Downloads & Free Reading Options - Results

xiv, 291 p. 21 cm

Includes bibliographical references

Includes bibliographical references

There are more than 60,000 kids under the age of six in Pierce County and an alarming number of these children are unprepared for school and learning.

In an attempt to better serve the diverse educational needs of both traditional and non-traditional college students, a self-directed learning process plan was implemented in two community college early childhood education classes. The process began with an informal introductory meeting between instructor and students, followed by individual student interviews conducted by the instructor during the following week. Additionally, students completed a questionnaire indicating their educational needs. Next, students established their educational objectives for the class, and each student designed a learning contract which was to serve as a guide for the semester. Once the contract was reviewed and approved by the instructor, students presented their contracts to the class. Both the instructor and the students completed weekly log entries which verified the design, implementation, and assessment steps of the self-directed learning process. Outcomes included the following: (1) of the 31 students who enrolled, 30 completed their contracts; (2) only 2 of the 31 students stated a preference for traditional learning modes while the self-directed process was preferred by 29; (3) all students reported that the process was useful in meeting their educational needs; and (4) 27 of the 31 students reported that the instructor served effectively as a facilitator. Appendixes contain course syllabi, questionnaires, interview questions, weekly log forms, and model learning contracts for the two courses. (MAB)

This resource guide for the early childhood professional contains creative art activities, active learning experiences, interactive bulletin boards, teacher-made materials, simple cooking projects, inviting fingerplays, songs, and music. The activities are planned to stimulate children's curiosity and senses. Through experiencing these activities, children can develop an understanding of: why people need food; the different kinds of food and where they come from; and the different kinds of families and the activities they share. Following an introduction, the activities of the guide are arranged in the following 13 sections: (1) art activities (includes recipes for play dough and clay); (2) books (list of books relating to topics in package--author, title, ISBN number, publisher/date, and recommended age level); (3) bulletin boards; (4) chants, songs, and games; (5) cooking activities; (6) drama and movement activities; (7) dramatic play; (8) field trips/resource people; (9) finger plays; (10) math activities; (11) science activities; (12) sensory activities; and (13) teacher-made materials. (TJQ)

A study describes literacy development in 5 urban preschools. Classroom observations, transcripts of classroom interactions and participant interviews, and curricula materials and related documents constitute data sources for the evidentiary base. Naturalistic inquiry and case study contrasts indicated patterns of variation in the resources available to the children from low-income families who attended private-not-for-profit preschools with religious or institutional affiliations and those who attended publicly funded preschools. In publicly funded preschools children had less access to print knowledge and to culturally relevant literature. Many poor children are socialized to practice a different literacy, one that offers limited experiences with books and is less connected to personal and community identity. Findings challenge assumptions underpinning publicly funded early childhood programs, namely that such programs provide a more equitable foundation for literacy and schooling for children of low-income families. (Contains 26 references, 7 notes, 4 figures of data, and 44 children's book references.) (RS)

In China the English medium schools are now mushrooming and many parents send their children at very early age. These schools enroll children of pre-school to school age to learn through English as foreign language regardless of their proficiency in the first language. Therefore the study aims at examining the learning English language as a foreign language in English medium schools (EMS) in China. Specifically the study intended: to identify reasons for parents sending their children in English medium school at early age; and to identify challenges facing parents sending their children to English medium schools. The study used qualitative approach. Random and purposeful sampling were used in getting sample for the study, the sampled size was 4 parents. The parents/guardians were interviewed in data collection. Results showed that majority of the parents sent their children to English Medium schools (EMS) for future mobility of their children in education sector which leads to economic sector, Happiness and better child care. On other hand of lack teacher competence in English language being a major challenge followed by the afraid of the children to foreign teachers, lack of conducive environment for English language practice time and cost. The government should give more consideration on training Chinese early childhood English teachers for their English medium schools.

