The Physical Environment of the Early Learning Center

2018 ◽  
pp. 87-105
Keyword(s):  
Physical Environment ◽  
Early Learning ◽  
Learning Center

scholarly journals "We're all friends here": how do early childhood educators promote friendship in the classroom?

2021 ◽  
Author(s):  
Kimberly Orchard
Keyword(s):  
Early Childhood ◽  
Qualitative Study ◽  
Early Learning ◽  
Early Childhood Educators ◽  
Developmental Theory ◽  
Learning Center ◽  
Structured Interviews ◽  
Theoretical Frameworks ◽  
Passive Strategies ◽  
Sociology Of Childhood

This qualitative study set out to explore how five early childhood educators perceive and promote friendship in a toddler room, a preschool room, and a kindergarten room of an early learning center in Ontario, Canada. Semi-structured interviews were conducted to explore educator’s perceptions about friendship and their reported strategies for promoting friendship. Observations of each classroom explored educator’s strategies used to promote friendship in practice. New sociology of childhood and developmental theoretical frameworks were used to explore educator’s perceptions and strategies. Educator’s perceptions about friendship were placed on a continuum ranging from perceptions that aligned with new sociology of childhood to developmental theory. The reported and observed strategies were categorized into active, reactive and passive strategies. Implications of these findings for practice, policy, and research were discussed.

scholarly journals "We're all friends here": how do early childhood educators promote friendship in the classroom?

2021 ◽  
Author(s):  
Kimberly Orchard
Keyword(s):  
Early Childhood ◽  
Qualitative Study ◽  
Early Learning ◽  
Early Childhood Educators ◽  
Developmental Theory ◽  
Learning Center ◽  
Structured Interviews ◽  
Theoretical Frameworks ◽  
Passive Strategies ◽  
Sociology Of Childhood

This qualitative study set out to explore how five early childhood educators perceive and promote friendship in a toddler room, a preschool room, and a kindergarten room of an early learning center in Ontario, Canada. Semi-structured interviews were conducted to explore educator’s perceptions about friendship and their reported strategies for promoting friendship. Observations of each classroom explored educator’s strategies used to promote friendship in practice. New sociology of childhood and developmental theoretical frameworks were used to explore educator’s perceptions and strategies. Educator’s perceptions about friendship were placed on a continuum ranging from perceptions that aligned with new sociology of childhood to developmental theory. The reported and observed strategies were categorized into active, reactive and passive strategies. Implications of these findings for practice, policy, and research were discussed.

Westwood Early Learning Center

1994 ◽  
Vol 26 (2) ◽  
pp. 30-35
Author(s):  
Mark Heckmon ◽  
Cheryl Rike
Keyword(s):  
Early Learning ◽  
Learning Center

Para-Professionals at the Early Learning Centre, Athlone

1975 ◽  
Vol 3 (5) ◽  
pp. 27-34
Author(s):  
Ann Short
Keyword(s):  
South Africa ◽  
Early Learning ◽  
Learning Center ◽  
Teacher Aides

The important roles played by the Aboriginal Teacher-aides in our schools have been discussed in previous issues by Wayne Dyer. In the following article, Ann Short writes about the involvement of para-professionals in three separate programs at the Early Learning Center, Athlone, South Africa.

Dory & Nemo Early Learning Center

2019 ◽  
Vol 18 (1) ◽  
pp. 13-21
Author(s):  
Yee-Ching Lilian Chan
Keyword(s):  
Early Learning ◽  
Learning Center
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