Balancing the School Readiness Equation in Early Learning Environments

2014 ◽  
Vol 90 (6) ◽  
pp. 418-426 ◽  
Author(s):  
Christopher P. Brown ◽  
Hali Pickard
Keyword(s):  
School Readiness ◽  
Learning Environments ◽  
Early Learning

scholarly journals Gender Transformative Practices in Early Grade Reading Classrooms

2018 ◽  
Vol 21 ◽  
pp. 37-42
Author(s):  
Bhagwan Aryal
Keyword(s):  
Reading Comprehension ◽  
Learning Environments ◽  
Basic Skills ◽  
Research Work ◽  
Field Work ◽  
Early Learning ◽  
Early Grades ◽  
Early Grade

This article is based on a research work of 2017 conducted for Plan International Nepal. The research was originally done to assess the reading comprehension of Nepali subject together with basic skills of Mathematics of early graders in grades Two and Three. It focused on assessing existing situation of the early grades’ learning status together with early learning environments in relation to early grade reading. It included field work in 17 schools of Four districts, namely, Morang, Makwanpur, Sindhuli and Banke. It aimed to assess the gender transformative practices in selected classrooms of early grades.

Enhancing the Landscape of Early Learning Training Environments

2021 ◽  
pp. 164-184
Author(s):  
Crystal Loose
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
Learning Environments ◽  
Professional Learning ◽  
Preservice Teacher Education ◽  
Early Learning ◽  
Training Methods ◽  
Utilization Of Technology ◽  
The Impact ◽  
Successful Collaboration

This chapter will detail the necessity of professional learning for instructors in early learning environments. Training methods will be addressed with emphasis placed on the utilization of technology as a tool for training and the education of young children. An often-overlooked ingredient, the audience found within training environments, will also be discussed. The degree of educational experience and generational impacts will be considered as a key piece of successful collaboration. Finally, preservice teacher education will be addressed pertaining to the impact on future classroom success.

scholarly journals Learning environments’ activity potential for preschoolers (LEAPP): study rationale and design

2013 ◽  
Vol 2 (2) ◽  
pp. 19 ◽  
Author(s):  
Patricia Tucker ◽  
Leigh M. Vanderloo ◽  
Courtney Newnham-Kanas ◽  
Shauna M. Burke ◽  
Jennifer D. Irwin ◽  
...  
Keyword(s):  
Learning Environments ◽  
Weight Status ◽  
Early Learning ◽  
Cross Sectional Study ◽  
Activity Levels ◽  
Cross Sectional ◽  
Full Day Kindergarten ◽  
Home Based ◽  
Design And Methods ◽  
The Impact

<em>Background</em>. The purpose of this paper is to provide an overview of the study protocol for the Learning Environments’ Activity Potential for Preschoolers (LEAPP) study, the goal of which is to describe the activity levels of preschoolers attending various early learning venues and explore which attributes of these facilities (<em>e.g. curriculum</em>, policies, equipment, etc.) support activity participation.<br /><em>Design and Methods.</em> This cross-sectional study aimed to recruit approximately 30 early learning environments requesting participation from preschoolers aged 2.5-5 years. Data collection included: Actical accelerometers (MiniMitter, Oregon, USA) to measure the activity levels of children for five consecutive days (15-second epoch length) while in care; the Environment and Policy Assessment and Observation tool to explore the early learning environment’s impact on activity; anthropometric data; the Child Temperament Questionnaire to assess the influence of preschoolers’ temperament on physical activity; and demographic information from parents/guardians and early learning staff. ANOVA and linear regression analyses will be conducted to assess variances in activity levels among preschoolers attending different early learning types and to explore the impact of early learning environments on their activity levels. Independent sample t-tests will be used to examine differences in activity levels based on sex and weight status.<br /><em>Expected impact of the study for public health</em>. This research will provide the first Canadian data to address environmental influences on preschoolers’ activity levels in differing early learning environments. Additionally, this work will highlight the extent to which activity levels vary among preschoolers enrolled in full-day kindergarten, centre-, and home-based childcare.<br />

Early Learning Environments

2021 ◽  
pp. 187-204
Author(s):  
Sheron C. Burns ◽  
Janice E. Jules
Keyword(s):  
School Culture ◽  
Young Child ◽  
Language Development ◽  
Learning Environments ◽  
School System ◽  
Formal Education ◽  
Learning Experience ◽  
Early Learning ◽  
System A ◽  
Children's Home

The literature establishes that a child's language development begins before birth and precedes to the beginning of formal education. For this reason, the first place of learning is the home, under the guidance of parents and family. Therefore, on entering a school system, a young child already has a base of knowledge and can communicate competently in many ways. However, often the child's communicative competence in some aspects contrasts with the standards of school culture. This chapter sets out to highlight the importance of incorporating children's home languages into their formal learning environment during the first eight years of life. Further the chapter underscores the need to maximize the learning process, while respecting learners' cultural and personal identities, learners and their parents and guardians must be able to understand the significance of language for communication. Accordingly, providing a quality early learning experience must include accepting, embracing, and valuing each learner's home language.

Sign in / Sign up

Export Citation Format

Share Document