ethanporcaro/eric-fulltext-meta huggingface dataset:
Computer Use in Preschools: Directors' Reports of the State of the Practice
Author: Lynch, Sharon A.
Date: 2004-00-00
Type: Journal Articles
Subjects: Computer Uses in Education,Child Care Centers,Administrators,Administrator Surveys,Measures (Individuals),Family Income,Computers

For a number of years, authorities in the field of early education have questioned whether computers should be used in classrooms of young children. In response to the controversy surrounding computers and young children, this study investigated directors' reports of the use of computers in Texas child care facilities. Directors of licensed child care programs responded to a survey of 12 questions about computer use in their centers. Results from the majority of respondents indicated that preschool children begin using computers in child care centers between ages 2 and 4 years, regardless of socioeconomic status. Directors responded that the most important goal in children's use of computers was to extend concepts learned in the classroom. The preferred method of instruction in computer use was individual instruction; the most common form of supervision was an adult monitoring a specific classroom zone. The most common placement of computers was in a special learning center in the classroom.
The Chicken and Egg Project
Author: Alkon, Ivette
Date: 2004-00-00
Type: Journal Articles
Subjects: Foreign Countries,Bilingual Students,Student Projects,Animals,Photography,Kindergarten,Private Schools,Spanish Speaking,English (Second Language),Active Learning,Freehand Drawing

This article describes a project on chickens and eggs undertaken by 5-year-old children in a bilingual school in Mexico City. It describes the three phases of the project and includes photographs and other documentation of the children's work.
Teaching and Learning When No One Is Expert: Children and Parents Explore Technology
Author: Bers, Marina U.
Date: 2004-00-00
Type: Journal Articles
Subjects: STEM Education,Parent Child Relationship,Parent Participation,Integrated Curriculum,Technology Uses in Education,Constructivism (Learning),Educational Philosophy,Preschool Children,Value Added Models,Robotics,Developmentally Appropriate Practices,Learning Motivation,Competence,Family Relationship,Expertise,Novices,Scaffolding (Teaching Technique),Workshops,Interviews,Observation

Within the field of early childhood education, there is a strong tradition of integrated, emergent, and arts-oriented curriculum that must now respond to a growing and competing emphasis on literacy-based experiences. Considerably less priority (or teacher expertise) has been or currently is demonstrated in the areas of science, math, engineering, and technology (SMET), with math a distant second place to the role of literacy in the curriculum. Supporting teacher resistance to including science, engineering, or technology is the growing body of research on children's learning that makes clear that children learn best when academic domains are integrated within the context of personally meaningful experiences that build upon their own prior knowledge and current interests. For these reasons, it is essential that teachers become better prepared to apply and integrate new technology, not only in the service of teaching math and science but also the bigger goals of helping children learn and develop socially, emotionally, and intellectually. This article highlights experiences and understandings gained from a pilot workshop within Project Inter-Actions--a workshop series during which parents and children learned together about new robotics technologies; played with Legos, computers, and art materials; and built projects that reflected their own cultural practices and family heritage. The discussion considers the potentials of technology to support children's exploration of family values, cultural practices, and religious heritage; explores the complementary nature of two contemporary theories of cognition-constructionism and social constructivism; and revisits prevailing assumptions about developmentally appropriate practices as they inform early childhood education.
Toward an Early Care and Education Agenda for Hispanic Children
Author: Collins, Ray
Date: 2004-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Hispanic American Students,Demography,Student Needs,Childhood Needs,Immigration,Second Language Learning,Disproportionate Representation,Educational Improvement,Labor Force,Child Care,Achievement Gap,English Language Learners,Disadvantaged Youth,Preschool Children

The age distribution and growth of the Latino population have critical implications for the present and future of social and economic policy, with particular emphasis on early care and education. Following a discussion of the demographic trends involving Latino children and families, this paper discusses the child care and early education needs of Latinos, including workforce issues, immigration, educational challenges, and English-language learners. The paper then discusses how Latinos are served by early care and education programs, including Head Start, prekindergarten, and child care, concluding that Latinos are underserved. The last section addresses possible actions that might be taken to improve early care and education services for Latinos. [This article is based on the report &quot;Hispanics and Child Care: The Changing Landscape&quot; by Ray Collins and Angela Willson-Quayle for the Child Care Bureau, Administration for Children and Families, U.S. Department of Health and Human Services, which was released September 2004.]
Young Children's Spontaneous Participation during Classroom Book Reading: Differences According to Various Types of Books
Author: Moschovaki, Eleni
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,Kindergarten,Young Children,Preschool Teachers,Illustrations,Literary Genres,Fiction,Nonfiction,Reading Aloud to Others,Child Behavior,Books

