Early Childhood Development: Concepts, Methodologies, Tools, and Applications is an innovative reference source for the latest research on the cognitive, socio-emotional, physical, and linguistic development of children in settings such as homes, community-based centers, health facilities, and school.

Table of Contents

• Editorial Advisory Board
• Preface
• Section 1: Fundamental Concepts and Theories
• Chapter 1: Cross-Cultural Psychology of Play and Early Childhood Education
• ABSTRACT
• INTRODUCTION
• BACKGROUND: DEFINITIONS
• THEORIES OF PLAY
• RESEARCH ON PLAY
• CULTURE OF PLAY
• EARLY CHILDHOOD PRACTICE
• CONCLUSION
• REFERENCES
• ADDITIONAL READING
• KEY TERMS AND DEFINITIONS
• Chapter 2: Where Are We If Our Batteries Die?
• ABSTRACT
• INTRODUCTION
• THE GUTENBERGIAN MYTH
• ENGELBART'S PHILOSOPHY OF TECHNOLOGY
• TOYAMA'S “GEEK HERESY”
• CURRENT STATUS
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 3: Integrating Play Therapy and Mental Health Consultation
• ABSTRACT
• INTRODUCTION
• CHILD-CENTERED AND CENTER-BASED CONSULTATION
• INTAKE
• SETTING UP THE CONTRACT/TREATMENT PLAN
• ONGOING PARENTAL CONSULTATION
• SCHOOL-BASED CONSULTATION
• REFERRAL SOURCES
• CHALLENGES IN PLAY THERAPY CONSULTATION
• ETHICAL CONSIDERATIONS
• CONCLUSION
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 4: Play-Based Literacy Instruction
• ABSTRACT
• INTRODUCTION
• BACKGROUND AND RELEVANT LITERATURE
• CASE STUDY CONTEXT
• CULTURALLY AND LINGUISTICALLY RESPONSIVE PEDAGOGY (CLRP): ONE TEACHER'S CHALLENGE TO SCRIPTED CURRICULUM
• RESPONSIVE CURRICULUM: CREATING SPACE FOR PLAY-BASED LEARNING
• STRUCTURING THE PLAY LITERACY CENTERS: SPACE AND TIME FOR PLAY
• ASSESSMENT AND PLAY: STUDENT LEARNING OUTCOMES
• CONCLUSION
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 5: Parental Investment in Early Childhood
• ABSTRACT
• 1. INTRODUCTION
• 2. LITERATURE REVIEW
• 3. DATA ANALYSIS AND EMPIRICAL METHODOLODY
• 4. EMPIRICAL RESULTS AND DISCUSSION
• 5. CONCLUSION AND PROPOSAL
• REFERENCES
• Chapter 6: Current Trends and Perspectives in the K-12 Canadian Blended and Online Classroom
• ABSTRACT
• INTRODUCTION
• DEFINITIONS
• CANADIAN DISTANCE EDUCATION: COAST TO COAST TO COAST
• TRENDS AND ISSUES
• THE WAY FORWARD
• CONCLUSION
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 7: Hidden Curriculum Determinants in (Pre)School Institutions
• ABSTRACT
• INTRODUCTION
• BACKGROUND
• CONCLUSION
• FUTURE TRENDS
• REFERENCES
• ADDITIONAL READING
• KEY TERMS AND DEFINITIONS
• Section 2: Development and Design Methodologies
• Chapter 8: Constructing a Multidimensional Socioeconomic Index and the Validation of It With Early Child Developmental Outcomes
• ABSTRACT
• INTRODUCTION
• SOCIOECONOMIC CONTEXT AS THE BASIS OF HEALTHY CHILD DEVELOPMENT
• CONSTRUCTION OF THE SOCIOECONOMIC INDEX: A PRINCIPAL COMPONENTS ANALYSIS APPROACH
• RESULTS FROM PRINCIPAL COMPONENTS ANALYSIS
• A PRELIMINARY LOOK AT THE RELATIONSHIP BETWEEN EARLY CHILD DEVELOPMENT OUTCOMES AND SOCIOECONOMIC INDEX
• CONCLUSION AND DISCUSSION
• ACKNOWLEDGMENT
• REFERENCES
• ADDITIONAL READING
• KEY TERMS AND DEFINITIONS
• Chapter 9: Early Childhood Play With Reclaimed Resources
• ABSTRACT
• INTRODUCTION
• BACKGROUND
• FOCUS OF THE CHAPTER
• ISSUES, CONTROVERSIES, PROBLEMS
• THE RESEARCH PROJECT
• FINDINGS
• SOLUTIONS AND RECOMMENDATIONS
