The purpose of the study was to determine what changes have occurred in the attitudes and judgments of Indiana public school superintendents regarding early childhood programs and the public school system. This study replicated a 1976 study conducted by Link. The population for the study included all Indiana public school superintendents. The sample was comprised of 1990-91 superintendents who were willing to complete and return the questionnaire.Instrument Used for Collection of DataThe instrument consisted of forty-five (45) items. A Likert type scale was used to record respondents' attitudes and judgment concerning selected issues. One open-ended question allowed for generalized comments.A Chi-Square procedure was used to test the five stated hypotheses. An overall significance level of .05 was used. Individual items were tested at an appropriate level of confidence to ensure the overall .05 level was not exceeded for a decision in regard to the hypothesis. At least one item exceeded the alpha level established for each subgroup of items pertaining to the null hypotheses. All five null hypotheses were therefore rejected at the .05 level of confidence.General Findings1. Indiana public school superintendents in 1990 have altered their judgments and/or attitudes concerning early childhood programs and the public schools when their response to the issues measured by the instrument and the response provided in the Link (1976) study are compared.2. Compared to the respondents of Link (1976), a larger number of Indiana public school superintendents in 1990 are willing to state a position, either favoring agreement or favoring disagreement concerning issues pertinent to early childhood programs and the public schools.3. Compared to the respondents of Link (1976), a larger number of Indiana public school superintendents in 1990 expressed an affirmative response or an attitude favoring agreement with selected statements concerning issues pertinent to early childhood programs and the public schools. / Department of Educational Leadership

Due to the recognition of the significance of early childhood years worldwide there has been a dramatic increase in the number of early childhood education programs in Turkey. However, the increase in the quantity of such programs bring the question of quality. in this study the structural and process quality of earlychildhood education and care centers in Ankara is investigated and compared depending on the institutions thay are affiliated to. The data for this study is gathered through a combination of quantitative and qualitative methods.

Thesis (M.Ed.)--York University, 2006. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 130-133). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR30876

Thesis (Ph. D.)--University of Alabama at Birmingham, 2008. / Additional advisors: Jody Brewer, Joseph C. Burns, Lois M. Christensen, Lynn D. Kirkland. Description based on contents viewed May 29, 2008; title from title screen. Includes bibliographical references (p. 194-208).

Thesis(M.S.)--Auburn University, 2005. / Abstract. Vita. Includes bibliographic references (p.59-65).

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed June 26, 2009). PDF text: 233 p. : col. ill. ; 5 Mb. UMI publication number: AAT 3350449. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed June 26, 2009). PDF text: vii, 67 p. ; 5 Mb. UMI publication number: AAT 3350497. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis PlanA (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

The purpose of this study was to determine the impact screen time has on the cognitive development of children between the ages of four to five, at one early childcare education center. The significance of the study will help determine how the amount of screen time affects children’s cognitive development. The results of this study will help educational leaders determine how to effectively use technology for learning. Research suggests that the most important factor in a child’s development is a positive parent-child relationship, in which loving caregivers respond to a child’s cues and provide age-appropriate activities that nurture curiosity, exploration and learning (Lerner & Barr, 2014). This provides the foundation for teacher and child interactions in preschool programs. The role of early childhood educators lays the foundation for education. Currently, over 80% of children between the ages of three and five years are reported to be using some type of electronic device on a daily basis (Joan Ganz Cooney Center and Sesame Workshop, 2011). Time spent with these electronic devices is defined as screen time, the total amount of time spent in front of any and all screens (Common Sense Media, 2013). The National Association for the Education of Young Children (2012) defines technology and media tools as, “computers, tablets, multi-touch screens, interactive white boards, mobile devices, cameras, DVDs, music players, audio recorders, electronic toys, games, e-book readers, and older analog devices.” The impact of positive and consistent interactions to young children can help mold development. These meaningful interactions cannot be substituted with technology tools. The educators of School A are restricted to only allowing their students to engage in interactive screen time for a total of thirty minutes per week. This research was geared towards finding out if screen time effects a child’s cognitive development between the ages of four and five.

abstract: While much research exists examining the feminization of the field of Early Childhood Education (ECE), little has been done to examine the ways in which race and gender interact in the experiences of early childhood educators. Using gendered racial formation theory (Omi & Winant, 1994) this paper examines how cultural representations are employed by the field of ECE to produce ideal early childhood educators along both racial and gendered lines. Ultimately, this paper argues that in order for labor equality to be reached in the field there must be a reexamination of the social organization of care (Glenn, 2000). / Dissertation/Thesis / Masters Thesis Social and Cultural Pedagogy 2017