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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...17 Hits 1 – 20 of 340 1 Exploring Mobile Screen Media Use Among Preschoolers and the Implications for Supporting Children’s Early Language and Literacy Skills Turco, Rosa Guzman. - 2022 BASE Show details 2 The Literacies of Child-Led Research: Children Investigating and Acting on Their Worlds Gavin, Kara. - 2021 BASE Show details 3 Understanding the Nexus Between Early Learning and Development Standards, Emergent Bilingual Learners, and Language Policy in Boston, Massachusetts Casper, Julie. - 2021 BASE Show details 4 Children's Interests within Emergent Curriculum: A Case of Networked Interests Leu, Kuan-Hui. - 2021 BASE Show details 5 Towards principles of performative pedagogy: Drama and additional language development (DALD) ... CHEUNG, KUNG MAN MATTHEW. - : Monash University, 2021 BASE Show details 6 Towards principles of performative pedagogy: Drama and additional language development (DALD) ... CHEUNG, KUNG MAN MATTHEW. - : Monash University, 2021 BASE Show details 7 Understanding the Nexus Between Early Learning and Development Standards, Emergent Bilingual Learners, and Language Policy in Boston, Massachusetts ... Casper, Julie. - : Columbia University, 2021 BASE Show details 8 The Association Between Parental Executive Function and Children’s Language Skills at 18 Months ... McKee, Kelsey. - : Digital Repository at the University of Maryland, 2021 BASE Show details 9 Fühlen Denken Sprechen. Alltagsintegrierte Sprachbildung in Kindertageseinrichtungen ... null. - : Waxmann, 2021 BASE Show details 10 幼兒園美語融入式教學之實施歷程與成效 ; The Implementation Process and Effects of American English Incorporated Teaching in Kindergartens TSENG, YI-TING; 曾怡婷. - 2021 BASE Show details 11 Fühlen Denken Sprechen. Alltagsintegrierte Sprachbildung in Kindertageseinrichtungen Cloos, Peter Hrsg.; Salisch, Maria von Hrsg.; Mähler, Claudia Hrsg.. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021 In: Münster ; New York : Waxmann 2021, 196 S. - (Sprachliche Bildung; 7) (2021) BASE Show details 12 K-3 Teachers' Perspectives on Culturally Responsive Teaching for Linguistically Diverse Learners Herbert, Carol E.. - : Walden University, 2021 BASE Show details 13 Dual Language Learners in Transition from Home to School: The Role of Parental Attitudes and Home Language Practices in Bilingual Development Surrain, Sarah Huckabay. - 2021 BASE Show details 14 Understanding the Role of the Home Environment in Chinese Preschoolers’ Language Development Wei, Ran. - 2021 BASE Show details 15 A prática filosófica na Educação Infantil : emoções e razoabilidade Andrade, Rosilene Maria Dutra de. - 2021 BASE Show details 16 Saudi Teachers’ Perceptions of Rough-and-Tumble Play in Early Learning Alghamdi, Rana. - : Digital Commons @ University of South Florida, 2021 In: Graduate Theses and Dissertations (2021) BASE Show details 17 Programa para la prevención temprana de dificultades lectoras desde la lectura emergente en la escuela y la familia Alcántara López, Lucía María. - 2021 Abstract: La lectura es uno de los aprendizajes básicos en la sociedad actual, de manera que las dificultades del aprendizaje lector, y entre ellas la dislexia, constituyen uno de los principales factores de fracaso escolar en la educación básica. Aunque su reconocimiento está lejos aún del que reciben otros trastornos del desarrollo, estas dificultades no solo afectan al rendimiento académico, sino al conjunto del desarrollo personal. Tradicionalmente, estas dificultades se consideraron problema “escolar”, de modo que durante años fueron algo ajeno a la Educación Infantil, pero la investigación de las últimas décadas ha puesto de manifiesto que sus raíces se hunden en la primera infancia. En el caso concreto de la dislexia, al tratarse de un trastorno del neurodesarrollo, parece evidente que debe encontrarse presente desde los primeros años de vida. En la actualidad sabemos que los problemas de lectura no son el núcleo de la dislexia, sino la consecuencia de déficits significativos en ciertos procesos fonológicos de base, que ya están presentes en la etapa infantil y que interactúan con otros procesos y habilidades de lectura emergente no exclusivos de la dislexia, pero que juegan un papel clave en el aprendizaje lector de cualquier alumno o alumna. Tras revisar la bibliografía sobre estos factores de riesgo y algunos de los trabajos ya realizados con la finalidad de prevenir las dificultades lectoras mediante su estimulación temprana, se ha elaborado un programa de prevención de futuras dificultades del aprendizaje lector, dirigido a un grupo de 4 años, para ser impartido por la tutora del grupo en situaciones ordinarias. Para evaluar su eficacia de forma controlada, el programa se ha elaborado con una duración limitada y especificando las actividades en sesiones con una programación detallada, diseñando un sistema de evaluación pretest-postest de los factores de riesgo sobre los que se pretende incidir. ; Reading is one of the basic learning skills in today's society, so that difficulties in learning to read, including dyslexia, are one of the main factors of school failure in basic education. Although their recognition is still far from that of other developmental disorders, these difficulties not only affect academic performance, but also personal development as a whole. Traditionally, these difficulties were considered a "school" problem, so that for years they were something alien to early childhood education, but research in recent decades has shown that their roots sink in the first years of life. In the specific case of dyslexia, being a neurodevelopmental disorder, it seems clear that it must be present from the first years of life. We now know that reading problems are not the core of dyslexia, but the consequence of significant deficits in certain basic phonological processes, which are already present in infancy and which interact with other emergent reading processes and skills not exclusive to dyslexia, but which play a key role in the reading learning of any student. After reviewing the literature on these risk factors and some of the work already done with the aim of preventing reading difficulties through early stimulation, we have developed a program to prevent future difficulties in learning to read, aimed at a group of 4 years old, to be taught by the tutor of the group in ordinary situations. In order to evaluate its effectiveness in a controlled way, the program has been elaborated with a limited duration and specifying the activities in sessions with a detailed schedule, designing a pretest-posttest evaluation system of the risk factors on which it is intended to have an impact. Keyword: dificultades de aprendizaje; dislexia; dyslexia; Early Childhood Education; Educación Infantil; emergent reading; learning difficulties; lectura emergente; phonological processes; prevención; prevention; procesos fonológicos URL: http://hdl.handle.net/10498/25693 BASE Hide details 18 Cognitive Sensitivity - Investigation of Construct Across Cultures and Settings Pauker, Sharon. - : University of Toronto, 2021 BASE Show details 19 Competing voices: Dialogic perspectives on Chinese children’s use of touch screen devices in a New Zealand early childhood education setting Cao, Dandan. - : The University of Waikato, 2021 BASE Show details 20 La importància de treballar la consciència fonològica en l¿etapa d¿educació infantil. Es coneixen els beneficis o pel contrari és l¿eterna oblidada? Sabater Paco, Anna. - : Universitat Oberta de Catalunya (UOC), 2021 BASE Show details Page: 1 2 3 4 5...17

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