Provided is a statement on Alberta, Canada's policy on educational program continuity for early childhood services and elementary grades through grade six. Specifically, discussion focuses on the definition of educational program continuity, background to the policy initiative, rationale for the policy, principles of child development comprehensive program specifications and dimensions, responsibilities for educational program decisions, strategies for instruction and evaluation, administration of program continuity, and a 5-year plan of action. In conclusion, answers are provided for questions commonly asked about the policy on continuity. Written and organizational resouces to consult for futher information are listed. (RH)

The Children's Learning Center in Providence, Rhode Island, is a prototypical teaching/learning environment for preschool children aged 3-5. The center represents the first prototypical application of the Multi-Activity Zones for Education (MAZE) system. This study attempts to demonstrate and test the physical and operational performances of the MAZE system and explore its educational implications. The responsiveness of the MAZE system to these concepts has been achieved by redefining the nature of two elements that make up an environment--space and hardware. A nonprogramed, multifunctional informal space and a set of mobile, activity modules that function as environmental control elements, i.e., containers for a wide range of teaching/learning media and stimuli for tactile interactions, have replaced traditional, monofunctional space and equipment. These modules operate in spatial zones and can continuously generate and transform a wide range and scale of activities. Since these modules can be manipulated by all of the teaching/learning participants, the system responds to individual as well as to group behavioral and educational needs. To secure an evaluation of the multifunctionality of MAZE, the modules were physically manipulated over a 10-week period, providing continual changes in the learning environment. Each modification of a module and/or activity zone was preceded by observations that recorded the effects of physical change on learning, child-child and teacher-child interaction. (Photographs may reproduce poorly.) (Author/MLF)

The booklet describes the Micro-Social Preschool Learning System for children from poor migrant families in Vineland, New Jersey. Of the population of 50,000, approximately 20% is Puerto Rican, 10% Appalachian white, and 7% black. Language objectives of the program are to develop the ability to speak and understand 2,000 basic words in English (the speech pool required for effective performance in first grade) and to develop in children the ability to read at least 300 of the words spoken and understood. The behavioral objectives for social skill development are for the children to acquire (1) skills in getting along with each other in performing learning tasks, with mutual goals and skills in interacting easily with adults, and (2) feelings of satisfaction in achieving goals and a willingness to maintain involvement in tasks until some goal has been reached. Based on pretests, the average IQ of children in the program is 71.5; therefore, an additional goal is to raise the IQ's of the children. (EJ)

The main focus of this study is the development of metacognitive monitoring in academic learning during primary school. More specifically, this study aims to examine the transition from domain-specific to domain-general metacognitive monitoring processes during primary school by studying metacognitive monitoring in multiple domains across different grades of primary school. Metacognition can be described as knowledge about your own knowledge (Flavell, 1979). An important element of metacognition is procedural metacognition, which allows individuals to notice their errors (metacognitive monitoring) and adapt their behaviour accordingly (metacognitive control). Metacognitive monitoring or, in other words, the subjective self-assessment of performance (Bellon et al., 2020), can be a critical factor in understanding self-regulated learning and cognitive development in general. In educational research, metacognitive monitoring has consistently been found to be an effective predictor of academic achievement in several domains, even after taking into account other strong predictors such as intellectual ability (e.g. Bellon et al., 2020; Ohtani & Hisasaka, 2018). Metacognitive monitoring has been studied across tasks in many domains, ranging from perceptual tasks (e.g., Baer, 2021) to spelling (e.g. Bellon et al., 2020). One question that has been frequently raised in recent years is whether metacognitive skills reflect a domain-general processes or if they reflect metacognitive processes specific to the domain that is studied. One way of answering this question is to test whether measures of metacognitive monitoring in different cognitive domains are positively correlated. If metacognitive monitoring is determined by domain-general mechanisms, then metacognitive monitoring should be related across distinct tasks (Baer, 2021). In adulthood, there is accumulating evidence that at metacognitive monitoring relies on some domain-general processes (e.g. Lehmann et al., 2022; Mazancieux et al., 2020; Meunnier-Duperray et al., 2025; Xie et al., 2024). In childhood, however, the evidence is mixed. One possible explanation for this disparity is that there is a shift from domain-specific to more domain-general metacognitive monitoring during primary school. The question remains, however, when exactly during primary school does metacognitive monitoring become more domain-general. The aim of this project is to answer this question by assessing metacognitive monitoring in multiple domains across different grades of primary school, more specifically in grade 2 (ages 7 to 8) and grade 4 (ages 9 to 10). Children’s metacognitive monitoring is measured in three different domains (arithmetic, spelling, and abstract reasoning), along with their general performance in those same three domains.

Learn more about Bright Beginnings Preschool in Pembroke Pines. For more information please call 754-323-4519.

