Early

Les enfants japonais sont socializés pour internaliser les normes parentales, collectives, et institutionelles. Les adultes japonais croient qu’un bon enfant est sunao (docile). Dans ce travail nous avons examiné et décrit les sentiments et les pensées des enfants japonais, de leurs parents et aussi des instituteurs sur “sunaono-sa” (docilité) dans la situation scolaire. Nous avons trouvé que “sunao-sa”, étant un des caractères fundamentals des enfants japonais, influence leur être même et leur autonomie en determinant leur conduit et leur sentiment. Les adultes essaient de l’élever par la communication, le modeling, et l’approbation. Niños serviciales en los centros preescolares japoneses Los niños japoneses aprenden en sociedad a internalizar las normas paternas, de grupo e institucionales. Los adultos japoneses creen que los niños “buenos” son sunao (serviciales). En este estudio examinamos y describimos que sienten y piensan los niños japoneses, sus padres y maestros sobre sunao en el entorno del colegio. Descubrimos que sunao es una de las características fundamentales del niño japonés: afecta a los más jóvenes y su autonomía: como se comportan y que sienten. Los adultos intentan fomentar sunao a través de la comunicación, el ejemplo y el elogio.

The following recommendations forEducation for Sustainable Development (ESD) in Early Childhood Education were the product of an extended international collaboration that was supported by a number of bodies including the Centre for Environment and Sustainability in Gothenburg, the Swedish Ministry of Education and Research, the Swedish National Commission for UNESCO, and the Swedish International Centre of Education for Sustainable Development. The recommendations were formally adopted in November 2008.

An experiment was conducted to evaluate the performance of sixteen rice varieties coded from V1 to V16 under SRI. All parameters showed significant variation among rice varieties and all varieties showed early maturity under SRI. V1 had maximum 23 days followed by V2 (20 days) early maturity while V12 and V13 (3.0 days) showed minimum early maturity under SRI than standard management practice. Maximum yielded variety V11 had 4.0 days earlier under SRI than the standard management practice. V11 (5.7 t/ha) showed the maximum grain yield followed by V16 (5.6 t/ha) while minimum grain yield was found from V4 (4.4 t/ha) but maximum biological yield was found from V12 (13.2 t/ha). V1 and V2 can be cultivated for early harvesting while V11 and V12 for more grain yield under SRI practice.

Abstract The Early Childhood Outcomes (ECO) Center was funded by the Office of Special Education Programs to promote the development and implementation of child and family outcome measures for infants, toddlers, and preschoolers with disabilities. An evidence-...

This article describes a limited longitudinal European study of young children’s early numeracy development within three testing cycles, onaverage, at the mid-point and towards the end of their fifth to sixth year and again at the mid-point of their sixth to seventh year. Assessment was carried out using the Utrecht Early Numeracy Test (ENT) (Van Luit, Van de Rijt and Pennings, 1994). The multilevel modelling method of analysis used for the study provided an extension of multiple regression to incorporate the hierarchical structure of the data collected, with boys and girls of different social-economic status, nested within different institutions within different countries. The results showed that the ENT was a useful tool for international comparison. The finding that differences between countrieswere negligible was surprising bearing in mind that the English pupils werein formal schooling throughout the testing cycle, the Belgian, German, Greek and Dutch children from the mid-poin...

This study examines the relationship between child play-narratives and family drawings by children of violence-exposed mothers with posttraumatic stress disorder (PTSD). The Family Attachment Drawing Task (FAD-T) and MacArthur Story Stem Battery (MSSB) were administered. Of the 23 children (ages 4-7 years), 16 (70%) created drawings that were coded as being representative of insecure attachment. Attachment insecurity and disorganization of child-caregiver attachment on the FAD-T were significantly associated with trauma-related dimensions of the MSSB, but not to other factors. This study suggests that the FAD-T provides access to child mental representations, which may affect intergenerational transmission of violent trauma.

The purpose of this study was to analyze the research literature on three-tier models of reading and behavior and to provide a descriptive analysis and meta-analytic review of these models. An in-depth review of 17 articles was conducted on the similarities and differences between and among three-tier models of reading ( n = 5), models of behavior ( n = 7), and integrated models (combining reading and behavior; n = 5). Descriptive analyses were conducted across three areas: student populations, intervention level, and setting. Finally, a meta-analytic review was completed of 11 of the 17 investigations. Scientific evidence shows that one or more levels of these three-tier models leads to improved reading or behavior performance; however, there is a paucity of research detailing the integration of three-tier reading and behavior models. Limitations and directions for future research are discussed.

The authors present new research on social and economic developments in southern China in the Early Holocene, ninth to fifth millennia BC. The ‘Neolithic package’ doesn’t really work for this fascinating chapter of the human experience, where pottery, social aggregation, animal domestication and rice cultivation all arrive at different places and times. The authors define the role of the ‘pottery using foragers’, sophisticated hunter-gatherers who left shell or fish middens in caves and dunes. These colonising non-farmers shared numerous cultural attributes with rice cultivators on the Yangtze, their parallel contemporaries over more than 5000 years. Some agriculturalists became hunter-foragers in turn when they expanded onto less fertile soils.No simple linear transition then, but the practice of ingenious strategies, adaptations and links in a big varied land.

El Shaddai commissioned John the Baptizer to water baptize Yahoshua with the Angel of Wisdom. El Shaddai commissioned Yahoshua to fire baptize followers with the Angel of Truth  which initiates them into the New Covenant. John's water baptism was to be replaced. However,  John's water baptism became universal and the fire Angel of Truth Baptism was lost.

This study investigates the learning exchange between three— to six-year-old children and their grandparents, in Sylheti/Bengali-speaking families of Bangladeshi origin and monolingual English-speaking families living in east London. The following concepts from sociocultural theory are applied to this new area of intergenerational learning: `scaffolding', `synergy' leading to mutual benefits for the young child and their caregiver, `syncretizing' of knowledge from different sources, `funds of knowledge' within communities, and the transmission of knowledge or `prolepsis' between generations. Methods include an initial survey at a primary school to establish the range of learning activities taking place at home between grandparents and children, followed by case studies of nine families through interviews, video-recording and scrapbooks. Qualitative analysis of the data reveals how learning interactions are co-constructed by children and grandparents within a rela...

... Fostering a positive disposition to learning mathematics where there is opportunity for ideas to be tested out and mistakes to be made will ... This means that early educators may need to re-examine continuously the way they, as main carers, construe the learning they promote ...

In this article, we examine the affordances of polylingual and polycultural learning ecologies in expanding the linguistic repertoires of children, particularly young Dual Language Learners. In contrast to settings that promote the development of English and academic language at the expense of maintaining and developing home language, we argue that the social organization of learning should privilege participation in dynamic,

This article utilizes four knowledge sources to characterize a current gap in policy and practice related to serving families in early intervention (birth to 5) programs. It argues that the field of early intervention has focused primarily on implementing family-centered practices by focusing on how families and professionals should interact. The field has not sufficiently addressed what supports and services should be offered to families to enhance the likelihood of positive outcomes for families themselves and for their children with disabilities. The paper concludes with recommendations for enhancing policy, research, and professional development related to family services and supports.