• FUTURE RESEARCH DIRECTIONS
• CONCLUSION
• REFERENCES
• ADDITIONAL READING
• KEY TERMS AND DEFINITIONS
• Chapter 10: Play and Speech Therapy in Schools
• ABSTRACT
• THE CONNECTION BETWEEN PLAY AND LANGUAGE DEVELOPMENT
• THE USE OF PLAY IN CHILD-CENTERED PLAY THERAPY AND SPEECH THERAPY IN SCHOOLS
• SPEECH AND LANGUAGE IMPAIRMENT AND SOCIAL/EMOTIONAL COMORBIDITIES
• THE ROLE OF CONSULTATION AND COLLABORATION IN PLAY AND SPEECH THERAPY IN SCHOOLS
• TOWARD A MODEL OF INTERPROFESSIONAL COLLABORATIVE PRACTICE
• SUPPORTING ELEMENTS AND BARRIERS TO INTERPROFESSIONAL COLLABORATIVE PRACTICE
• SUMMARY AND FUTURE CONSIDERATIONS
• REFERENCES
• Chapter 11: The Impact of Trauma on Brain Development
• ABSTRACT
• INTRODUCTION
• BACKGROUND
• NEURODEVELOPMENT
• MAIN FOCUS OF THE CHAPTER
• PLAY THERAPY
• SOLUTIONS AND RECOMMENDATIONS
• IMPACT OF TRAUMA ON CHILDREN'S SCHOOL PERFORMANCE
• CONCLUSION
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 12: Art Therapy
• ABSTRACT
• INTRODUCTION
• BACKGROUND
• THE DEVELOPMENTAL IMPORTANCE OF EARLY CHILDHOOD
• TRANSGENERATIONAL TRAUMA
• ART THERAPY
• IMPLEMENTING ART THERAPY IN PRACTICE
• CASE STUDY: ART THERAPY IN PRACTICE
• FUTURE RESEARCH DIRECTIONS
• CONCLUSION
• REFERENCES
• ADDITIONAL READING
• KEY WORDS AND DEFINITIONS
• Chapter 13: Eye-Tracking as a Research Methodology in Educational Context
• ABSTRACT
• INTRODUCTION
• BACKGROUND
• BRIDGING FRAMEWORK BETWEEN EYE MOVEMENTS AND LEARNING
• SOLUTIONS AND RECOMMENDATIONS
• FUTURE RESEARCH DIRECTIONS
• CONCLUSION
• REFERENCES
• Chapter 14: Using Theory-Based Research in Supporting Creative Learning Environment for Young Children
• ABSTRACT
• INTRODUCTION
• BRIEF OVERVIEW OF CREATIVITY THEORY
• CREATIVITY THEORY AND THE SCHOOL ENVIRONMENT
• REGGIO EMILIA AND CREATIVITY
• OBSERVING CREATIVITY-BASED SCHOOLS IN ITALY
• CREATING THE RIGHT ENVIRONMENT: A UNIVERSITY INITIATIVE
• FUTURE RESEARCH DIRECTIONS
• CONCLUSION
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 15: Constructivism in Education
• ABSTRACT
• INTRODUCTION
• BACKGROUND
• THE CONSTRUCTIVIST RESEARCH PROGRAMME IN SCIENCE EDUCATION
• SOLUTIONS AND RECOMMENDATIONS
• FUTURE RESEARCH DIRECTIONS
• CONCLUSION
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 16: Dynamics of Culture and Curriculum Design
• ABSTRACT
• INTRODUCTION
• BACKGROUND
• MAIN FOCUS
• SOLUTIONS AND RECOMMENDATIONS
• FUTURE RESEARCH DIRECTIONS
• CONCLUSION
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 17: An Analysis of Mobile Applications for Early Childhood Students With Bilateral Hearing Loss
• ABSTRACT
• INTRODUCTION
• BACKGROUND
• POTENTIAL RISK
• IMPACT ON STUDENT LEARNING
• IMPACT ON COMMON CORE STANDARDS
• EVALUATING THE EFFICACY
• SEAMLESS STRATEGY
• FUTURE RESEARCH DIRECTIONS
• CONCLUSION
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 18: Toward a Participatory View of Early Literacies in Second Language Contexts
• ABSTRACT
• INTRODUCTION
• BACKGROUND: A REVISED CONCEPTUAL FRAMEWORK FOR PRE K-5 CHILDREN'S LITERACY PRACTICES
• EXPLORING THE ISSUES: TOWARD A REINVENTED PEDAGOGY OF CHILDREN'S LITERACIES IN THE PREK-5 SECOND LANGUAGE CURRICULUM
• SOLUTIONS AND RECOMMENDATIONS
• FUTURE RESEARCH DIRECTIONS
• CONCLUSION
• REFERENCES
• ADDITIONAL READING
• KEY TERMS AND DEFINITIONS
• Chapter 19: Do-It-Our-Way or Do-It-Yourself?
