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Gerde, Hope K.; Apol, Laura; Skibbe, Lori E.; Bucyanna, Carol M. – Early Child Development and Care, 2020
Overcoming challenges to quality early education in developing nations, TEACH Rwanda, one high-performing education system, offers a model of childhood learning through sensitive teacher dispositions, child-centred play, and culturally relevant materials. This manuscript provides a unique window into the practices of a quality early childhood…
Descriptors: Educational Quality, Early Childhood Education, Developing Nations, Play
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Lightfoot, Elizabeth; Lee, Hee Yun – International Education Journal: Comparative Perspectives, 2015
Graduate and professional schools are increasingly using short-term international study abroad courses as one way for internationalizing their curriculum. While international service learning can be a means for improving students' engagement in international learning experiences and providing a structure for learning, it is difficult to design…
Descriptors: Service Learning, Graduate Students, Professional Education, Program Length
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Meyer, Lois M. – Global Education Review, 2017
In 2011, Indigenous Initial Education teachers in Oaxaca, Mexico, for the first time participated in an alternative teacher professional development effort (called a "diplomado") to initiate community appropriate bilingual programs for pregnant mothers and infants under 3 years old. Collaborating with parents and village authorities, the…
Descriptors: Educational Change, Socialization, Photography, American Indians
Miller, Sarah; Maguire, Lisa K.; Macdonald, Geraldine – Campbell Collaboration, 2011
The purpose of this research is to determine the effects of home-based programmes aimed specifically at improving developmental outcomes for preschool children from socially disadvantaged families. The authors searched the following databases between 7 October and 12 October 2010: Cochrane Central Register of Controlled Trials (CENTRAL) (2010,…
Descriptors: Disadvantaged, Child Development, Intervention, Preschool Children
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Leung, Wai Man – Childhood Education, 2003
Describes the enthusiastic support of parents and early childhood educators for including computer activities in programs for young children in Hong Kong. Describes the current status of computer environments in Hong Kong kindergartens, noting the lack of curriculum guidelines for integrating computers into classrooms, the lack of resources to…
Descriptors: Computer Uses in Education, Developmentally Appropriate Practices, Educational Technology, Foreign Countries
Ball, Christopher – 1994
This British report demonstrates the importance of early learning as a preparation for effective education to promote social welfare and social order, and to develop a world-class workforce. It shows how countries benefit from providing good preschool education for children. Chapter 1 summarizes the case for the systematic public provision of high…
Descriptors: Change Strategies, Developmentally Appropriate Practices, Educational Benefits, Educational Change
Cullen, Joy – 1995
"Te Whaariki," the "draft guidelines for developmentally appropriate practice in [New Zealand] early childhood services," constitutes a set of principles which can guide practice, rather than a structure for curriculum planning. The guidelines have the potential to provide a theoretical rationale for the application of the…
Descriptors: Curriculum Development, Day Care, Developmental Continuity, Developmentally Appropriate Practices
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Wien, Carol Anne – Canadian Children, 2003
Describes an activity in the "Scuola Neruda" in Reggio Emilia, Italy in which 5-year-olds create a school play area for 4-year-olds that will remain as a contribution of their class, focusing on how this gift is a gesture of reciprocity, and therefore truly creative. Recounts a child's selection of a location for her sculpture to…
Descriptors: Adult Child Relationship, Developmentally Appropriate Practices, Emotional Experience, Foreign Countries
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Glover, Mary Kenner – Childhood Education, 1990
Presents an account of the project approach used by American first graders to study Japan. (BB)
Descriptors: Cross Cultural Studies, Cultural Differences, Developmentally Appropriate Practices, Elementary School Students
New, Rebecca S. – 1993
An internationally acclaimed program that challenges American notions of appropriate early education is the municipal early childhood program in Reggio Emilia, Italy. The town's liberal financial support of child care and citizen membership in school committees indicate strong community support. Parents are involved in school policy discussions,…
Descriptors: Class Activities, Community Support, Developmentally Appropriate Practices, Educational Environment
Kruse, Darryn – 1996
Education in South Africa has mirrored the inequality and socio-political upheaval that has marked that country's history since the official establishment of apartheid in 1948. This paper provides a brief summary of some of the main issues impacting education in South Africa, a description of Fish Hoek Middle School just south of Capetown, an…
Descriptors: Apartheid, Curriculum Design, Curriculum Development, Developmentally Appropriate Practices
Wunschel, Gerda – 2003
This working paper describes the development of a child care center in Berlin, Germany, focusing on how the program's pedagogical principles support children's learning, how respect for diversity is integrated in everyday practice, and how program quality and accessibility are defined within a multicultural context. Chapter 1 describes the…
Descriptors: Child Care, Child Care Centers, Classroom Design, Classroom Environment
Jaruszewicz, Candace – 1994
This paper examines the preschool programs of the Reggio Emilia region of Northern Italy, describing the role of Loris Malaguzzi in the founding of the municipal preschools in the region after the Second World War and discussing the theoretical and philosophical basis of the child-centered, developmentally appropriate, art-centered Reggio Emilia…
Descriptors: Art Activities, Comparative Analysis, Developmentally Appropriate Practices, Early Childhood Education