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J. J. Mitchell Vaterlaus; Nicole C. Wanago; Jillian D. Martin – Family Science Review, 2022
Using a Scholarship of Teaching and Learning (SoTL) approach, the current study evaluated use of the Adolescent Media Project (AMP) as a pedagogical approach within an undergraduate adolescent development course. The AMP divided students into smaller groups (n = 8) in relation to an adolescent themed TV show. Students viewed the first season (or…
Descriptors: Television, Clubs, Teaching Methods, Child Development
Elena Yudina – American Journal of Play, 2023
The author contends that, although most early childhood educators agree about the value of play for child development, preschools and kindergartens often do not reflect this belief, and she discusses this anomaly in the adult notion of play and how it manifests in classroom practices. She argues that it produces schoolroom practices in which…
Descriptors: Play, Preschool Children, Cognitive Style, Teaching Methods
Victoria Minson; Joce Nuttall – Contemporary Issues in Early Childhood, 2024
Early childhood assessment in Australia is guided by Australia's Early Years Learning Framework and a 'storied' approach. This article argues that Australia's policy and practice discourses of assessment in early childhood education lack clarity. The article situates early childhood assessment practice within Australia's curriculum, policy and…
Descriptors: Foreign Countries, Early Childhood Education, Evaluation Methods, Educational Policy
Robin Barfield – International Journal of Christianity & Education, 2024
There is a longstanding discussion in child theology around the role of cognition for faith formation. This article explores research in the area of disability theology in order to examine potential benefits for Christian ministry to the child. It suggests three areas which may be profitable: the importance of increasing information to accompany…
Descriptors: Schemata (Cognition), Christianity, Religious Factors, Child Development
Frierson, Patrick R. – Journal of Philosophy of Education, 2021
After showing discipline's centrality in Kant's pedagogy, I briefly highlight Montessori's alternative and then turn to three fundamental differences between Kant and Montessori that partly explain their divergent accounts. My goal is not to assess whether Kant or Montessori gets the role of discipline 'right', but to highlight broader stakes of…
Descriptors: Educational Philosophy, Teaching Methods, Montessori Method, Personal Autonomy
Yuejiu Wang; Liang Li; Marilyn Fleer; Yuwen Ma – Early Years: An International Journal of Research and Development, 2024
Although Chinese early childhood education policies have high expectations for kindergarten teachers' play pedagogy, teaching and play are still discussed as a bifurcation in Chinese kindergartens' daily practice. To support Chinese kindergarten teachers' development of play pedagogy, this study conducted an educational experiment (EE) framed by…
Descriptors: Foreign Countries, Preschool Teachers, Kindergarten, Faculty Development
Allen, Abigail A. – Journal of Special Education Technology, 2023
Content acquisition podcasts (CAPs) are a popular tool in special educator preparation but little is known about their application to communication disorders. This quasi-experimental study investigated the effectiveness of two instructional methods: lecture plus video and a content acquisition podcast (CAP). Participants were undergraduates in…
Descriptors: Preservice Teachers, Undergraduate Students, Early Childhood Education, Special Education
Danniels, Erica; Pyle, Angela – Early Childhood Education Journal, 2023
Policies related to the inclusion of children with disabilities in mainstream classrooms have led to questions regarding how teachers can help cultivate inclusive learning communities where all children are supported and valued. In play-based kindergarten programs, teachers are tasked with ensuring goals for children's learning and development are…
Descriptors: Inclusion, Play, Teaching Methods, Preschool Teachers
David Kennedy – SUNY Press, 2024
"Childhood, Philosophy, and Dialogical Education" explores the history and prospects of democratic, dialogical education, and its promise as an engine of social and cultural evolution, especially in the context of the cultural and social site dedicated to the adult-child encounter: the school. Drawing on three historical narratives--of…
Descriptors: Educational Philosophy, Dialogs (Language), Teacher Student Relationship, Educational History
Kelsey Anne Carlton – Childhood Education, 2025
This article describes a teacher in Vietnam being trained in and using process-oriented child monitoring (POM) in their classroom. POM is a child observation approach that can be used to determine students' levels of wellbeing and involvement in the classroom, which helps a teacher understand if deep-level learning is taking place. POM is an easy,…
Descriptors: Foreign Countries, Teacher Education, Faculty Development, Preschool Teachers
Kristy Timmons; Emma Bozek; Elizabeth Sharp – International Journal of Early Years Education, 2024
Based on emerging literature on the important role of self-regulation in supporting learning, policy makers have made efforts to include self-regulation skills in practice and policy documents worldwide. Despite these efforts, there is limited understanding of what self-regulation is and how best to support these skills in the day-to-day life of…
Descriptors: Early Childhood Education, Child Development, Self Control, Metacognition
Christiaan van Olst, Peter – International Journal of Christianity & Education, 2023
Cultural change and global pluralism are causing an increasing plea for Christian-holistic education. However, this term lacks clear definition based on a proper description of the cultural background that provoked it. A secular definition of holistic education is taken from a worldwide movement for Whole Child Development and compared with the…
Descriptors: Christianity, Religious Education, Teaching Methods, Religious Factors
Phillips, Bernadette – Journal of Montessori Research, 2022
The Neurosequential Model in Education (NME) is described as a developmentally sensitive and biologically respectful approach to development and learning. This paper postulates that the NME shares many commonalities with the Montessori Method in that it, too, is developmentally sensitive and adheres to biologically respectful concepts. This paper…
Descriptors: Models, Montessori Method, Child Development, Developmental Stages
David J. Purpura; Connor D. O'Rear; Alexa Ellis; Jessica A. R. Logan; Lauren Westerberg; Patrick Ehrman; Yemimah A. King; Mackenna Vander Tuin; Inga Nordgren; Kirsten Anderson; Jimena Cosso; Erica Zippert; Amy R. Napoli; Caroline Byrd Hornburg; Sara A. Schmitt; Jennifer Dobbs-Oates – Journal of Educational Psychology, 2024
Children's early understanding of mathematics provides a foundation for later success in school. Identifying ways to enhance mathematical instruction is crucial to understanding the ideal ways to promote academic success. Previous work has identified mathematical language (i.e., the words and concepts related to early mathematical development such…
Descriptors: Picture Books, Numeracy, Teaching Methods, Mathematical Concepts
Jon Anders Graesli; Gudbrand Lien – European Early Childhood Education Research Journal, 2024
This study contributes to our understanding of children's development of map-reading skills through a systematic 'step-by-step approach'. Utilising an ecological research design, we investigated how children perceive and utilise maps in a large-scale outdoor environment. A total of 156 children, aged 5-11 (both boys and girls), participated in the…
Descriptors: Teaching Methods, Child Development, Map Skills, Elementary School Students