• ABSTRACT
• INTRODUCTION
• LEARNER CONTROL VARIABLES
• THE ESP STUDY
• PARTICIPANTS
• METHOD AND PROCEDURE
• ESP COURSE DESIGN
• CONTENT SEQUENCING
• PACE OF LEARNING
• ACCESS TO LEARNING SUPPORT
• FINDINGS ON LEARNERS’ ILS PREFERENCES
• RESULTS ON LEARNERS’ NAVIGATION BEHAVIOUR
• CONCLUSION
• REFERENCES
• Chapter 20: Resilience and Psychomotricity
• ABSTRACT
• INTRODUCTION
• RESILIENCE: DIFFERENT APPROACHES
• EDUCATION AND PSYCHOMOTRICITY
• THE DEVELOPMENT ACTIVATION MODEL: INTRODUCTION IN BRAZIL
• INSTRUMENTS
• PROCEDURES
• RESULTS AND DISCUSSION
• CONCLUSION AND FUTURE RESEARCH DIRECTIONS
• REFERENCES
• Chapter 21: Metacognition and Metacognitive Skills
• ABSTRACT
• INTRODUCTION
• BACKGROUND
• INTELLECTUAL SKILLS DEVELOPMENT TECHNOLOGY
• SOLUTIONS AND RECOMMENDATIONS
• FUTURE RESEARCH DIRECTIONS
• CONCLUSION
• ACKNOWLEDGMENT
• REFERENCES
• ADDITIONAL READING
• KEY TERMS AND DEFINITIONS
• Chapter 22: Using Brain-Based Instruction to Optimize Early Childhood English Language Education
• ABSTRACT
• INTRODUCTION
• BACKGROUND
• PRINCIPLES OF BRAIN-BASED LEARNING
• ELEMENTS OF BRAIN-COMPATIBLE TEACHING
• SOLUTIONS AND RECOMMENDATIONS
• FUTURE RESEARCH DIRECTIONS
• CONCLUSION
• REFERENCES
• Chapter 23: Young Children and Narrative Meaning-Making to Promote Arts and Technology
• ABSTRACT
• INTRODUCTION
• EXPLORING SOCIO-CULTURAL THEORY
• FUTURE RESEARCH DIRECTIONS
• CONCLUSION
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 24: Early Experiences With Family Involvement
• ABSTRACT
• ESSENTIAL QUESTIONS
• INTRODUCTION
• BACKGROUND
• THE PILOT STUDY
• EPSTEIN'S FRAMEWORK OF SIX TYPES OF FAMILY INVOLVEMENT
• PILOT STUDY RESULTS AND DISCUSSION
• COLLABORATION
• SOLUTIONS AND RECOMMENDATIONS
• FUTURE RESEARCH DIRECTIONS
• CONCLUSION
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 25: Social-Emotional Learning and Students’ Transition From Kindergarten to Primary School in Italy
• ABSTRACT
• INTRODUCTION
• GOALS OF THE STUDY
• METHOD
• RESULTS
• DISCUSSION AND CONCLUSION
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Section 3: Tools and Technologies
• Chapter 26: Using New Technologies to Engage and Support English Language Learners in Mathematics Classrooms
• ABSTRACT
• INTRODUCTION
• THE CHALLENGES OF THE COMMON CORE STATE STANDARDS IN MATHEMATICS
• THE DIMENSIONS AND FEATURES OF ACADEMIC LANGUAGE
• ESSENTIAL PRACTICE FRAMES
• THE PROMISE OF NEW TECHNOLOGIES FOR ACADEMIC LANGUAGE DEVELOPMENT AND MATHEMATICAL PRACTICE
• LEARNING ACTIVITIES WITH NEW TECHNOLOGIES
• CONCLUSION
• REFERENCES
• ADDITIONAL READING
• KEY TERMS AND DEFINITIONS
• Chapter 27: Mathematics Gaming in Early Childhood
• ABSTRACT
• BACKGROUND
• OVERVIEW OF THE CASE STUDY
• TEACHER MOVES THAT ENHANCE LEARNING THROUGH ONLINE INSTRUCTIONAL GAMES
• SUMMARY
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 28: Development of Linguistic Abilities in Bilingual Education Through Musical Stories
• ABSTRACT
• INTRODUCTION
• BACKGROUND
• MUSICAL STORIES IN THE BILINGUAL CLASS OF EARLY CHILDHOOD EDUCATION
