Little research exists on early childhood development in Manitoba’s Francophone community. The objective was to investigate whether children in the Division scolaire franco-manitobaine (DSFM) were different from other children in Manitoba on Early Development Instrument (EDI) outcomes, when controlling for neighbourhood, family and individual factors. Using multilevel modelling, 944 DSFM children were compared to 25,950 children from other schools. DSFM children scored higher on physical health and well-being, and scored lower on language and cognitive development, and communication and general knowledge compared to other children. DSFM children living in communities with a high proportion of Francophones scored higher on four of the five EDI domains, compared to other DSFM children. DSFM children whose first language was not French had significantly lower scores on all domains. Results demonstrate the importance of developing the French language in the home and the need for the Francophone community to provide support for child development.

<p> The purpose of this study is to examine how educators are working to foster sustainability through cultivating nature awareness in young children. Data were collected in the form of qualitative semi-structured interviews, which were analyzed using descriptive and deductive coding methods. Findings were viewed through the lens of critical pedagogy and the methods and models of teaching for nature awareness, which included ecological literacy, place based education, and education for sustainable development. There were five major themes and findings that emerged from the interviews with the participants in this study: terms and definitions used, personal stories, strategies for teaching nature awareness and sustainability, barriers, and current issues. This study may benefit those wishing to begin or continue to foster sustainability through teaching nature awareness. The literature review presented in the study aims to address the gap between the practice and pedagogy in teaching for nature awareness and sustainability.</p><p> <i>Keywords:</i> teaching, nature awareness, sustainability, educators, young children, elementary, preschool, school, natural world, ecological literacy, place-based education, education for sustainable development, critical pedagogy</p>

<p> The purpose of this comparative study was to examine the connection between the implementation of a quality early childhood program and the kindergarten readiness of prekindergarten students as measured by the Developmental Indicators for Assessment of Learning-DIAL-3. The researcher analyzed historical data obtained from approximately 40 students in the Study Site School District in the prekindergarten programs at Woodbridge Elementary School for the 2008-2009 and 2009-2010 school years. </p><p> The researcher developed two research questions: a) What impact does a MODESE approved, research-based early childhood program have on the kindergarten readiness of prekindergarten students in the Study-Site School District as measured by the DIAL-3? and b) Will there be a difference in the average DIAL-3 scores of the students who did not participate in a DESE approved early childhood program and the average DIAL-3 scores for students who did? </p><p> The implementation of a high quality early childhood program, (the independent variable) was measured by the change in DIAL-3 scores on each subtest for each of the participants (dependent variable). The results were then compared to the scores of the control group, the students that did not participate in a high quality early childhood program. Using a two-tailed t-test to examine the difference between the mean scores of participating and non-participating students, the researcher found that overall there was no statistically significant difference in scores of students who participated and those who did not.</p>

Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Susan P. Keane; submitted to the Dept. of Psychology. Includes bibliographical references (p. 86-102).

Thesis (Ph.D.)--Pacific Graduate School of Psychology, 1988. / Source: Dissertation Abstracts International, Volume: 49-05, Section: B, page: 1964.

Thesis (Ph. D.)--University of Wyoming, 2005. / Title from PDF title page (viewed on Feb. 20, 2008). Includes bibliographical references (p. 105-116).

Thesis (Ph. D.)--University of Wyoming, 2005. / Title from PDF title page (viewed on Nov. 13, 2007). Includes bibliographical references (p. 95-100).

Thesis (M. Env. St.)--University of Adelaide, Mawson Graduate Centre for Environmental Studies, 1993. / Includes bibliographical references (leaves 82-91).

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 96-103). Also available via the Internet.

Thesis (Ed.D.)--University of Waikato, 2008. / Title from PDF cover (viewed January 14, 2009) Includes bibliographical references (p. 211-222)