The aim of this study is to compare the narrative skills of first grade elementary students who had early childhood education and the narrative skills of first grade elementary students who did not have early childhood education and investigate their parents&rsquo / reading-related activities with them. In order to achieve this aim, the present study focuses on narratives produced by students who had early childhood education and students who did not have early childhood education using Mercer Mayer&rsquo / s (1969) wordless picture-book &ldquo / Frog, where are you?&rdquo / . This study compares those narratives with special attention to how emergence of story structure, the narrative length and inclusion of evaluative devices differ depending on their educational background in their orally collected narratives. Participants are 28 children who had early childhood education and 28 children who did not have early childhood education. Moreover, 27 parents whose child had early childhood education and 25 parents whose child did not have early childhood education participated in the study to get better understanding of their children&rsquo / s narrative skills. The results of the study indicate that narratives of students who had early childhood education include more structural elements and evaluative devices compared to the narratives of students who did not have early childhood education. Moreover, most of the parents participated in this study do not conduct reading-related activities with their children at home.

This research aimed at investigating pre-service and in-service preschool teachers&rsquo / views regarding creativity in early childhood education by determining similarities and/or differences among their views. The data of the study was gathered from 10 pre-service and 11 in-service teachers by asking their views about creativity in early childhood education. This study has been realized by the qualitative research method and the data was gathered through a type of interview, namely focus group technique. The seven basic interview questions developed by Aslan &amp / Cansever (2009) for primary school teachers were rephrased considering early childhood education context. In the data analysis procedure, four basic themes were constituted: &ldquo / teachers&#039 / views on creativity&rdquo / , &ldquo / teachers&#039 / views on creative people&rdquo / , &ldquo / teachers&rsquo / views on the importance of creativity in early childhood education&rdquo / , and &ldquo / teachers&rsquo / views on the obstacles to creativity in early childhood education&rdquo / . The results demonstrated that although every participant had their own creativity definitions, they agreed on some common ideas about creativity. The participants were aware of the value of creativity in preschool education and they stated that they prepare and implement creative activities to nurture children&rsquo / s creativity as well as stating that there are many obstacles to achieve this goal. They indicated that these obstacles are mostly based on school administrators, teachers, and parents. Moreover, it was concluded that the most striking difference between pre-service and in-service early childhood teachers&rsquo / views was the fact that unlike in-service teachers, only the pre-service teachers gave some recommendations to tackle with the obstacles to children&rsquo / s creativity.

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.