• MUSICAL STORIES TO DEVELOP LINGUISTIC ABILITIES IN CHILDREN
• DESIGN OF MUSICAL STORIES
• CONCLUSION
• REFERENCES
• ADDITIONAL READING
• KEY TERMS AND DEFINITIONS
• Chapter 29: The Use of Eye-Tracking in Spatial Thinking Research
• ABSTRACT
• INTRODUCTION
• BACKGROUND
• EYE-TRACKING IN SPATIAL THINKING RESEARCH
• SPATIAL TRAINING AND EDUCATION
• FUTURE RESEARCH DIRECTIONS
• CONCLUSION
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 30: Parents and Technology
• ABSTRACT
• INTRODUCTION
• TECHNOLOGY INNOVATIONS AND ALIGNMENT WITH RESEARCH FOR PARENTS
• RESEARCH ON EARLY CHILDHOOD DEVELOPMENT
• MATURATIONAL DEVELOPMENTAL
• ESTABLISHING METRICS TO MEASURE CHILD DEVELOPMENT
• SUMMARY OF HEALTH AND NUTRITION TECHNOLOGY
• ACKNOWLEDGMENT
• REFERENCES
• KEY TERMS AND DEFINITIONS
• APPENDIX
• Chapter 31: Eye Tracking and Spoken Language Comprehension
• ABSTRACT
• INTRODUCTION
• BACKGROUND
• SPOKEN LANGUAGE COMPREHENSION
• SOLUTIONS AND RECOMMENDATIONS
• FUTURE RESEARCH DIRECTIONS
• CONCLUSION
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 32: Dynamic Electronic Textbooks
• ABSTRACT
• INTRODUCTION
• CLASSROOM COMMUNICATION
• ENHANCING CLASSROOM LEARNING
• E-BOOK FORMATS AND APPS
• THE LEARNING OF TODAY'S LEARNERS
• PRACTICAL/MANAGERIAL IMPLICATIONS/RECOMMENDATIONS
• FUTURE RESEARCH AREAS
• CONCLUSION
• REFERENCES
• ADDITIONAL READING
• KEY TERMS AND DEFINITIONS
• Chapter 33: Child Development Associate (CDA) Credential
• ABSTRACT
• INTRODUCTION
• BACKGROUND AND CONTEXT
• COMPETENCY-BASED FRAMEWORK FOR WORKFORCE DEVELOPMENT
• FUTURE RESEARCH DIRECTIONS
• CONCLUSION
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 34: Teaching History of Mathematics Through Digital Stories
• ABSTRACT
• INTRODUCTION
• PROCEDURES FOR PREPARING DIGITAL STORIES
• CONCLUSION
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 35: Active Learning Strategies in Technology Integrated K-12 Classrooms
• ABSTRACT
• INTRODUCTION
• BACKGROUND
• DEFINING ACTIVE LEARNING: A CONSTRUCTIVIST APPROACH
• ACTIVE LEARNING'S CRITICAL COMPONENTS IN TECHNOLOGY INTEGRATED CLASSROOMS
• STRATEGIES TO SUPPORT ACTIVE LEARNING AND TECHNOLOGY OPTIONS
• CONCLUSION AND RECOMMENDATIONS
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 36: Kinesthetic Gaming, Cognition, and Learning
• ABSTRACT
• INTRODUCTION
• COGNITION, KINESTHETIC GAMEPLAY, AND LEARNING
• CONCLUSION
• REFERENCES
• ADDITIONAL READING
• KEY TERMS AND DEFINITIONS
• Chapter 37: Tracking Children's Interactions With Traditional Text and Computer-Based Early Literacy Media
• ABSTRACT
• INTRODUCTION
• ACKNOWLEDGMENT
• REFERENCES
• Chapter 38: 3D Animated Movies, Touch Screen Applications and Visual Motor Development of Five-Year-Old Children
• ABSTRACT
• INTRODUCTION
• METHOD
• CONCLUSION
• REFERENCES
• Chapter 39: The Appropriateness of Scratch and App Inventor as Educational Environments for Teaching Introductory Programming in Primary and Secondary Education
• ABSTRACT
• INTRODUCTION
• BACKGROUND
• WHAT IS SCRATCH?
