NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Showing all 12 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Girma Moti Geletu – Education 3-13, 2025
The study examined conceptualisation and implementation of play-based curriculum and pedagogy in early childhood education in preschools in Oromia Regional State. The study employed mixed research method with concurrent triangulation design. A researcher selected the samples of the study by using purposive, availability, stratified and simple…
Descriptors: Curriculum Development, Curriculum Implementation, Play, Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Valeria Aloizou; Stavey Linardatou; Michael Boloudakis; Symeon Retalis – British Journal of Educational Technology, 2025
Incorporating immersive technologies in education has become increasingly popular due to their ability to facilitate active learning and engage students in the acquisition of concepts and skills. One form of immersive technology includes educational games that incorporate movement interaction, allowing children to engage with in-game elements by…
Descriptors: Kindergarten, Core Curriculum, Classroom Environment, Movement Education
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Gauvreau, Ariane N.; Lohmann, Marla J.; Hovey, Katrina A. – Journal of Special Education Apprenticeship, 2019
In order to ensure high quality outcomes for all children in the early childhood classroom, teachers are expected to utilize both the Developmentally Appropriate Practices (DAP) provided by the National Association for the Education of Young Children (NAEYC, 2009), as well as the Division of Early Childhood (DEC) Recommended Practices (DEC, 2014).…
Descriptors: Access to Education, Developmentally Appropriate Practices, Protocol Analysis, Video Technology
Peer reviewed Peer reviewed
Direct linkDirect link
Hannula-Sormunen, Minna; Nanu, Cristina; Luomaniemi, Katri; Heinonen, Milja; Sorariutta, Anne; Södervik, Ilona; Mattinen, Aino – Mathematical Thinking and Learning: An International Journal, 2020
In this study we investigated the effects of two naturalistic 2- to 4-year-old children's intervention programs aimed at promoting children's Spontaneous Focusing On Numerosity (SFON) and early numerical skills. The study consisted of a quasi-experimental, pretest-posttest design with a delayed posttest and an active control group participating in…
Descriptors: Preschool Children, Intervention, Numeracy, Child Care
Peer reviewed Peer reviewed
Direct linkDirect link
Walter, Melissa Clucas; Lippard, Christine N. – Early Childhood Education Journal, 2017
We examined changes in teachers' beliefs regarding developmentally appropriate practice (DAP) in 2000, 2003, 2006, and 2009 using data from the Head Start Family and Child Experience Survey. In addition, we examined how teacher education, credentials, and professional experience relate to beliefs about DAP and explored how these relationships…
Descriptors: Preschool Teachers, Beliefs, Teacher Characteristics, Time Factors (Learning)
Peer reviewed Peer reviewed
Direct linkDirect link
Alford, Beverly L.; Rollins, Kayla B.; Padrón, Yolanda N.; Waxman, Hersh C. – Early Childhood Education Journal, 2016
Researchers observed pre-kindergarten through second-grade public school classrooms, specifically noting child-centered and teacher-directed pedagogical approaches, by simultaneously examining: (a) student behavior and activities, (b) teacher instructional orientation and rationale, and (c) overall classroom environment. Dissimilar to previous…
Descriptors: Public Schools, Observation, Kindergarten, Preschool Education
Mercado-Garcia, Diana; Manship, Karen; Quick, Heather E.; Holod, Aleksandra – American Institutes for Research, 2014
In 2010, Governor Arnold Schwarzenegger signed the Kindergarten Readiness Act into law. The law changed the kindergarten entry cutoff so that children must turn five by September 1 to enter kindergarten. The law also established a new grade level--Transitional Kindergarten (TK)--which is the first year of a two-year kindergarten experience for…
Descriptors: Kindergarten, School Entrance Age, School Readiness, Transitional Programs
Peer reviewed Peer reviewed
Direct linkDirect link
Oun, Tiia; Ugaste, Aino; Tuul, Maire; Niglas, Katrin – European Early Childhood Education Research Journal, 2010
The aim of this study was to examine how teachers in the Step by Step and traditional kindergartens assess their child-centred activities. 308 teachers participated in the study and a questionnaire was used. The results of the study showed that teachers in the Step by Step programme used a child-centred approach more in their work than teachers in…
Descriptors: Kindergarten, Teaching Methods, Student Centered Curriculum, Preschool Evaluation
Peer reviewed Peer reviewed
Direct linkDirect link
DeVault, Laurie – Young Children, 2003
DeVault shares strategies, enlivened with examples and anecdotes, for dealing with pressures for academic kindergarten. For example, teachers can embrace the positive elements in new methodologies; document children's meaningful activities and progress using photographs, videos, and slide shows to share with parents and administrators; share…
Descriptors: Developmentally Appropriate Practices, Kindergarten, Preschool Teachers, Teacher Expectations of Students
Peer reviewed Peer reviewed
Neelly, Linda P. – Young Children, 2002
Suggests developmentally appropriate ways early childhood teachers can help young children express, interpret, and understand their experiences through song. Discusses the importance of singing for gaining music and literacy skills and encouraging self-expression and creativity. Includes tips related to posture, breathing, vocal exploration, vocal…
Descriptors: Class Activities, Developmentally Appropriate Practices, Early Childhood Education, Educational Practices
Eslinger, Leslie Silk – 2002
Recognizing the long-lasting impact of young childrens learning through themes as well as the amount of teacher time spent in preparing for this type of teaching, this kit is designed to help teachers avoid the shortcomings of theme-based teaching, while capitalizing on the benefits of this approach. The book is presented in two sections. The…
Descriptors: Child Care, Child Caregivers, Developmentally Appropriate Practices, Early Childhood Education
Mangione, Peter L. – 1992
A developmentally appropriate early child classroom is described as one offering children organized activity choices, opportunities to explore content areas, and a time structure encouraging learning from one another and from adults in one-to-one and small group contexts. In addition, teachers would employ assessment practices related directly to…
Descriptors: Change Agents, Classroom Environment, Course Evaluation, Curriculum Development