To determine the effect of early political instruction, a series of basic political concepts were introduced to primary grade children. Using one class of second and one class of fourth graders as control groups and one class of second and another class of fourth graders as experimental groups, a unit of civic instruction was taught during the 2-week period before a national election. The experimental groups received formal instruction in political concepts over a 3-week period and engaged in concept-related role playing activities. All children were given structured interviews before and after the period of instruction; these results were coded. Pre- and post-tests were the Science Research Associates achievement and primary abilities tests. Interview results showed that all groups increased in the average level of political concept-attainment during the election period, but the experimental groups increased more rapidly even when initial levels of political concept attainment and general school achievement were held constant. It is suggested that the young child is capable of understanding more about the political realm than is generally assumed and that school political instruction could profitably begin earlier than it normally does. Appendixes describe concepts, interviews, and changes in political conceptualization. (Author/DR)

The big bang in human learning happens in childhood. The big bang has two components: (a) critical periods for learning certain material that are time sensitive, and (b) the social environment that provides "brain food" to build a brain. We'll describe the essential components that make early childhood learning a big bang that no child should miss and society can't ignore. Featuring Patricia K. Kuhl and Andrew N. Meltzoff

The purpose of this study was to evaluate the effectiveness of seven chemistry learning centers for use in an ongoing preschool education program. The seven centers piloted were: (1) Observing Color Changes; (2) Making Bubbles; (3) Using a Thermometer; (4) Balancing; (5) Classifying Colors; (6) Cooking; and (7) Sink or Float. All of the centers piloted were designed for use in a play-based early childhood program, since this was the approach already being used for other content areas in the test site. The goals of this play-based center approach for preschool chemistry were delineated and involved socioemotional, cognitive, and language goals of learning. The average time each student spent at each of the chemistry learning centers was determined from videotapes and was thought to be a measure of one of the socioemotional goals dealing with student curiosity. The class average ratings for the socioemotional goals of autonomy, persistence, cooperation, enthusiasm, and curiosity were determined from the ratings given to each individual student based on teacher notes and videotapes. Cognitive data for classifying, ordering/seriation, spatial relationships, and temporal relationships is also provided. In addition, centers were evaluated with respect to how they encouraged students to identify problems and come up with their own ideas. Language goals were evaluated in a 10-minute span with respect to average number of: questions asked by students; words spoken by students in direct response to the teacher; words spoken by students in response to other students; words of student initiated conversation with teacher; words of student initiated verbalization to other students; and total words per students. Also, total different words verbalized per student was averaged. It was found that all chemistry centers were successful and appropriate for the preschool child with regard to cognitive, socioemotional, and language goals. However, there were important differences between the centers with respect to how well each met delineated goals. Preschool students demonstrated various metacomponents of intelligence when non-verbal as well as verbal data were analyzed. Certain aspects of both Piagetian as well as Vygotsky's theories were supported in this study. The objectives, materials, and procedures for each activity are provided. (45 references) (KR)

Outdoor learning encompasses a wide range of educational activities, from local natural play areas to formal school curriculum classes. Despite growing evidence of its benefits, outdoor learning is still underutilized in Malaysia’s early childhood education system. Hence, this study aims to investigate pre-service teachers’ perceptions of the impact of outdoor learning on children’s well-being since future teachers’ perception is the most important indicator in predicting their intention to use it in the future. A quantitative approach was used, and the questionnaire was distributed to 63 pre-service teachers studying at Universiti Selangor, Malaysia. Based on the findings, the majority of respondents agree that outdoor learning benefits children’s well-being, especially their social and psychosocial well-being. Thus, this study provides insight into the significance of outdoor learning on children’s learning experiences and that it should be utilized more frequently in the classroom.

Outdoor learning encompasses a wide range of educational activities, from local natural play areas to formal school curriculum classes. Despite growing evidence of its benefits, outdoor learning is still underutilized in Malaysia’s early childhood education system. Hence, this study aims to investigate pre-service teachers’ perceptions of the impact of outdoor learning on children’s well-being since future teachers’ perception is the most important indicator in predicting their intention to use it in the future. A quantitative approach was used, and the questionnaire was distributed to 63 pre-service teachers studying at Universiti Selangor, Malaysia. Based on the findings, the majority of respondents agree that outdoor learning benefits children’s well-being, especially their social and psychosocial well-being. Thus, this study provides insight into the significance of outdoor learning on children’s learning experiences and that it should be utilized more frequently in the classroom.

