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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 BASE Show details 18 Cognitive Sensitivity - Investigation of Construct Across Cultures and Settings Pauker, Sharon. - : University of Toronto, 2021 Abstract: The current dissertation includes 3 research papers investigating the construct of cognitive sensitivity across different cultures, populations, and settings. Cognitive sensitivity refers to an individual’s ability to create a cognitively stimulating environment for their interaction partner, while being attuned to this partner’s emotional state. Study 1 investigated the role mother’s ethnicity (Caucasian, Asian, Black; N=354) plays in maternal cognitive sensitivity and in children’s later cognitive outcomes (n=245). Results indicated that maternal cognitive sensitivity skills differ as a function of the mother’s ethnicity. Additionally, ethnicity moderated the relationship between maternal cognitive sensitivity and children’s later cognitive outcomes, but only for children from Asian backgrounds. Study 2 investigated cognitive sensitivity within a sample of Israeli parent-child dyads (N=44), its relation to children’s emerging literacy skills, and whether cognitive sensitivity differed as a function of the parent’s gender. The psychometric properties of the cognitive sensitivity measure were solid, providing preliminary evidence of the applicability of this construct to this Israeli population. Parent cognitive sensitivity was found as a significant predictor of children’s phonological awareness, but only in families with small sibship size (≤2 children). No significant differences were found between mothers’ and fathers’ cognitive sensitivity ability. Interestingly, parents were found to be more cognitively sensitive towards their daughters compared to their sons. Study 3 adapted and validated the Cognitive Sensitivity scale from the family to the Early Childhood Education and Care (ECEC) settings to capture educator-child interactions. The measure was designed to be short and efficient to train and administer. Results indicated strong psychometric and concurrent validity properties for the new scale, Educator Cognitive Sensitivity (ECS). Using multilevel data, with educators (N=350) nested within classrooms (n=135) and within centres (n=69), a variance component analysis indicated that the majority of variance in cognitive sensitivity scores was accounted for by individual differences between educators. This brings into question methods currently used with gold-standard measures capturing the quality of educator-child interactions. Taken together, research findings highlight the complexity of factors playing in measuring parent-child and educator-child interactions. As a result, researchers need to develop measures that are empirically strong, efficient, and culturally sensitive. ; Ph.D. ; 2021-11-28 00:00:00 Keyword: 0620; Child Development; Cross-cultural Research; Early Childhood Education; Measurement; Parent-child Relationships; Parenting URL: http://hdl.handle.net/1807/108481 BASE Hide 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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