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Understanding Hong Kong Pre-Primary School Teachers' Curriculum Beliefs: A Modified Version of the Curriculum Orientation Inventory
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Cheung, Alan C. K.; Keung, Chrysa; Tam, Winnie – Early Childhood Education Journal, 2022
In this study, a modified version of the Curriculum Orientation Inventory for Early Childhood Education (COI-ECE) is developed and validated with a sample of 717 in-service teachers from fifty Hong Kong pre-primary schools. Results of confirmatory factor analysis show that the curriculum beliefs of pre-primary school teachers can be conceptualised…
Descriptors: Foreign Countries, Preschool Teachers, Teacher Attitudes, Beliefs
Science at the Center: An Emergent, Standards-Based, Child-Centered Framework for Early Learners
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Baldwin, Joni L.; Adams, Shauna M.; Kelly, Mary Kay – Early Childhood Education Journal, 2009
This article will describe an approach to planning and assessment that is designed to support an emergent, play-based curriculum while helping teachers make informed instructional decisions. Using assessment that supports curriculum allows early childhood professionals to infuse early learning content standards into meaningful, relevant and…
Descriptors: Curriculum Development, State Standards, Developmentally Appropriate Practices, Teaching Methods
The Development of a Curriculum Toolkit with American Indian and Alaska Native Communities
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Thompson, Nicole L.; Hare, Dwight; Sempier, Tracie T.; Grace, Cathy – Early Childhood Education Journal, 2008
This article explains the creation of the "Growing and Learning with Young Native Children" curriculum toolkit. The curriculum toolkit was designed to give American Indian and Alaska Native early childhood educators who work in a variety of settings the framework for developing a research-based, developmentally appropriate, tribally…
Descriptors: Curriculum Development, American Indians, Alaska Natives, Infants
Using "Constraints" to Design Developmentally Appropriate Movement Activities for Early Childhood Education
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Gagen, Linda M.; Getchell, Nancy – Early Childhood Education Journal, 2006
Teachers of young children know the importance of designing developmentally appropriate activities to encourage motor development but are not always prepared with the information they need to accomplish this design. When teachers choose movement activities, motor development theory must be understood and utilized in the planning of activities to…
Descriptors: Early Childhood Education, Young Children, Motor Development, Movement Education
Connecting Brian Cambourne's Conditions of Learning Theory to Brain/Mind Principles: Implications for Early Childhood Educators.
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Rushton, Stephen P.; Eitelgeorge, Janice; Zickafoose, Ruby – Early Childhood Education Journal, 2003
Relates each of the eight conditions of learning in Brian Cambourne's theory of literacy to findings in brain research within a constructivist approach to early childhood education. Cites sample classroom dialogues demonstrating classroom elements that foster a brain-based, developmentally appropriate learning environment supporting Cambourne's…
Descriptors: Brain, Class Activities, Cognitive Development, Constructivism (Learning)
Addressing Children's Life Changes in the Early Childhood Curriculum.
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Devall, Esther L.; Cahill, Betsy J. – Early Childhood Education Journal, 1995
Examines types of life changes that young children may experience and suggests developmentally appropriate curricular strategies teachers can implement to help children cope more effectively. Promotes teacher-parent partnerships and includes list of readings for both. (ET)
Descriptors: Curriculum Development, Developmentally Appropriate Practices, Early Childhood Education, Emotional Problems
Facilitating Individual Planning for Young Children with Disabilities in Developmentally Appropriate Classrooms.
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Niemeyer, Judith A.; Cassidy, Deborah J.; Collins, Edna; Taylor, Barbara – Early Childhood Education Journal, 1999
Notes that as more young children with disabilities are included in classrooms for children who are developing typically, practitioners must continue to identify and refine strategies for making inclusion successful. Discusses a successful inclusion program that is observation based and child initiated. Discusses a procedure that facilitates the…
Descriptors: Child Development, Classroom Observation Techniques, Curriculum Development, Developmentally Appropriate Practices