Outdoor learning encompasses a wide range of educational activities, from local natural play areas to formal school curriculum classes. Despite growing evidence of its benefits, outdoor learning is still underutilized in Malaysia’s early childhood education system. Hence, this study aims to investigate pre-service teachers’ perceptions of the impact of outdoor learning on children’s well-being since future teachers’ perception is the most important indicator in predicting their intention to use it in the future. A quantitative approach was used, and the questionnaire was distributed to 63 pre-service teachers studying at Universiti Selangor, Malaysia. Based on the findings, the majority of respondents agree that outdoor learning benefits children’s well-being, especially their social and psychosocial well-being. Thus, this study provides insight into the significance of outdoor learning on children’s learning experiences and that it should be utilized more frequently in the classroom.

Children are in contact with digital technologies from a very young age and there are a large number of apps that target preschoolers as their intended audience. A lot of these apps are categorized in commercial app stores as “educational” and are chosen by parents with the belief and hope that their young children will learn from them (Meyer et al., 2021). However, studies examining the educational quality of preschoolers’ apps suggest that commercially available apps are not designed in keeping with what is known about how young children learn, and may not be suitable to achieve the advertised goals (Hirsh-Pasek et al., 2015; Callaghan and Reich, 2018; Kolak et al., 2021). At the same time, there is limited research assessing the quality of existing educational apps and empirically investigating how children learn in digital contexts. More research about how young children interact with digital input is necessary to better understand how the features of apps can support learning. Digital environments of apps are interactive. Thus, they can be set up in such a way as to support active learning, i.e., allow the child to shape its learning environment with regard to whom, what and when they want to learn. Furthermore, they can provide instant feedback to the learner. If apps are well designed, both of these characteristics are likely to be of considerable benefit to the young media user. The present experiment will investigate how young children learn in digital environments, when they can actively choose what and when they want to learn and when they receive feedback on their learning progress. We will examine whether preschoolers strategically select information to optimise their learning, i.e., by choosing to learn more about something they are not confident about and whether such sampling behaviour leads to improved learning. Furthermore, we enlist the second feature of digital interactive apps with regards to feedback during learning and ask whether the provision of feedback leads to improved learning, and how adults respond to feedback.

This is a registration of a scoping review of primary studies that tested the association between statistical learning skills and language proficiency in typically developing infants and children (0-12 years old).

Join us for a look at first day in-person learning at Arlington Park Early Childhood Center

Join us for a look at first day in-person learning at Arlington Park Early Childhood Center

Join us for a look at first day in-person learning at Arlington Park Early Childhood Center

Many people are unsure if their child has dyslexia or a learning difference. When a child is young these are often hidden disabilities that can go undetected until a child begins to struggle in school. The beginning of the school year marks a good time to develop a plan for learning more about your child's learning style and advocating for their education. Join Rona and guests as they discuss learning disabilities and dyslexia, and offer ideas so all children can receive the education they deserve.

The aim of the research was to examine the attitude of preschool teachers towards the implementation of project-based learning within the system of preschool education in the Republic of Serbia, with a special emphasis on the identification of its advantages and disadvantages. The research sample comprised 410 preschool teachers from 9 cities in Serbia. The findings showed that preschool teachers have a moderately positive attitude towards the benefits of the project-based learning for children and preschool teachers (M=4). The respondents also agree with all the statements from the questionnaire which relate to the difficulties in implementation of the project-based learning approach. A statistically significant difference among preschool teachers in relation to the academic level and length of work experience, occured only in case of one item, which is related to the lack of didactic materials (p=0,008; p=0.02).

The aim of the research was to examine the attitude of preschool teachers towards the implementation of project-based learning within the system of preschool education in the Republic of Serbia, with a special emphasis on the identification of its advantages and disadvantages. The research sample comprised 410 preschool teachers from 9 cities in Serbia. The findings showed that preschool teachers have a moderately positive attitude towards the benefits of the project-based learning for children and preschool teachers (M=4). The respondents also agree with all the statements from the questionnaire which relate to the difficulties in implementation of the project-based learning approach. A statistically significant difference among preschool teachers in relation to the academic level and length of work experience, occured only in case of one item, which is related to the lack of didactic materials (p=0,008; p=0.02).

