos por sesgo del análisis de mediación en el marco SEM. Nuestros resultados mostraron que la capacidad de empatía como mediador tiene un efecto significativo entre la sensación de apoyo / compromiso y la seguridad, así como la sensación hostil / coercitiva y de seguridad. Los hallazgos actuales brindan información útil para comprender las interacciones de la relación entre el estilo de crianza, la capacidad de empatía y el sentido de seguridad en los niños.
      PubDate: 2022-01-17
      DOI: 10.1007/s13158-021-00310-x
       
  • What is Community in Early Childhood Education and Care for
           Sustainability' Exploring Communities of Learners in Swedish Preschool
           Provision

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      Abstract: Abstract In UNESCO’s recent publication Education for Sustainable Development: A Roadmap the idea of community is described as playing an important role in the organization of education for sustainable development as a means of supporting transformations towards sustainability. In the present study we examine the relationship between community and the organization of Early Childhood Education and Care for Sustainability (ECECfS). This examination is based on case studies of Swedish preschool teachers’ perspectives and practices in relation to ECECfS. Drawing on Cultural Historical Activity Theory and the concept of ontological Communities of Learners, we describe ways in which community-based characteristics of the preschools shape and are shaped by cultural tools used to pursue ECECfS. Themed-Project Work (TPW), a common means in Swedish preschools of organizing day-today activities, emerged as an important practice through which to examine questions of community within and across preschools. We describe organizational tensions concerning how pedagogical practices like TPW change from being tools to support a preschool’s activities, to being objects toward which these activities are oriented. Such changes can enable or constrain a preschool’s possibilities for building pluralistic and democratic ECEC environments. We also discuss how the said organizational tensions are rooted in how community is conceived of in preschool provision. Community is constituted not only through the relationships among members of individual preschools but also through the relationships that preschools have with other preschools in their administrative networks. We discuss contradictions that emerge in this matrix of relationships that shape how preschools enact good governance in the pursuit of ECECfS.
      PubDate: 2022-01-17
      DOI: 10.1007/s13158-021-00311-w
       
 
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