• WHAT IS APP INVENTOR?
• SCRATCH AND APP INVENTOR AS TEACHING AND LEARNING TOOLS FOR NOVICE PROGRAMMERS
• DISCUSSION AND CONCLUSION
• AUTHORS’ NOTE
• REFERENCES
• Chapter 40: Comparing the Effectiveness of Using Tablet Computers for Teaching Addition and Subtraction
• ABSTRACT
• INTRODUCTION
• BACKGROUND
• METHODOLOGY
• RESULTS
• DISCUSSION
• CONCLUSION
• ACKNOWLEDGMENT
• REFERENCES
• Chapter 41: The Effects of Interactive Multimedia iPad E-Books on Preschoolers’ Literacy
• ABSTRACT
• INTRODUCTION
• LITERATURE REVIEW
• RESEARCH QUESTIONS
• METHOD
• RESULTS AND DISCUSSIONS
• CONCLUSION, RECOMMENDATIONS, AND FURTHER STUDIES
• REFERENCES
• KEY TERMS AND DEFINITIONS
• APPENDIX A
• APPENDIX B
• Chapter 42: Emerging Use of Tablets in K-12 Environments
• ABSTRACT
• INTRODUCTION
• BACKGROUND
• FUTURE RESEARCH DIRECTIONS
• CONCLUSION
• REFERENCES
• ADDITIONAL READING
• KEY TERMS AND DEFINITIONS
• Chapter 43: Computational Thinking and Young Children
• ABSTRACT
• INTRODUCTION
• CONCLUSION
• REFERENCES
• Chapter 44: Robotics in Early Childhood Education
• ABSTRACT
• INTRODUCTION
• LITERATURE REVIEW ON ROBOTICS IN EDUCATION
• METHODOLOGY
• FINDINGS AND DISCUSSIONS: ROBOTICS IN EARLY CHILDHOOD EDUCATION
• CONCLUSION
• REFERENCES
• Section 4: Utilization and Applications
• Chapter 45: Meaningful Language and Cultural Experiences for Future Teachers in Puerto Rico
• ABSTRACT
• INTRODUCTION
• BACKGROUND
• MAIN FOCUS OF THE CHAPTER
• SOLUTIONS AND RECOMMENDATIONS
• FUTURE RESEARCH DIRECTIONS
• CONCLUSION
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 46: Bee Pollination
• ABSTRACT
• INTRODUCTION
• LITERATURE REVIEW
• CONTENT INFORMATION
• CASE DESCRIPTION
• IMPLEMENTING AN INQUIRY-BASED LESSON
• IMPACT ON PRESERVICE TEACHERS
• SOLUTIONS AND RECOMMENDATIONS
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 47: In Search of Transformative 21st Century Pedagogy
• ABSTRACT
• INTRODUCTION
• BACKGROUND
• CRITICAL SERVICE-LEARNING IN THE ELEMENTARY ENVIRONMENT
• SOLUTIONS AND RECOMMENDATIONS
• FUTURE REASEARCH DIRECTIONS
• CONCLUSION
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 48: Portfolios2
• ABSTRACT
• INTRODUCTION
• BACKGROUND
• MAIN FOCUS OF THE CHAPTER
• SOLUTIONS AND RECOMMENDATIONS
• FUTURE RESEARCH DIRECTIONS
• CONCLUSION
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 49: The Dialogic Nature of Meaning Making Within a Hybrid Learning Space
• ABSTRACT
• INTRODUCTION
• BACKGROUND
• PEDAGOGICAL TOOLS: A QUEST TO DEEPEN LEARNING
• IMPLICATIONS AND RECOMMENDATIONS
• FUTURE RESEARCH DIRECTIONS
• CONCLUSION
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 50: Literacy and Early Childhood
• ABSTRACT
• INTRODUCTION
• BACKGROUND
• COMMUNITY ROLE IN THE DEVELOPMENT OF PARENTAL PROGRAMS
• CONNECTING WITH FAMILIES
• BUILDING RELATIONSHIPS WITH FAMILIES: A WORKSHOP EXPERIENCE
• SOLUTIONS AND RECOMMENDATIONS
• FUTURE RESEARCH DIRECTIONS
• CONCLUSION
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 51: Collaboration, Teamwork and Service Learning Within an After School Community Arts Project
• ABSTRACT
• INTRODUCTION
• BACKGROUND
• THE AFTER SCHOOL COMMUNITY MURAL ART PROJECT
• SOLUTIONS AND RECOMMENDATIONS
• MAKING A CASE FOR COMMUNITY AFTER SCHOOL VISUAL ART PROGRAM
• FUTURE RESEARCH DIRECTIONS
• CONCLUSION
• REFERENCES
• Chapter 52: Mobile Technology Integration and English Language Learners