This study examined young children's spontaneous participation during classroom book reading in response to different types of books. Twenty kindergarten teachers read four books--two fiction (familiar/unfamiliar story format) and two information books (expository/narrative text). The majority of children's spontaneous participation was related to the book illustrations and the children's personal experiences. Information books elicited more comments about personal experiences, while fiction books elicited more predictions, personal responses, chiming, recall, clarifying, and evaluation comments. The minimal expository text prompted more personal experiences and analytical comments compared to the narrative text of the information book. The familiar story form provoked more predictive and analytical comments. Finally, the quality of illustrations instigated an increased proportion of children's labeling comments.
Parent Expectations of Young Children in Taiwan
Author: Beckert, Troy E.
Date: 2004-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mothers,Fathers,Expectation,Young Children,Child Rearing,Parent Surveys,Parent Child Relationship,Interaction,Family Income,Educational Attainment,Gender Differences,Time,Statistical Analysis,Likert Scales,Multivariate Analysis

This study investigated how 223 mothers and 200 fathers of 3- to 6-year-old children from Taiwan saw their child-rearing strengths and shortcomings. The Mandarin version of the Parent as a Teacher Inventory (PAAT) was administered to each of the 423 subjects. This instrument is designed to examine five aspects of interaction between parent and child. Multivariate analyses of variance were applied to determine the significant effects of eight independent variables on the five PAAT subscales. The variables that significantly affected parent responses were (1) amount of time spent with a child, (2) household income, (3) parent education, and (4) gender of parent. The variable with the most impact was time spent with a child. Parents who spent 10 hours or more per week interacting with their child demonstrated greater strengths than peers who spent less time interacting with their child, as indicated on all subscales of the PAAT.
Seymour Papert's Vision for Early Childhood Education? A Descriptive Study of Head Start and Kindergarten Students in Discovery-Based, Logo-Rich Classrooms
Author: Gillespie, Catherine Wilson
Date: 2004-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Kindergarten,Early Intervention,Technology Uses in Education,Educational Technology,Programming,Teaching Methods,Gender Differences,Social Influences,Student Behavior,Age Differences,Racial Differences,Urban Schools,At Risk Students,Manipulative Materials,Observation

Seymour Papert's vision for early childhood education involves using Logo, a child-friendly computer language. He envisioned a discovery, or self-directed, method of teaching and learning. This article describes three observational studies conducted in classrooms that were attempting to implement Papert's vision. Data from 9 kindergartners and 5 Head Start children are reported that show what children were doing and with whom they were interacting when they used Logo throughout the school year. All children spent the bulk of their time constructing. No gender differences were found among the kindergartners in behavior, although social configuration differences among the kindergarten boys and girls were found. Head Start children showed more variation in behavior and social configuration than the kindergartners. Developmental, classroom, and racial differences between the Head Start and kindergarten studies are discussed.
The Lunch Project
Author: Floerchinger, Josie
Date: 2005-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Preschool Children,Preschool Education,Student Projects,School Community Programs,Food,Play,Experiential Learning,Learning Activities,Freehand Drawing,Teaching Methods,Transportation,Cooperative Learning,Food Service,Active Learning,Video Technology

This article discusses a project about lunch undertaken by a class of 3- to 5-year-old children in a preschool in Iowa. Following a description of the school and the goals of the project, the article presents the three phases of the project. The teacher's reflections about the project are also included. Photographs taken to document the project are included throughout the article.
The Food and Restaurant Project
Author: Nacif, Vannessa
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,Bilingual Students,Photography,Preschool Education,Private Schools,Spanish Speaking,English,Immersion Programs,Program Development,Food,Dining Facilities,Teaching Methods,Nutrition Instruction,Experiential Learning,Early Childhood Education,Freehand Drawing,Creative Teaching,Active Learning

This article describes a food and restaurant project undertaken by 6-year-old children in a bilingual school in Mexico City. The teacher who conducted this study illustrates the children's involvement in this investigation through photographs, samples of their work, and explanations.
Implementing a Musical Program to Promote Preschool Children's Vocabulary Development
Author: Moyeda, Iris Xóchitl Galicia
Date: 2006-00-00
Type: Journal Articles
Subjects: Music Activities,Preschool Education,Vocabulary Development,Language Skills,Comparative Analysis,Verbal Ability,Intelligence Tests,Vocabulary,Scores,Pretests Posttests,Age Differences,Expressive Language,Receptive Language,Program Effectiveness,Foreign Countries,Elementary Education,Early Childhood Education

