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Comparison of Pre-School Education Curricula of Turkish Republic of Northern Cyprus (TRNC), England, Finland, Southern Cyprus and India
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Erbay, Filiz; Toklu, Dervise Amca; Kuset, Sermin; Siddik, Hulin – Participatory Educational Research, 2021
In this research, it is aimed to compare the preschool education curricula of Turkish Republic of Northern Cyprus (TRNC), England, Finland, Southern Cyprus and India. In this study, pre-school education curricula in TRNC, England, Finland, Southern Cyprus and India were examined and the age groups covered by the curricula, their general…
Descriptors: Comparative Education, Preschool Education, Preschool Curriculum, Educational Objectives
Learning, Development and the Early Childhood Curriculum: A Critical Discourse Analysis of the Early Years Foundation Stage in England
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Wood, Elizabeth – Journal of Early Childhood Research, 2020
This article focuses on the national policy framework for early childhood education (birth to 5 years) in England -- the Early Years Foundation Stage, specifically the use of child development theories as the underpinning knowledge base for practice. The aim is to understand what constructions of learning and development are foregrounded in…
Descriptors: Discourse Analysis, Early Childhood Education, Child Development, Teaching Methods
Protecting and Extending Froebelian Principles in Practice: Exploring the Importance of Learning through Play
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Hoskins, Kate; Smedley, Sue – Journal of Early Childhood Research, 2019
The current early years emphasis on ensuring young children achieve 'school readiness' has contributed to a context of academic pressure in early years settings in England. The debated term 'school readiness' is vaguely expressed in England's early years curriculum as 'Children reaching a good level of development in the prime areas of literacy…
Descriptors: Learning Processes, Play, School Readiness, Preschool Curriculum
Reception Teacher Responses to the Foundation Stage.
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Keating, Iris; Basford, Jo; Hodson, Elaine; Harnett, Angela – International Journal of Early Years Education, 2002
Sought responses of teachers of 4- and 5-year-olds to the Foundation Stage of the English national curriculum. Found that teachers welcomed the Curriculum Guidance because the document acknowledged the value of play for young children's educational needs and endorsed their return to what they believed were sound educational practices. Found that…
Descriptors: Child Development, Foreign Countries, National Curriculum, Play
Birth to Three Matters: A Framework to Support Children in Their Earliest Years
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Abbott, Lesley; Langston, Ann – European Early Childhood Education Research Journal, 2005
Government commitment to the care and education of children from birth to three years in England led to the commissioning in 2001 of "a framework of best practice" (DfEE, 2001:24) to support children in their earliest years. The resulting framework of "effective" practice, together with supporting materials, was developed by a…
Descriptors: Early Childhood Education, Foreign Countries, Best Practices, Material Development
Early Childhood Education: Taking Stock.
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Gammage, Philip, Ed.; Meighan, Janet, Ed. – 1993
Noting that whereas British primary schools are admirable, provision of preschool education is uneven, this book examines the questionable changes brought on by recent government policies, and the consequences of those changes, enjoining policymakers to change their attitude toward early childhood education and improve the mesh between nursery and…
Descriptors: British National Curriculum, Child Development, Childhood Needs, Curriculum Development