• ABSTRACT
• INTRODUCTION
• LITERATURE REVIEW
• THE CASE
• RESUTLS
• CONCLUSION
• REFERENCES
• ADDITIONAL READING
• KEY TERMS AND DEFINITIONS
• Chapter 53: Improving Teaching Practice in Early Childhood Supported by Mobile Technology
• ABSTRACT
• INTRODUCTION
• PERSPECTIVES ON CHILDREN'S LEARNING
• TEACHER KNOWLEDGE AND INQUIRY
• THE ROLE OF MOBILE TECHNOLOGY IN EARLY CHILDHOOD EDUCATION
• STUDY BACKGROUND
• CURRENT STUDY APPROACH AND METHODOLOGY
• FINDINGS
• DISCUSSION
• IMPLICATIONS FOR LEARNING OUTCOMES AND TEACHING PRACTICE
• CONCLUSION AND FUTURE RESEARCH
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 54: Providing Early Childhood Education Teacher Candidates Diverse Clinical Understandings Through Professional Development School Experiences
• ABSTRACT
• INTRODUCTION
• BACKGROUND
• MAIN FOCUS OF THIS CHAPTER
• ISSUES, CONTROVERSIES, PROBLEMS
• SOLUTIONS AND RECOMMENDATIONS
• FUTURE RESEARCH DIRECTIONS
• CONCLUSION
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 55: Computer-Presented and Physical Brain-Training Exercises for School Children
• ABSTRACT
• INTRODUCTION
• RESULTS COMPARING ACTIVATE TO CONTROL GROUPS
• DISCUSSION
• REFERENCES
• Chapter 56: Parent Involvement in the Education of Children With Chronic Diseases
• ABSTRACT
• INTRODUCTION
• BACKGROUND
• WORKING AND SHARING TOGETHER
• SOLUTIONS AND RECOMMENDATIONS
• FUTURE RESEARCH DIRECTIONS
• CONCLUSION
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 57: Talk and Play Family Education Perspective
• ABSTRACT
• INTRODUCTION
• UNDERLYING IDEAS OF PARENT EDUCATION
• PARENT EDUCATION
• CONCLUSION
• REFERENCES
• ADDITIONAL READING
• KEY TERMS AND DEFINITIONS
• Chapter 58: Translanguaging Practices in a Hungarian-English Early Childhood Classroom
• ABSTRACT
• INTRODUCTION
• THEORETICAL BACKGROUND
• MAIN FOCUS
• RESEARCH METHODOLOGY
• DATA ANALYSIS AND DISCUSSION
• SOLUTIONS AND RECOMMENDATIONS
• FUTURE RESEARCH DIRECTIONS
• CONCLUSION
• ACKNOWLEDGMENT
• REFERENCES
• ADDITIONAL READING
• KEY TERMS AND DEFINITIONS
• Chapter 59: Studying the Effectiveness of the Storytelling/Story-Acting (STSA) Play Intervention on Ugandan Preschoolers’ Emergent Literacy, Oral Language, and Theory of Mind in Two Rural Ugandan Community Libraries
• ABSTRACT
• INTRODUCTION
• METHOD
• RESULTS
• DISCUSSION
• CONCLUSION
• ACKNOWLEDGMENT
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 60: Program Development, Assessment, and Evaluation in Early Childhood Care and Education
• ABSTRACT
• INTRODUCTION
• EARLY CHILDHOOD PROGRAM DEVELOPMENT
• EARLY CHILDHOOD ASSESSMENT
• EARLY CHILDHOOD PROGRAM EVALUATION
• CONCLUSION
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 61: Informing Teaching Through Community Engagement
• ABSTRACT
• INTRODUCTION
• SUPPORTING PRESERVICE TEACHERS DISPOSITIONAL DEVELOPMENT AND CULTURAL COMPETENCE THROUGH COMMUNITY-BASED SERVICE LEARNING
• THE NEED TO THINK OTHERWISE: RESPONDING TO NATIONAL AND LOCAL CONTEXT
• CREATING A NEW COURSE: INFORMING TEACHING THROUGH COMMUNITY ENGAGEMENT
• LESSONS LEARNED AND FUTURE DIRECTIONS
• CONCLUSION
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 62: Digital Technologies in Kindergarten
• ABSTRACT
• INTRODUCTION
• DIGITAL TECHNOLOGIES AND PRESCHOOL EDUCATION
• ADDED-VALUE OF DIGITAL TECHNOLOGIES FOR CHILDREN
• WHAT IS THE ROLE OF THE KINDERGARTEN TEACHER?
