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Evaluating the effectiveness of a kindergarten intervention programMeyers, Sandra D. January 2007 (has links)
Thesis (Ed.D.)--University of Delaware, 2006. / Principal faculty advisor: Sharon Walpole, School of Education. Includes bibliographical references.
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Teachers and students as transmediators a case study of how a teacher uses multiple semiotic systems to support kindergarteners' multiliteracies performance /Su, Yi-Ching, January 2008 (has links)
Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 238-244).
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Föräldraidentiteter i livsberättelser /Karlsson, Marie. January 1900 (has links)
Diss. Uppsala : Univ., 2006. / Includes bibliographical references.
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Honouring parental priorities in communication intervention for prelinguistic behaviour /Tan, Tiara. January 2002 (has links) (PDF)
Thesis (M. Psych. Ed.)--University of Queensland, 2002. / Includes bibliographical references.
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Teaching number sense: Examining the effects of number sense instruction on mathematics competence of kindergarten students.Sood, Sheetal. Kern, Lee, Jitendra, Asha K. Hojnoski, Robin Manz, Patricia January 2009 (has links)
Thesis (Ph.D.)--Lehigh University, 2009. / Adviser: Lee Kern.
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How Waldorf early educators teach parents to parent their children during the first seven yearsFox, Liza 28 August 2015 (has links)
<p> This dissertation explores how Waldorf early childhood educators use the theories and practices embedded in Waldorf early childhood education (WECE), which are based on the psycho-spiritual-biological model of development developed by philosopher Rudolf Steiner, to help parents care for their children during their first 7 years. While there is a large body of writing on Waldorf early childhood theory and practice from within the Waldorf community, little has been written in scholarly and academic circles. Seeking to bridge this divide, 12 senior Waldorf early childhood educators who are acknowledged experts in their communities were interviewed. The study gathered information from senior Waldorf early childhood educators through qualitative, semi-structured interviews aimed at understanding the nature of teaching parenting skills that accord with Waldorf early childhood principles. Interview questions were informed by the literature review, which focuses on Steiner’s (2003) developmental theory, Susan Howard’s (2006) outline of early childhood education essentials, and the historical contexts in which these teachings are embedded. All interviews were analyzed using an adaptation of grounded theory methods. Results illuminated 11 major themes to describe how parent educators use the environment and their “being” to offer parent-centered, experiential practices rooted in Anthroposophy that “protect childhood” from impinging cultural conditions and contemporary parenting challenges. Through modeling and relationship with parents and children, parent educators offer a set of parenting skills that support health for families as understood through an Anthroposophical developmental lens. Additionally, parent educators help foster community and attachments such that parents can integrate their learning and begin a path of inner transformation. The study is designed to provide an empirical base to discussions of how Waldorf early education of parents works at the beginning of the 21st century.</p>
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Kindergarten goes to the fair! How the World's Fair of 1876 advanced the kindergarten movement in the United StatesPruett, Elizabeth Cornelius 25 June 2013 (has links)
<p> The purpose of this historical narrative study was to discover how the World's Fair of 1876 advanced the kindergarten movement in the United States. Historical documents, photographs, and drawings were used as data sources. The following questions guided this study: "What were the purposes of the kindergarten exhibits at the World's Fair?" "Who were the individuals that demonstrated the kindergarten at the first Centennial World's Fair and how did they influence the kindergarten exhibits at the next fair in 1893?" and "How did commercialism associated with the fair affect the kindergarten movement?" </p><p> The kindergarten exhibits at the Centennial World's Fair had a profound effect on the way in which Americans viewed the kindergarten. At once viewed as a foreign import, the kindergarten became Americanized and more accepted by the majority of visitors. The fair exhibits also united the kindergarten pioneers in an effort to present an organized exhibit at the World's Fair of 1893. Even though the proliferation of commercialized kindergarten materials exhibited at the Centennial World's Fair often distorted the Froebelian kindergarten pedagogy, these materials increased the public's awareness of the kindergarten movement and all of its benefits.</p><p> Keywords: kindergarten, Froebel, Centennial World's Fair, feminism</p>
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How early childhood educators are initally integrating tablet technology in the curriculumLeonard, Jessica Alexis 12 November 2013 (has links)
<p> This qualitative research examined how two early childhood educators initially integrated tablet technology in the curriculum through classroom observation, interviews and a review of documentation. The overall question was: how are early childhood educators initially integrating tablet technologies in the curriculum? The researcher also asked three sub-questions to further delve into developmentally appropriate practice while choosing apps. The three sub-questions ranged from what the early childhood educators believed about the impact of tablet technology within the curriculum, to how the early childhood educators were choosing developmentally appropriate apps. </p><p> The results of the research were the early childhood educator were initially integrating tablet technology at a cautious pace, but were not aware if the apps were developmentally appropriate. The researcher observed for seven weeks with 14 observations per educator. The observations and unobtrusive documentation showed that the iPads were used as a teacher driven goal. The children did not get to choose an app during the 7 weeks study. Each educator had an app in mind for each observational period. The researcher observed that many of the children, in one particular room, never had an opportunity to use the iPad. </p><p> The data collection strategies for this study were unobtrusive documentation, interviews, and unobtrusive observations. The unobtrusive documentation was the lesson plans submitted by one of the educators and app lists. The researcher arranged pre- and post-interview for the two educators. Though the unobtrusive documentation, observations and interviews, the researcher answered the initial research questions as well as the three sub-questions.</p><p> Seven themes emerged from the data. The themes included: a slow and cautious pace of integrating technology, the limited access to iPads, evidence of the lack of emphasis in lesson planning, need for more and continuous professional development, a trial and error approach to app selection, educators reliance on others for app selection, and uninformed app selection.</p>
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Forming preschoolers' environmental attitude : lasting effects of early childhood environmental educationRobertson, James S. 23 May 2009 (has links)
Since 1987, the Kerry Wood Nature Centre has run a nature preschool for three-five old children. This study shows the affect it had on the environmental attitudes of former participants, who were 10-12 years old at the time of this study. Interviews and questionnaires with former participants, their families, and a control group investigated: (1) their current environmental attitude and behaviours; and (2) from whence these attitudes and behaviours arose. Past participants had a significantly greater connectedness-to-nature score than their peers did, even several years after leaving the program. The Nature Nursery program, along with other factors, made a measurable and persistent change in the attitude of these children. "Opportunity" in terms of location, parenting, companionship, and time emerged as being important in determining attitude. Children and parents overwhelmingly reported better feelings and behaviour after playing outside. Recommendations to improve early childhood environmental education programs are included.
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Fostering sustainability| A qualitative interview study exploring how educators work to cultivate nature awareness in young childrenKeller, Rebecca A. 22 July 2014 (has links)
<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>
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