In light of the correlation between musical and linguistic skills, a program of musical activities was designed to promote discrimination of rhythmic and melodic elements and the association of auditory stimuli with visual stimuli and motor activities. The effects of the program on the vocabulary of preschool children were evaluated and compared with the vocabulary of children participating in the curricular subject of &quot;Ritmos, Cantos y Juegos&quot; [Rhythm, Songs, and Games] and that of children who were not exposed to either of the two programs. The results showed significant increases in receptive vocabulary only for the group exposed to the program with musical activities. The processes that caused the increase are discussed, as well as the possible use of the program that was implemented as a resource for preschool language stimulation. [Translated into English by Berkeley Hinrichs.]
Does Early Childhood Intervention Affect the Social and Emotional Development of Participants?
Author: Niles, Michael D.
Date: 2006-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,African American Children,Early Childhood Education,Early Intervention,Correlation,Program Effectiveness,Interpersonal Competence,Adjustment (to Environment),Social Adjustment,National Surveys,Family (Sociological Unit),Well Being,Statistical Analysis,Outcome Measures,Predictor Variables,Measures (Individuals),Effect Size,Regression (Statistics)

The current study explored the association between a large-scale federally funded preschool intervention and the social and emotional development of participants. Data were drawn from the Chicago Longitudinal Study (CLS) and included 1,378 primarily African American youth who participated in the CLS and had scores for two or more identifiable social and emotional competency indicators from age 7 through age 15. Findings suggest that program participation was associated with both shorter- and longer-term social and emotional outcomes. The effect sizes for the longer term were modest, and several remained above the level considered practically significant (0.20). The strongest short-term effect was seen for social adjustment in school at ages 7 and 89 with d's of 0.45 and 0.33, respectively. These include social adjustment in school (d = 0.34), assertive social skills (d = 0.21), task orientation (d = 0.21), frustration tolerance (d = 0.22), and peer social skills (d = 0.24).
Language and Literacy Promotion in Early Childhood Settings: A Survey of Center-Based Practices
Author: Green, Stephen D.
Date: 2006-00-00
Type: Journal Articles
Subjects: Child Care Centers,Literacy,Literacy Education,Language Acquisition,Preschool Children,Preschool Education,Preschool Teachers,Teacher Surveys,Multiple Regression Analysis,Teacher Characteristics,Teacher Student Ratio,Emergent Literacy,Measures (Individuals),Learning Activities,Program Descriptions

The early childhood years serve as an essential foundation for subsequent literacy development. Despite the increased attention given to children's early literacy development, gaps remain in our understanding of what is actually taking place in child care programs across the nation. The purpose of this study was twofold: (1) to assess the extent to which early childhood educators engage children in literacy-building activities, and (2) to identify educator or programmatic characteristics associated with the promotion of early literacy activities in child care centers. One hundred and eighty surveys were completed by early childhood educators attending regional training events. Findings demonstrate that efforts are being made in a number of areas to engage children in a variety of important language and literacy activities in their centers; however, a sizable minority of those surveyed indicated that they do not frequently engage children in recommended activities. Multiple regression analysis suggests that certain characteristics related to the educator and program itself appear to have a positive influence on how often educators promote language and literacy activities in their centers: availability of print materials, the educator's confidence in the training received in basic literacy skills instruction, and the number of children cared for in a particular program. Implications for practitioners are discussed.
The Birds and Their Nests Project
Author: Elizondo, Liliana
Date: 2006-00-00
Type: Journal Articles
Subjects: Preschool Education,Preschool Children,Photography,Teacher Attitudes,Animals,Student Projects,Active Learning,Outdoor Education,Observation,Field Trips,Freehand Drawing

This article discusses a project about birds and their nests undertaken by 3- to 5-year-olds in a preschool class in Florida. After a description of the center and the goal of the project, the three phases of the project are presented. Reflections of the teachers and photographs taken for documenting the project are also included.
Testing the &quot;Whole Teacher&quot; Approach to Professional Development: A Study of Enhancing Early Childhood Teachers' Technology Proficiency
Author: Chen, Jie-Qi
Date: 2006-00-00
Type: Journal Articles
Subjects: Professional Development,Early Childhood Education,Preschool Teachers,Technological Literacy,Teacher Attitudes,Models,Pedagogical Content Knowledge,Educational Practices,Questionnaires

The contribution of early education to children's well-being and school success is widely recognized. Effective teachers are the most critical factor in the quality of a child's education. The key to sustaining teacher effectiveness and supporting continuous growth is high-quality professional development. Despite its critical importance, professional development for early childhood teachers is inconsistent and fragmented. The field of early education lacks a common conceptual framework to organize and integrate teacher development experiences. In this paper, the &quot;whole teacher&quot; development approach is proposed as an organizing framework. The approach is distinguished by its simultaneous focus on teacher attitudes, skills and knowledge, and practices. Also distinctive is its application of an integrated developmental framework that promotes teacher proficiency in a wide range of specific domains. To test the approach, a study of teachers' technology proficiency was carried out. The study analyzed relationships among teacher attitudes, skills, and practices, using data collected from teachers in the process of developing computer proficiency. Among teachers who participated in a technology program based on the &quot;whole teacher&quot; development approach, significant degrees of association among attitudes, skills, and practices were found. Further, program participants reported significantly higher levels of technology skill and classroom practice than nonparticipants. Distinctive features of the approach are compared to other professional development practices in early childhood education. Implications for conceptualizing and designing effective professional development programs for early childhood teachers are discussed.
A Look at Children's Adjustment to Early Childhood Programs
Author: Keyes, Carol R.
Date: 2006-00-00
Type: Journal Articles
Subjects: Pilot Projects,Early Childhood Education,Video Technology,Student Adjustment,Student Needs,Teacher Role,Student Behavior