• FACTORS THAT INFLUENCE THE INTEGRATION OF DIGITAL MEDIA IN THE CLASSROOM
• “PISCA FAZ FAÍSCA”: PROMOTING THE SAFE USE OF DIGITAL TECHNOLOGIES BY PRESCHOOL CHILDREN IN PORTUGAL
• CONCLUSION
• REFERENCES
• Section 5: Organizational and Social Implications
• Chapter 63: “If Not Me, Then Who?”
• ABSTRACT
• INTRODUCTION
• BACKGROUND
• LITERATURE REVIEW
• INTEGRATION OF ADVOCACY THROUGHOUT PROGRAM
• METHODOLOGY
• FINDINGS
• SOLUTIONS AND RECOMMENDATIONS
• FUTURE RESEARCH DIRECTIONS
• CONCLUSION
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 64: The Ethical Dilemma of Early Global Childhood Education
• ABSTRACT
• BACKGROUND
• PARENTS VS. PROFESSIONALS
• CONSEQUENCES OF UTILITARIAN PITFALLS
• FUTURE STUDIES
• CONCLUSION
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 65: Creating Spaces for Critical Literacy for Bilingual Learners
• ABSTRACT
• INTRODUCTION
• BACKGROUND
• METHODS
• FINDINGS
• IMPLICATIONS AND CONCLUSION
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 66: Disposition and Early Childhood Education Preservice Teachers
• ABSTRACT
• INTRODUCTION
• BACKGROUND
• ISSUES, CONTROVERSIES, PROBLEMS
• RESULTS
• DISCUSSION
• IMPLICATIONS FOR TEACHER EDUCATION
• FUTURE RESEARCH DIRECTIONS
• CONCLUSION
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 67: It Is Real Colouring?
• ABSTRACT
• INTRODUCTION
• SUCCINCT OVERVIEW OF THE RESEARCH
• CURRENT ISSUES IN THE FIELD
• GAPS IN THE EXTANT RESEARCH AND FUTURE RESEARCH
• IMPLICATIONS FOR EDUCATION, CIVIC ENGAGEMENT, SOCIAL PRACTICE, AND POLICY
• CONCLUSION
• REFERENCES
• ADDITIONAL READING
• KEY TERMS AND DEFINITIONS
• Chapter 68: Psychological Injury to Children at Work
• ABSTRACT
• INTRODUCTION
• LITERATURE REVIEW
• CHILD LABOUR AFFECTS CHILD DEVELOPMENT
• IMPACT OF CHILD WORK: PSYCHOSOCIAL ANALYSIS
• CONCLUSION
• REFERENCES
• Chapter 69: Improving K-12 Online Learning
• ABSTRACT
• INTRODUCTION
• METHOD
• FINDINGS AND DISCUSSION
• CONCLUSION AND RECOMMENDATIONS
• REFERENCES
• Chapter 70: What Research Tells Us
• ABSTRACT
• INTRODUCTION
• RESEARCH STRANDS
• EARLIER COMPLETED RESEARCH
• LIMITATIONS AND PROBLEMS WITH EXISTING RESEARCH
• DIFFERENT DIRECTIONS IN RESEARCH
• CONCLUSION
• REFERENCES
• Chapter 71: Revitalizing ICDS
• ABSTRACT
• INTRODUCTION
• LITERATURE REVIEW
• RESEARCH OBJECTIVE
• ICDS: A LIFELINE OF INDIA'S UNDERNOURISHED CHILDREN
• Challenges Faced by ICDS
• SIMILAR PROJECTS WORLDWIDE
• ICDS STRENGTHENING AND RESTRUCTURING: RESOLVING THE CHALLENGES
• CONCLUSION
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 72: An Investigation of the Relationship Between Preschool Teachers’ Picture Story Book Reading Activities and Children's Language Development
• ABSTRACT
• INTRODUCTION
• METHOD
• RESULTS
• DISCUSSION
• CONCLUSION
• REFERENCES
