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Stakeholder participation in early childhood development in Polokwane Circuit, Limpopo ProvinceMalete, Patience Engela Mpakela January 2013 (has links)
Thesis (MPA.) -- University of Limpopo, 2013 / The present study is about stakeholder participation in Early Childhood Development in Polokwane Circuit, Limpopo Province. The main aim of the study was to investigate poor stakeholder participation in ECD programme. The objectives were to evaluate the extent of stakeholders participation in ECD programmers, to assess the attitude of stakeholders towards ECD programmes, and to determine the impact of lack of resources on ECD projects and to suggest probable solutions to problems facing ECD programmes. Structured interview questionnaires and literature were used to collect data. The study concluded that some stakeholders namely parents and educators fully participate in ECD programmes while officials in the Department of Education are not fully participative.
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The nature of talk in a kindergarten classroom examining read aloud, guided reading, and literature discussion /Elias, Martille R. January 2006 (has links)
Thesis (Ph.D.)--University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (March 5, 2007) Vita. Includes bibliographical references.
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Reflective thinking in early childhood education /Morris, Joanne B., January 2000 (has links)
Thesis (M.Ed.)--Memorial University of Newfoundland, 2000. / Bibliography: leaves 123-134.
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The relationship between receptive vocabulary and letter recognitionBennett, James. January 2001 (has links)
Thesis (M.A.)--Marshall University, 2001. / Title from document title page. Document formatted into pages; contains 25 p. Includes bibliographical references (p. 17-18).
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Prompting parent involvement in preschool children's early literacy developmentDeLaCova, Amy. Mullis, Ronald L. January 2003 (has links)
Thesis (M.S.)--Florida State University, 2003. / Advisor: Ron Mullis, Florida State University, College of Human Sciences, Dept. of Family and Child Sciences. Title and description from dissertation home page (viewed Mar. 15, 2004). Includes bibliographical references.
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Supporting teachers in assessing the language and literacy skills of preschool English language learnersRobitaille, Elizabeth Grove, January 2009 (has links)
Thesis (Ed. D.)--UCLA, 20089. / Vita. Description based on print version record. Includes bibliographical references (leaves 345-378).
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"It's a shift in thinking, a shift in practice" : moving to a new assessment framework in early childhood education : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Teaching and Learning in the University of Canterbury /Turnock, Karen. January 2009 (has links)
Thesis (MTchLn)--University of Canterbury, 2009. / Typescript (photocopy). Includes bibliographical references (leaves 95-102). Also available via the World Wide Web
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The influence of personal characteristics and socialization factors on the developmentally appropriate beliefs and practices of beginning early childhood teachers /Shreck, Paulette, January 1994 (has links)
Thesis (Ph. D.)--University of Oklahoma, 1994. / Includes bibliographical references (leaves 148-173).
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Preparation, protection, and practicality : anxieties in progressive era educationPerez, Laine Elise 15 October 2013 (has links)
This project explores the anxieties and contradictions that appeared in discussions of education during the Progressive Era by examining education theory, as found in the journals Education and The Playground, and comparing this theory to children's books of the era. I argue that turn of the century educators and authors promoted practical education so that they could use the school, the home, and the playground to accomplish two goals simultaneously: protecting children from economic concerns in the present and preparing children for the future by helping them develop the skills they would need to be productive citizens. However, in attempting to accomplish both of these goals, these individuals turned the home, school, and playground into contradictory spaces. This project first explores how these educators and authors resolved the tensions and contradictions present in these spaces--and the problems of class and gender underlying their resolutions--before examining why they were invested in creating a protected space for childhood in the first place and finally showing how the protected space they attempted to create became destabilized. Ultimately, I claim that these educators and authors made the protected space of childhood contingent upon the child's ability to submit to and absorb practical lessons learned on the playground and in the classroom and the home. Consequently, it appears that these individuals believed that children must earn their right to a protected childhood, but by insisting that children earn their protection, these individuals allowed economic concerns to creep into the supposedly separate childhood space. Each chapter of this dissertation will explore a particular facet of Progressive Era education--specifically, humanities courses, vocational education, and the play and playground movement--to reveal the anxieties that surrounded the intersections among the establishment of practical education, the desire to protect children from the workforce, and the need to prepare children for their futures as productive citizens. / text
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Intimate interloper: the contextualized life histories of four early childhood educatorsKinard, Timothy Allen 28 August 2008 (has links)
Not available / text
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