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Palla, Linda; Vallberg Roth, Ann-Christine – International Journal of Early Years Education, 2022
The aim of this research is to highlight didactical voices on inclusive ideals and special educational tools noted in the written reflections of 178 preschool teachers in 10 Swedish municipalities. The research questions are as follows: How do preschool teachers signify inclusive ideals in written reflections of teaching in language and…
Descriptors: Foreign Countries, Preschool Teachers, Inclusion, Reflection
Yazici, Dila Nur; Yüksel, Nilüfer – International Journal of Psychology and Educational Studies, 2022
The COVID-19 pandemic, which continues to be effective today, disrupted our daily lives in many areas and caused some changes. Along with the pandemic process, social life, daily activities and working life, as well as education and training life, were also affected and many countries have switched from face to face education to distance…
Descriptors: COVID-19, Pandemics, Reflection, Early Childhood Education
lim, Cynthia – Journal of Early Childhood Teacher Education, 2019
The way educarers conceptualize their role in the education and care of infants can influence their pedagogical practices and interactions with infants in their care. The Early Years Development Framework was developed to provide key principles, practices, and learning outcomes to guide educarers working with children under 3 in Singapore. It…
Descriptors: Foreign Countries, Teacher Role, Infants, Preschool Teachers
Quinones, Gloria; Ridgway, Avis; Li, Liang – Journal of Early Childhood Research, 2019
This article examines how an educator develops a drama pedagogy through the course of her dramatic interactions with three toddlers. A cultural-historical approach was used to explore the concepts of dramatic interactions and dimensions of drama pedagogy. Visual research methodology involved video observations and a reflective interview with the…
Descriptors: Drama, Teaching Methods, Toddlers, Video Technology
Jessie Marie Cline – ProQuest LLC, 2020
The problem addressed is that inclusive classrooms lack consistent, collaborative learning opportunities for students with an identified learning disability (LD). A qualitative narrative inquiry was completed to collect teachers' stories and experiences. This study was framed by Vygotsky's social development theory, Bandura's theory of…
Descriptors: Cooperative Learning, Students with Disabilities, Child Development, Sociocultural Patterns