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Maximizing Early Childhood Practices by Incorporating Constructivist Principles in an Elementary SchoolEvanshen, Pamela, Clark, B. 01 January 2005 (has links)
In most public schools, children begin school in kindergarten. Recently, many school systems have begun to implement programs for preschoolers, ages three and four. Georgia introduced the first statewide universal pre-K program in 1995 which offers all 4 year old children free preschool. New York, Oklahoma and Florida have followed (Barnett & Hustedt, 2003). Tennessee recently passed a bill to use $25 million of lottery money to fund preschool for children considered "at risk" ("Latest Pre-Kindergarten News," n.d.). The substantial amount of research involving brain development has stressed the importance of quality experiences in the early years of life (birth-8 years). Why not house these programs along with childcare in a public school? And, better yet, why not design a program and building for children six weeks through II years of age (traditional grade five age) which is based upon early childhood practices and incorporates constructivist principles? That is exactly what educators in a small, diversified school district in Northeast Tennessee did when the system committed to creating a "21st Century" elementary school.
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A Constructivist Educator in a Standards-Driven World: An Interview With Marita WhiteSharp, L. Kathryn 01 July 2012 (has links)
No description available.
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Instructor's ManualMalkus, Amy J. 28 July 2011 (has links)
Book Summary: Children and Their Development, 6e demonstrates how research translates into practice.
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Portfolios as developmentally appropriate assessment in early childhood educationThompson, Deborah 01 January 1991 (has links)
Traditional use of formal assessment techniques in early childhood education is not congruent with the knowledge and philosophies that have begun to guide curriculum and practice. The discontent with current assessment approaches has created a need to develop alternate assessment methods. The practice of portfolio assessment is posed as a developmentally appropriate alternative in this thesis. Current literature on portfolio assessment related to kindergarten/first grade setting supports portfolio assessment in both theory and practice in early childhood education.
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Interpreting the Reggio Emilia approach : documentation and emergent curriculum in a preschool setting /Guyevskey, Victoria. January 2005 (has links)
Thesis (M.Ed.)--York University, 2005. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 136-143). 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:MR11807
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The transition to kindergarten teachers' use of transition activities and children's kindergarten transition success /Halliburton, Amy L., January 2004 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 59-62). Also available on the Internet.
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The transition to kindergarten : teachers' use of transition activities and children's kindergarten transition success /Halliburton, Amy L., January 2004 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 59-62). Also available on the Internet.
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Development and validation of a preschool programme evaluation scale /Fok, Wai-man, Veronica. January 1997 (has links)
Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 70-73).
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Development and validation of a preschool programme evaluation scaleFok, Wai-man, Veronica. January 1997 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 70-73). Also available in print.
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The effects of developmentally appropriate practices on children's reading development from kindergarten through third gradeKumtepe, Alper T. Jones, Ithel. January 1900 (has links)
Thesis (Ph. D..)--Florida State University, 2005. / Advisor: Ithel Jones, Florida State University, College of Education, Dept. of Childhood Education, Reading and Disability Services. Title and description from dissertation home page (viewed Jan. 24, 2006). Document formatted into pages; contains xii, 182 pages. Includes bibliographical references.
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