The aim of the research was to examine the attitude of preschool teachers towards the implementation of project-based learning within the system of preschool education in the Republic of Serbia, with a special emphasis on the identification of its advantages and disadvantages. The research sample comprised 410 preschool teachers from 9 cities in Serbia. The findings showed that preschool teachers have a moderately positive attitude towards the benefits of the project-based learning for children and preschool teachers (M=4). The respondents also agree with all the statements from the questionnaire which relate to the difficulties in implementation of the project-based learning approach. A statistically significant difference among preschool teachers in relation to the academic level and length of work experience, occured only in case of one item, which is related to the lack of didactic materials (p=0,008; p=0.02).

The aim of the research was to examine the attitude of preschool teachers towards the implementation of project-based learning within the system of preschool education in the Republic of Serbia, with a special emphasis on the identification of its advantages and disadvantages. The research sample comprised 410 preschool teachers from 9 cities in Serbia. The findings showed that preschool teachers have a moderately positive attitude towards the benefits of the project-based learning for children and preschool teachers (M=4). The respondents also agree with all the statements from the questionnaire which relate to the difficulties in implementation of the project-based learning approach. A statistically significant difference among preschool teachers in relation to the academic level and length of work experience, occured only in case of one item, which is related to the lack of didactic materials (p=0,008; p=0.02).

THIS PAPER ATTEMPTS TO REVIEW THE STATUS OF DRUGS IN THE AREA OF LEARNING DISABILITY. THE PEDIATRICIAN'S TRAINING MUST INCLUDE EXPOSURE TO PRACTICAL AND THEORETICAL PROBLEMS OF LEARNING. OF INTEREST TO THE PEDIATRICIAN IS THE USE OF DRUGS WHICH MODIFY LEARNING RESPONSES. THESE DRUGS ARE CLASSIFIED AS GENERAL STIMULANTS, SPECIFIC STIMULANTS, ANTIDEPRESSANTS, TRANQUILLIZERS, ANTICONVULSANTS, AND RNA STIMULANTS. CAFFEINE IS AN EXAMPLE OF A GENERAL STIMULANT. THE USE OF AMPHETAMINE, A SPECIFIC STIMULANT, IS ILLUSTRATED BY FOUR CASE HISTORIES. THE RESULTS OF THE ADMINISTRATION OF METHLYPHENIDATE, PHENMETRAZINE, RESERPINE, AND DIPHENYLHYDANTOIN ARE REPORTED. IN EACH OF THE BROAD CATEGORIES, THE MEDICATION IS DESIGNED TO CORRECT AN ABERRANT PATTERN OF THE CENTRAL NERVOUS SYSTEM. REFERENCES ARE INCLUDED. THIS PAPER WAS PRESENTED AT THE ASSOCIATION FOR CHILDREN WITH LEARNING DISABILITIES CONFERENCE (BOSTON, FEBRUARY 1968). (BK)

2 31 38 41 43

This study aimed to provide multimedia-based busy book learning resources to enhance the language and cognitive abilities of young children attending Bengkulu City's Lembayung Indah Kindergarten. Both books and multimedia-based busy books are the end products of this research project. Potential and problems, data collection, initial product design, expert validation, design revision, small group trials, product revision I, large group trials, product revision II, and final product are the ten steps that make up this research, which is development research (Research & Development) using the Borg and Gall model. 36 youngsters made up the sample used in this study, which was selected at random. Children's abilities tests, open interviews, and observation were the methods used to get the data. T tests, percentages, and scores were employed in this study's data analysis. Based on the study's findings, the creation of multimedia-based busy book materials was deemed both practical and successful in enhancing the language and cognitive abilities of young children in group B of Lembayung Indah Kindergarten in Bengkulu City. 

Learn more about the East Campus Preschool in Pembroke Pines. For enrollment information: East Campus Village Preschool 6700 SW 13 St. Pembroke Pines, FL 33023 Amanda Menezes, Site Supervisor Ph: 954-986-5041

As California invests in early learning and care, the state is also moving forward with a long-overdue plan to build a statewide longitudinal data system (SLDS) -- known as the Cradle-to-Career (C2C) Data System -- which will eventually connect data over time and across sectors like education, health, human services, and the workforce. This is a significant milestone that will allow California to identify inequities and roadblocks to success while also recognizing where things are going well, especially for children of color, those living in poverty, children with disabilities, and dual-language learners. However, California's early learning and care system has shortcomings in the way data is collected, managed, and used which present challenges in accessing and integrating data from the "Cradle" side of the C2C Data System. In this policy brief, we provide an overview of the current early learning and care data landscape in California, three key shortcomings, and recommendations for a coordinated, cross-agency effort to design a comprehensive Early Childhood Integrated Data System (ECIDS). A fully operational ECIDS will also provide the foundation necessary for stronger "Cradle" data that is an essential component of a robust C2C Data System.

