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Direct linkAlaitz Martín-García; Markel Rico-González – European Early Childhood Education Research Journal, 2024
The present article aims to systematically summarize the effects of free-play (FP) on preschool-aged children's physical activity (PA) level, and motor (MC), cognitive (CC), and socioemotional competence evaluated through randomized controlled trial (RCT) design. A systematic review of relevant articles was carried out using two electronic…
Descriptors: Play, Young Children, Physical Activity Level, Psychomotor Skills
Pollarolo, Enrico; Størksen, Ingunn; Skarstein, Tuula H.; Kucirkova, Natalia – European Early Childhood Education Research Journal, 2023
The significance of learning to think critically from a young age is well documented. Early childhood educators play an essential role in children's critical skills development. Therefore, it is crucial to understand their perceptions of this concept. This qualitative study explored Norwegian early childhood educators' perceptions of critical…
Descriptors: Foreign Countries, Early Childhood Teachers, Young Children, Thinking Skills
Baardstu, S.; Wang, M. V.; Brandlistuen, R. E. – European Early Childhood Education Research Journal, 2022
Using data from more than 7000 children from the Norwegian Mother, Father and Child (MoBa) study, this study explored the role of school readiness and teacher-child closeness in the early child education and care (ECEC) setting for the prospective academic and social development of children with early externalizing problems. Mother, ECEC teachers,…
Descriptors: Foreign Countries, School Readiness, Teacher Student Relationship, Preschool Education
Wilhelmsen, Tiril; Lekhal, Ratib; Alexandersen, Nina; Brandlistuen, Ragnhild E.; Wang, Mari V. – European Early Childhood Education Research Journal, 2021
In this study, we explored how free play and scaffolding practices in Early Childhood Education and Care (ECEC) related to children's externalising problems both in ECEC and later in school. Furthermore, we aimed to reduce the knowledge gap of whether these relations depended on children's differences in emotional temperament. We used structural…
Descriptors: Young Children, Personality, Early Childhood Education, Child Care
Kutnick, Peter; Brighi, Antonella; Colwell, Jennifer – European Early Childhood Education Research Journal, 2016
This study describes the social contexts in which four-year-olds undertake practitioner-assigned cognitive/learning tasks within preschools and the different experiences these contexts provide for children. Data was collected in 34 preschool settings in South East England, using a phenomenographic mapping of activities and social groupings during…
Descriptors: Teaching Methods, Young Children, Preschool Education, Phenomenology
Nabuco, Maria Emília; Aguiar, Maria Stella; Costa, Cláudia; Morais, Diogo – European Early Childhood Education Research Journal, 2014
This cross-sectional study attempts to investigate the effects of the Aprender em Parceria (A PAR) programme, an intervention in early childhood education and parenting support in the suburbs of Great Lisbon which aims to increase the educational achievement of disadvantaged children from birth to six-years-old. A quasi-experimental design was…
Descriptors: Foreign Countries, Program Effectiveness, Program Implementation, Intervention
Trevarthen, Colwyn – European Early Childhood Education Research Journal, 2011
The policies and administration of early education and support for social development constantly need re-defining, or re-inspiring, by taking into account the perspective of a young child. They must acknowledge the intuitive abilities and values, and growing initiatives that are present in the child from birth and that motivate learning. Innate…
Descriptors: Imagination, Young Children, Social Development, Play
Kutnick, Peter; Brighi, Antonella; Avgitidou, Sofia; Genta, Maria Luisa; Hannikainen, Maritta; Karlsson-Lohmander, Maelis; Ruiz, Rosario Ortega; Rautamies, Erja; Colwell, Jennifer; Tsalagiorgou, Eleni; Mazzanti, Chiara; Nicoletti, Sandra; Sansavini, Alessandra; Guarini, Annalisa; Romera, Eva; Monks, Claire; Lofqvist, Monica – European Early Childhood Education Research Journal, 2007
This study sought to identify and compare the characteristics of the social pedagogic context of cognitive activities in a sample of early education settings in six European countries (England, Finland, Greece, Italy, Spain and Sweden). Previous research concerning the social context within which cognitive/learning activities take place has…
Descriptors: Young Children, Rating Scales, Foreign Countries, Social Development
Peer reviewedSylva, Kathy; Wiltshire, Jacqueline – European Early Childhood Education Research Journal, 1993
Most research on American and British preschool programs demonstrates that early learning experiences have an immediate positive impact on children's cognitive and social development. Because of this, there is a strong case for investment in high quality early learning on economic as well as social grounds. (MDM)
Descriptors: At Risk Persons, Cognitive Development, Cost Effectiveness, Early Intervention
Peer reviewedRiihela, Monika – European Early Childhood Education Research Journal, 2002
Videotaped 1- to 6-year-olds' day care routines and adults' work after extensive consultation on the Storycrafting method to study children's thoughts and collaborative behavior. Found that children's viewpoints are elicited when they play an active role and when educational work is directed by telling stories, playing, and doing research. Noted…
Descriptors: Adult Child Relationship, Classroom Environment, Cooperation, Interpersonal Relationship
Ashton, Jean – European Early Childhood Education Research Journal, 2005
Research has increasingly highlighted the importance of children's social and cultural experiences for understanding about learning, what is learned and what is perceived as being important for learning. The development of literacy learning begins well before children start school as they engage in the literate practices of their homes and…
Descriptors: Social Justice, Critical Theory, Popular Culture, Childhood Interests
Zachopoulou, Evridiki; Trevlas, Efthimios; Tsikriki, Georgia – European Early Childhood Education Research Journal, 2004
There is a distinction between girls and boys regarding the manifestation of sex-appropriate behaviour from an early age. There is evidence that boys and girls play and are reared differently, and also are reinforced differently to manifest behaviours regarded as playful. The purpose of this study was to identify if there were differences between…
Descriptors: Play, Females, Multivariate Analysis, Kindergarten
Charlwood, Natasha; Steele, Howard – European Early Childhood Education Research Journal, 2004
This paper provides a brief overview of the origins of attachment theory and its current relevance to early childhood research and education. The empirical component of the work reported here concerns the use of the Adult Attachment Interview (AAI) with mothers in a multi-disciplinary, multi-functional early childhood setting, the Pen Green Centre…
Descriptors: Mothers, Early Childhood Education, Economically Disadvantaged, Young Children
