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Direct linkEdward G. Feil; Jason W. Small; Hill M. Walker; Andy J. Frey; Shantel D. Crosby; Jon Lee; John R. Seeley; Annemieke Golly; Steven R Forness – Education and Treatment of Children, 2024
The demand for preventive and easily implemented interventions to address the needs of children with significant behavioral challenges in general education settings is well-documented. First Step to Success is an evidenced-based program to address challenging behavior in preschool and elementary-school settings with a 20-year history of successful…
Descriptors: Formative Evaluation, Intervention, Regular and Special Education Relationship, Behavior Problems
Celine P. Y. Chu; Karen McLean; Susan Edwards – Journal of Early Childhood Research, 2024
Playgroups are a unique form of early childhood provision involving parents and their children attending together. Parents' attendance at playgroups provides opportunities for involvement in play. However, little is known about parents' practices of co-play in playgroups and the potential for these practices to enhance children's play experiences…
Descriptors: Foreign Countries, Play, Group Activities, Family (Sociological Unit)
Mandy Pierlejewski – Contemporary Issues in Early Childhood, 2024
This paper explores an emerging methodological approach called doppelganger as method. This method uses the idea of a doppelganger or double to explore the social world. It is specifically used to examine datafication, or the increase in the production and use of data and its impact on education. Doppelganger as method begins by locating doubles,…
Descriptors: Foreign Countries, Preschool Children, Preschool Education, Preschool Teachers
Download full textM. Mahruf C. Shohel; Rasel Babu; Md. Ashrafuzzaman; Farhan Azim; Asif Bayezid – Continuity in Education, 2023
This article is based on a critical review of the Learning Competency Framework and Approach (LCFA) developed for providing education to the Rohingya refugee children living in refugee camps in Bangladesh. A sectoral approach was adopted to develop the LCFA under the leadership of United Nations Children's Fund (UNICEF). To review the LCFA, a…
Descriptors: Foreign Countries, Refugees, Childhood Needs, Barriers
Vakkas Yalcin – Southeast Asia Early Childhood, 2024
A supportive environment is critical for individuals to protect their developmentally bio-psycho-socio-emotional health. This research was carried out to determine the possible causes of "desire for rapid growth", which is frequently seen in childhood, and the emotional states caused by "desire for rapid growth" in children,…
Descriptors: Participant Characteristics, Undergraduate Students, Preservice Teachers, Preschool Education
Mariam, Erum; Ahmad, Jahanara; Sarwar, Sarwat Sarah – Journal on Education in Emergencies, 2021
In August 2017, almost a million Rohingya people fled to Bangladesh to escape violence and persecution in Myanmar; 55 percent of them were children. BRAC, one of the largest nongovernmental organizations in the world, operates an initiative called the Humanitarian Play Lab model for children ages 0-6 in the Rohingya refugee camps in Bangladesh.…
Descriptors: Foreign Countries, Refugees, Young Children, Play
Sengönül, Turhan – Pegem Journal of Education and Instruction, 2021
The present literature review examines the adverse role of poverty in children's cognitive development and school performance. Surveys selected in the present study include those related to the family stress model and family investment theory conducted on preschool, primary, secondary and high school students and their parents. This literature…
Descriptors: Poverty, Socialization, Cognitive Development, Academic Achievement
Doove, B. M.; Schiffelers, B. A. A. H.; Lukkien, C.; van Os, J.; Feron, F. J. M.; Drukker, M. – Child Care in Practice, 2022
In this article, the association between parental and professional caregivers' perceptions of early life stress (ELS) and the level of preschool social participation was examined, as was the possible moderating effect of parental health. In a community-based study, both parents and professional caregivers of 346 children aged 3 years provided…
Descriptors: Preschool Education, Parent Attitudes, Caregiver Attitudes, Stress Variables
Harkness, Sara; Super, Charles M. – New Directions for Child and Adolescent Development, 2020
The seven papers in this issue address a variety of challenges that parents in several different cultural places encounter as they do their best to ensure their children's safe, happy, and successful development from infancy through middle childhood: infant sleep, developmental agendas, temperament, preschools, academic success, and learning to be…
Descriptors: Cross Cultural Studies, Barriers, Cultural Differences, Child Development
Sobel, Kiley; McClain, AnneMarie – Joan Ganz Cooney Center at Sesame Workshop, 2020
Libraries are learning hubs that connect families to free resources, activities, and services to cultivate children's learning about topics that excite them. Despite recent technological developments which have revolutionized how we read and access information, libraries continue to evolve in order to serve their communities, especially families…
Descriptors: Library Role, Library Personnel, Parent Attitudes, Teacher Attitudes
Tebet, Gabriela G. De C.; Santos, Natália; Costa, Julia; Santos, Bruna Lima; Pontes, Loani Cristina Buzo; Oliveira, Sabrina; D'Andrea, Maria – Early Years: An International Journal of Research and Development, 2020
This article aims to discuss the quality of early childhood education and care in Brazil and the process of infants' and toddlers' "Inserimento" to daycare. The theoretical framework of our arguments is based on the notion of quality of child education as a negotiated concept, and by the Italian concept of "Inserimento." The…
Descriptors: Child Care, Preschool Education, Foreign Countries, Infants
Lundqvist, Johanna; Westling Allodi, Mara; Siljehag, Eva – Scandinavian Journal of Educational Research, 2019
Understanding how children experience life in educational settings should be an imperative for educational practitioners, evaluators, and researchers. Listening to children's points of views would facilitate the development of educational settings that meet the needs of children and contribute to their wellbeing and development so that their…
Descriptors: Childhood Needs, Childrens Attitudes, Young Children, Value Judgment
Blackburn, Carolyn; Harvey, Merryl – Early Child Development and Care, 2020
The number of preterm births is increasing globally and in England, yet professional knowledge about the short- and long-term developmental consequences and the psycho-social effect on parents is limited amongst the early years workforce. Using a social-ecological systems theory approach, this paper reports on a mixed-methods study that aimed to…
Descriptors: Foreign Countries, Premature Infants, Young Children, Child Care
Gilpin, Ansley; Mennen, Ferol; Pakulak, Eric; Sommer, Teresa Eckrich; Dwyer, Kathleen M.; Cannon, Erin; Bell, Theodore; Boxmeyer, Caroline; Chase-Lansdale, P. Lindsay; Chor, Elise; DeCaro, Jason; Dela Cruz, Kenn Lacsamana; Giuliano, Ryan; Gomsrud, Melissa; Karns, Christina; Klein, Scott; Lochman, John; Longoria, Zayra; Molina, Abigail Palmer; Monro, William; Neville, Helen; O'Neil, Lauren; Reynolds, Mary Margaret; Sabol, Terri J.; Sclafani, Marisa; Tighe, Lauren A. – Administration for Children & Families, 2020
This brief introduces four research projects testing promising interventions funded under the Head Start University Partnerships (HSUP): Dual-Generation Approaches1 grant program. Two-generation approaches are typically designed to address problems associated with poverty by combining child-focused services with adult-focused services. Head Start…
Descriptors: Disadvantaged Youth, Preschool Education, Early Intervention, Childhood Needs
Leung, Cynthia; Tsang, Sandra; Leung, Iona – Research on Social Work Practice, 2014
Objective: The present study was a pilot evaluation of the effectiveness of the Parent and Child Enhancement (PACE) program in enhancing child development for disadvantaged families with children aged 2 to 3. Method: Participants included 23 parent-child dyads who attended 2-hr sessions twice weekly for 20 weeks. Parents and children were assessed…
Descriptors: Foreign Countries, Pilot Projects, Early Intervention, Parent Education