This annotated bibliography lists print and non-print resources suitable for use by Alberta (Canada) teachers or students of English as a Second Language (ESL) at all levels of language development from early childhood to grade 12. Also, a section on professional resources has been included. Resources are presented in these categories: elementary education; secondary education; general references; multicultural resources; professional resources; and other resource sources. Each entry cites title, author/producer, publisher/distributor, publication date, International Standard Book Number, format, level/grade, component(s) available, and a summary. Appended materials include lists of the regional offices of Alberta Education, regional resource centers, urban media centers, Alberta Teachers Association specialist councils, and publishers/distributors. (MSE)

Improved measurement of the active ingredients that promote children's gains in early childhood education programs is a topic of considerable interest to stakeholders. Accurate and reliable measurement of early childhood education experiences can aid policymakers, school administrators and educators in improving the quality of early education and help parents make choices among early learning options. The Early Learning Network (ELN), a team of researchers from six institutions located across the United States and funded by the U.S. Department of Education's Institute of Education Sciences, is making strides in contributing to this knowledge base. Jointly, ELN team members took a multifaceted approach to direct observations of classroom processes. This brief explores some lessons learned from one approach: Fine-grained, time-based measures that capture how young children spend their time in prekindergarten (pre-K) and kindergarten classrooms. These measures quantify how much time individual or groups of children spend on different instructional and non-instructional activities, the content of instruction (e.g., literacy, math), the instructional format (e.g., whole group, small group, centers, individual), and in some cases, the frequency with which children experience certain types of dialogues with others (e.g., open-ended questions, multiple-turn exchanges).

This paper describes the nature of stimulus and response generalization and identifies a number of tasks related to generalization that are commonly taught in early childhood programs. Substantial research has demonstrated that stimulus generalization does not occur automatically and it can often be achieved only as a result of special programing. It is imperative that early childhood educators actively employ specialized techniques to enhance generalization of learning and assess the functional application of skills in commonly occurring conditions in natural environments. Response generalization is of particular concern in early childhood education, as a number of readiness, preacademic, prerequisite, and generic skill training tasks are commonly included in early childhood curricula. In terms of readiness, these skills are beneficial only if they undergo response generalization, that is, if they change the form in which they are performed in academic tasks or other functional activities in the natural environment. If response generalization does not occur, children who are taught generic readiness responses will not benefit from instruction. Since specialized techniques for enhancing response generalization have not been reported in the literature, the most efficient course would be to teach functional tasks in the form in which they must be performed in the natural environment. (RH)

Poor quality early childhood education and care (ECEC) can be detrimental to the development of children as it could lead to poor social, emotional, educational, health, economic, and behavioural outcomes. The lack of consensus as to the strength of the relationship between teacher qualification and the quality of the early childhood learning environment has made it difficult for policymakers and educational practitioners alike to settle on strategies that would enhance the learning outcomes for children in their early stages of education. This Campbell systematic review examines the current empirical evidence on the correlation between teacher qualifications and the quality of the early childhood learning environments. The review summarises findings from 48 studies with 82 independent samples. Studies included children from pre-kindergarten and kindergarteners prior to elementary/primary school and centre-based providers. Included studies must have examined the relationship between teacher qualification and quality of the ECEC environment from 1980 to 2014, as well as permit the identification of the education program received by the lead teacher and provide a comparison between two or more groups of teachers with different educational qualifications. The studies had to have comparative designs and report either an overall quality scale or an environment rating scale. Overall, the results show that higher teacher qualifications are significantly correlated with higher quality early childhood education and care. The education level of the teachers or caregivers is positively correlated to overall ECEC qualities measured by the environment rating scale. There is also a positive correlation between teacher qualification and subscale ratings including program structure, language, and reasoning. The results are important for governments and stakeholders wanting to improve early childhood services to enhance children and family outcomes. Mandating qualified teachers, i.e. with tertiary education, may lead to significant improvement for both process and structural quality within centre-based and home-based ECEC settings. A coding sheet is appended.

