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Teachers' Implicit Theories on Child Participation in Preschool
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Turnšek, Nada – Athens Journal of Education, 2016
With the new paradigm of the sociology of childhood the traditional notion of childhood as a developmental phenomenon has been replaced by the recognition of childhood as an integral part of society and culture rather than simply an antecedent, and by the need for children to be regarded as significant contributors to our society and culture. The…
Descriptors: Teacher Attitudes, Preschool Education, Preschool Teachers, Preschool Children
Early Childhood Essentials: A Framework for Aligning Child Skills and Educator Competencies
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Meloy, Beth; Schachner, Abby – Learning Policy Institute, 2019
The purpose of the Early Childhood Essentials Framework is to synthesize and communicate the essential skills and competencies children should be acquiring before they enter kindergarten and the related skills and competencies early childhood educators must cultivate in order to provide high-quality early learning experiences that will set all…
Descriptors: Early Childhood Education, Skill Development, Preschool Education, School Readiness
Leading Pre-K-3 Learning Communities: Competencies for Effective Principal Practice. A Guide to Support the Essential Role of Principals in Creating Quality Learning Systems
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National Association of Elementary School Principals (NAESP), 2014
As the federal role expands to support increased state investments in school-based prekindergarten programs, National Association of Elementary School Principals (NAESP) has released an updated, principal competency guide: "Leading Pre-K-3 Learning Communities: Competencies for Effective Principal Practice." Developed by a panel of…
Descriptors: Academic Standards, Preschool Education, Primary Education, Early Childhood Education
Leading Pre-K-3 Learning Communities: Competencies for Effective Principal Practice. A Guide to Support the Essential Role of Principals in Creating Quality Learning Systems. Executive Summary
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National Association of Elementary School Principals (NAESP), 2014
Leading Pre-K-3 Learning Communities embraces a vibrant vision that imagines a quality early childhood education for each and every child that is filled with play, creativity, early literacy and numeracy, music and art, physical activity and time to nurture, support and enhance each child's social and emotional growth. This approach is critical to…
Descriptors: Academic Standards, Preschool Education, Primary Education, Early Childhood Education
Is the Foundation Stage the Beginning of Early Years Education?
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Abbott, Lesley; Langston, Ann – Education 3-13, 2004
The publication and subsequent distribution and dissemination of "Birth to Three Matters, A Framework to Support Children in their Earliest Years" (DfES, 2002) marks a significant breakthrough in government recognition of the importance of the years from birth to three in shaping children's later learning. However, the Curriculum…
Descriptors: Educational Policy, Developmentally Appropriate Practices, Educational Philosophy, Early Experience
Competent Children at 5: Families and Early Education.
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Wylie, Cathy; And Others – 1996
The longitudinal "Competent Children" project is intended to discover what impact children's family resources and early childhood education experiences have on the development of children's cognitive, social, communicative, and problem-solving competencies. This report details findings of the first stage of the project. The report…
Descriptors: Academic Achievement, Childhood Needs, Competence, Developmentally Appropriate Practices