Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 2 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| Active Learning | 2 |
| Faculty Development | 2 |
| Intervention | 2 |
| Play | 2 |
| Preschool Teachers | 2 |
| Class Activities | 1 |
| Educational Benefits | 1 |
| Foreign Countries | 1 |
| Imagination | 1 |
| Interaction | 1 |
| Kindergarten | 1 |
| More ▼ | |
Publication Type
| Dissertations/Theses -… | 1 |
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 2 |
| Preschool Education | 2 |
| Elementary Education | 1 |
| Kindergarten | 1 |
| Primary Education | 1 |
Audience
Location
| China | 1 |
| New Hampshire | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkElias P. Blinkoff – ProQuest LLC, 2023
Early childhood educators in the United States and worldwide face the growing challenge of "schoolification,"--the imposition of conventional academic content from later grade levels into their classrooms (e.g., Ring & O'Sullivan, 2018). The science of learning offers a different approach with evidence to support more active,…
Descriptors: Preschool Teachers, Play, Class Activities, Student Behavior
Peer reviewedLi, Liang; Fleer, Marilyn; Yang, Ning – Early Years: An International Journal of Research and Development, 2022
Research has suggested that system-wide professional development needs to embrace ongoing and sustainable processes such as critical reflection, being within a community of practice and the co-creation of new practices within and across early childhood systems. However, there is little research on how professional development can be designed in a…
Descriptors: Foreign Countries, Faculty Development, Kindergarten, Preschool Teachers