A study examined six aspects of learning communities in early childhood settings in rural New South Wales (Australia). These aspects are reflection, individual development, diversity, conversation, caring, and shared responsibility. Surveys of 15 directors of early childhood programs indicated that the reflective component of the learning community had some merit for preschool, but staff should be encouraged to reflect methodically, collegially, and with purpose. The developmental aspect appeared to be highly dependent on in-house strategies or serendipitous learning in a process of teaching by doing rather than by justifying, explaining, or theorizing. Analysis of the diverse community component pointed to a need to spread some power and control and the associated responsibilities. The conversational aspect of the learning community appeared to be well-developed, though more effective listening may be needed to foster feelings of empowerment and ownership in others. It is the caring community with which early childhood educators most closely identify. The caring aspect comprises the universal attributes of the interdependence of members; giving and receiving, nurturing relationships; and a positive approach to working with young children and their families. The directors' comments were useful in explicating this phenomenon. Although teachers did recognize that boundaries of confidentiality and professional accountabilities prevented a total sharing of responsibility within their centers, they acknowledged the benefits of sharing the load both in terms of reduced stress for teachers and empowerment of other stakeholders. (TD)

This paper outlines a range of ways that technology education can be incorporated into existing curricula without compromising those programs, the technological skills and knowledge advocated in the 1994 technology statement of the Curriculum Corporation of Australia, or the children and teachers themselves. A case study of a year-two teacher is presented to illustrate creation of a developmentally appropriate environment to involve children in thinking about the processes entailed in technology education. The proposed methods emphasize the need for technology education to be implemented in real life and not in artificial situations wherein children are asked to construct something. A series of examples is offered on how to create real-life situations based on existing curriculum routines, the arrangement of the physical environment, and the children's questions. The paper suggests that although there may be other ways that technology can be introduced to very young children, technology education--with its emphasis on designing, making, and appraising materials, systems, and information--extends children's learning opportunities. This framework provides for children another way of thinking as they engage in manipulating systems, information, and materials. (AA)

This is the evaluation report of the third year of operation, 1970-71, of the Fort Worth Central Cities Project, which was initiated in 1968-69 to provide structural preschool experiences for two- to five-year-old children from an economically deprived area in the Fort Worth inner city. The Project was a joint effort of the Southwest Educational Development Laboratory and the Fort Worth Central Cities staff. Evaluation results indicate that the Project was successful in preparing economically disadvantaged children to enter first grade on an equal footing with their more advantaged agemates, and to experience success in their first experience with formal schooling. The report contains a description of the program and its objectives, the evaluation design, the comparison groups, the hypotheses to be tested, and the results of the evaluation (including an evaluation of special education and self-concept). There are numerous tables and figures throughout the report. (Authors/SB)

This is the evaluation report of the third year of operation, 1970-71, of the Fort Worth Central Cities Project, which was initiated in 1968-69 to provide structural preschool experiences for two- to five-year-old children from an economically deprived area in the Fort Worth inner city. The Project was a joint effort of the Southwest Educational Development Laboratory and the Fort Worth Central Cities staff. Evaluation results indicate that the Project was successful in preparing economically disadvantaged children to enter first grade on an equal footing with their more advantaged agemates, and to experience success in their first experience with formal schooling. The report contains a description of the program and its objectives, the evaluation design, the comparison groups, the hypotheses to be tested, and the results of the evaluation (including an evaluation of special education and self-concept). There are numerous tables and figures throughout the report. (Authors/SB)

Laura Lott, President and CEO of the American Alliance of Museums, introduces the Alliance's proposal to combine early childhood programming with museums in sustainable ways. Music: "Entrepreneurs" by Scott Holmes From the Free Music Archive CC BY NC

This was a meeting to celebrate Ground Breaking of the new Flance Early Childhood Learning Center in St. Louis, Missouri. Many dignitaries were present and spoke as well as the people that worked to make this much needed learning center become a reality. Education is important to the citizens in St. Louis. - - Like us on Facebook: https://www.facebook.com/STLTV Friend us on Facebook: https://www.facebook.com/STLTvChannel Follow us on Twitter: https://twitter.com/STLTVChannel Visit our website: http://stltv.net View our channel on digital cable channel 992, or On AT&T U-Verse on channel 99 Streaming on the net: http://stltv.net/live_vbrick.asx (requires Windows Media Player, or Flip4Mac plugin: http://www.telestream.net/flip4mac-wmv/overview.htm )