This paper describes a pilot project during which the author visited different early childhood classrooms and used a handheld video camera to record how children adjust to new programs. The objectives were (1) to describe how children adjust to new programs or classes, (2) to sensitize teachers to the issues involved in those adjustments, (3) to collect data using a handheld video camera, and (4) to encourage teachers to view themselves as classroom researchers. Included in the paper are video clips, brief descriptions of selected children, and a discussion of issues raised by the children's behavior in the videos, related research, and implications for practice.
Mapping Knowledge: Concept Maps in Early Childhood Education
Author: Birbili, Maria
Date: 2006-00-00
Type: Journal Articles
Subjects: Concept Mapping,Early Childhood Education,Preschool Education,Preschool Children,Preschool Teachers,Educational Planning,Prior Learning,Misconceptions

Graphic organizers such as webs, time lines, Venn diagrams, flowcharts, and concept maps are well known and widely used instructional and learning tools. They help teachers and students not only to identify and visually represent their views and knowledge but also to recognize and depict relationships among concepts. This article discusses the use of concept maps in early childhood education. In light of a theory that suggests that information is processed and stored in memory in both linguistic and visual forms, it is argued that concept maps can be used in early childhood classrooms to help children organize and spatially represent both what they know and what they are thinking. Once children learn how to &quot;read&quot; and make concept maps, teachers can also use them to identify children's preexisting knowledge or misconceptions as well as use them as an evaluation tool. The article also considers the role of concept maps in teacher planning. Concept maps can help teachers to plan, structure, and sequence the content of their teaching. Finally, the article illustrates some of the issues involved in using concept maps with preschool children and suggests ways of introducing children to the process of constructing their own concept maps.
The Baby Project
Author: Harden, Darby L.
Date: 2007-00-00
Type: Journal Articles
Subjects: Young Children,Infants,Preschool Children,Experiential Learning,Toys,Freehand Drawing,Photography,Teacher Attitudes,Discovery Learning

This article discusses a project about babies undertaken by a class of children ranging in age from 2.9 years to 3.9 years old in a small Illinois town. Throughout this project, the children studied equipment and supplies needed to care for babies. They made dolls for the classroom, constructed a cradle, made observational drawings, created topic webs, and were able to care for a real baby. The article documents the children's work through photographs, provides the teachers' reflections, and lists the Illinois Early Learning Benchmarks that were met.
Learning Stories and Children's Powerful Mathematics
Author: Perry, Bob
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Education,Mathematics Instruction,Teaching Methods,Numeracy,Mathematics Skills,Faculty Development,Action Research,Preschool Teachers,Matrices,Developmental Stages,Child Development,Story Telling,Observation

The approaches to teaching and learning mathematics in Australian preschools and schools can be quite different. These differences arise from what can be termed different &quot;cultures&quot; within the prior-to-school and school settings. Even the first years of school can be characterized by teacher-centered, syllabus-driven lessons and written, group-based assessment, while the preschools tend to adhere to their child-centered, play-based approaches. The result of these differences can be a hiatus in the children's mathematics learning and the teachers' assessment of this learning. This paper reports on one attempt to bridge this gap, not, as so often happens, by &quot;forcing down&quot; the primary school curriculum into the preschool but by maintaining a focus on appropriate learning approaches in this period of the children's lives. The Southern Numeracy Initiative (SNI) was established in 2004 in high schools, primary schools, and preschools situated in the southern suburbs of Adelaide, South Australia. Its general aim was to improve mathematics and numeracy outcomes through a sustained, collaborative program of professional development and action research, particularly in the areas of pedagogy and assessment. This paper reports work done with preschool educators as part of SNI. It traces how &quot;powerful ideas&quot; in mathematics were identified in current preschool practice, how they were linked to the Developmental Learning Outcomes in the mandatory curriculum documents, and how the technique of learning stories (narrative assessment) was established as a valid assessment regime compatible with key principles of preschool education. The professional development focus on children's powerful mathematical ideas, combined with action research that encouraged educators to identify these ideas within children's experiences and to document these through learning stories, form the basis of this paper.