• Chapter 73: Enhancing Early Childhood Education Teacher Candidates’ Experiences
• ABSTRACT
• INTRODUCTION
• BACKGROUND
• PROJECT GEM
• TRAINING AND PREPARATION
• OUTCOMES
• SOLUTIONS AND RECOMMENDATIONS
• FUTURE RESEARCH DIRECTIONS
• CONCLUSION
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 74: The Schooling Experiences of African Youth From Refugee Backgrounds in South Australia
• ABSTRACT
• INTRODUCTION
• BACKGROUND
• CASE STUDY: BELEE
• FUTURE RESEARCH DIRECTIONS
• CONCLUSION
• REFERENCES
• ADDITIONAL READING
• KEY TERMS AND DEFINITIONS
• Section 6: Critical Issues and Challenges
• Chapter 75: Empowering Practitioners Through Training to Ensure Safety and Health of Early Childhood Development Learners
• ABSTRACT
• INTRODUCTION
• BACKGROUND
• TRAINING AND ITS IMPORTANCE
• TRAINING DELIVERY METHODS
• PLANNING FOR TRAINING
• DEVELOPMENT AND EVALUATION OF ALL TRAINING MATERIAL
• BENEFITS OF TRAINING
• ADULT TRAINING AND LEARNING
• CREATING CONDUCIVE LEARNING ATMOSPHERE DURING TRAINING
• QUALITY ASSURANCE
• IMPLICATIONS FOR PRACTICE WITHIN THE SOUTH AFRICAN CONTEXT
• RECOMMENDATIONS
• FUTURE TRENDS
• CONCLUSION
• REFERENCES
• ADDITIONAL READING
• KEY TERMS AND DEFINITIONS
• Chapter 76: Social Welfare Issues in Childhood
• ABSTRACT
• INTRODUCTION
• CONTEXTUAL BACKGROUND
• METHODOLOGY
• THEORETICAL FRAMEWORK
• CHILDHOOD ISSUES IN BOTSWANA
• SOLUTIONS AND RECOMMENDATIONS
• FUTURE RESEARCH DIRECTIONS
• CONCLUSION
• REFERENCES
• Chapter 77: Digital Technology in Kindergarten
• ABSTRACT
• INTRODUCTION
• BACKGROUND
• CHALLENGES AND OPPORTUNITIES FOR DIGITAL TECHNOLOGY INTEGRATION WITHIN KINDERGARTEN
• SOLUTIONS AND RECOMMENDATIONS
• FUTURE RESEARCH DIRECTIONS
• CONCLUSION
• REFERENCES
• ADDITIONAL READING
• KEY TERMS AND DEFINITIONS
• Chapter 78: Does Gadget Usage Hamper the Psychological Aspects of Pre-Schoolers?
• ABSTRACT
• INTRODUCTION
• BACKGROUND
• METHODOLOGY
• RESULTS
• DISCUSSIONS
• FUTURE RESEARCH DIRECTIONS
• CONCLUSION
• ACKNOWLEDGMENT
• REFERENCES
• ADDITIONAL READINGS
• KEY TERMS AND DEFINITIONS
• Chapter 79: Foundational Processes, Home-School Partnerships, and Culturally Responsive Practices for Dual Language Learners
• ABSTRACT
• INTRODUCTION
• FOUNDATIONAL PROCESSES
• IMPLICATIONS FOR TEPS IN THE AREA OF FOUNDATIONAL PROCESSES
• HOME-SCHOOL PARTNERSHIPS
• IMPLICATIONS FOR TEPS IN THE AREA OF HOME-SCHOOL PARTNERSHIPS
• DEVELOPING CULTURALLY RESPONSIVE PROFESSIONALS
• IMPLICATIONS FOR TEPS IN THE AREA OF CULTURAL RESPONSIVITY
• CONCLUSION
• REFERENCES
• KEY TERMS AND DEFINITIONS
• Chapter 80: Parents as Partners in the Special Education Process
• ABSTRACT
• INTRODUCTION
• BACKGROUND
• THE SPECIAL EDUCATION PROCESS
• INCLUSION IN THE TRADITIONAL CLASS
• RECOMMENDATIONS
• CONCLUSION: IT TAKES A VILLAGE
• REFERENCES
• KEY TERMS AND DEFINITIONS