A survey of the evidence shows that some degrees of malnutrition is relatively widespread among poor children. However, the effects of inadequate nutrition on growth and mental development depend to a large extent on the severity, the timing (pre and postnatal), and the duration of the nutritional deprivation. The data are inadequate on the true prevalence of malnutrition among children in this country, but there is even less information about its onset or about its severity and quality. The absence of such knowledge reflects not the absence of the problem, but the lack of attention devoted to it. There is strong indication that nutritional factors at a number of different levels contribute significantly to depressed intellectual level and learning failure. Moreover, an adequate state of nutrition is necessary for good attention and for appropriate and sensitive responsiveness to the environment. Further, women who were malnourished as children are more likely to have disturbed pregnancies and children of low birth weight and increased risk of neurointegrative abnormality. It must be recognized, however, that improvement of nutrition alone cannot fully solve the problem of intellectual deficit and school failure. Rather, an overall effort to improve the condition of disadvantaged children is required. (Author/NH)

Based on the results of the conditions preregistered at https://osf.io/4ujwn and https://osf.io/jprg7, we added a fourth condition to our study to disentangle whether the observed effects (i.e., more accurate imitation when objects and actions were labeled, irrespective of the meaningfulness of the labels) were due to labeling the objects (e.g., "Löki/Tanu") or the actions (e.g., "eel fapsen/lupp sillen" or "pulling out/pushing in"). To isolate this influence, in the fourth condition we labeled the actions but not the objects (e.g., "With this, I am pulling out/pushing in.").

Literacy education can take place in many locations and periods across the lifespan. Literacy educators require flexibility and a deep toolbox to meet their students’ diverse needs, regardless of whether they work in traditional school and college settings or in other environments with varied populations. Teaching Literacy in Diverse Contexts showshow practical experiences can be used in creative ways to support educator development for teaching literacy in a global context. Mentorship between a developing literacy educator and an experienced teacher educator is central to the book, and to the practical experiences in training or professional development that it focuses on. Chapters share the creative solutions discovered during mentorship that supported developing literacy educators to teach with authenticity in a number of contexts, including the adult learning sector, a rural community in Africa and alongside parents of very sick children. The authors demonstrate how this can be done in a sensitive and culturally relevant manner by parents, volunteers and teachers with varying degrees of experience in both formal and informal spaces. Together, the chapters build a crucial resource for preparing a broad range of literacy educators to teach literacy in many contexts where policy on how best to teach reading and writing to diverse student bodies ebbs and flows.

Literacy education can take place in many locations and periods across the lifespan. Literacy educators require flexibility and a deep toolbox to meet their students’ diverse needs, regardless of whether they work in traditional school and college settings or in other environments with varied populations. Teaching Literacy in Diverse Contexts showshow practical experiences can be used in creative ways to support educator development for teaching literacy in a global context. Mentorship between a developing literacy educator and an experienced teacher educator is central to the book, and to the practical experiences in training or professional development that it focuses on. Chapters share the creative solutions discovered during mentorship that supported developing literacy educators to teach with authenticity in a number of contexts, including the adult learning sector, a rural community in Africa and alongside parents of very sick children. The authors demonstrate how this can be done in a sensitive and culturally relevant manner by parents, volunteers and teachers with varying degrees of experience in both formal and informal spaces. Together, the chapters build a crucial resource for preparing a broad range of literacy educators to teach literacy in many contexts where policy on how best to teach reading and writing to diverse student bodies ebbs and flows.

Twenty-one in-service early childhood students participated in a teaching practicum in Australia as part of the final year of a Bachelor of Arts in Hong Kong. Students spent two weeks visiting a university and early childhood settings in Australia. The university based component of the program included workshops and discussions with lecturing staff located in both the Australian and Hong Kong universities. Students were asked to complete written statements about "What is children's learning?" before and after their practicum experience. An inductive analysis of students' written statements and practicum evaluations revealed an increase in beliefs about children's learning as "active understanding" over the two-week period. Implications for teacher education programs are discussed. (Contains 2 tables and 1 footnote.)