Pub Date : 2019-01-01DOI: 10.4018/978-1-5225-7507-8.ch071
J. Jacob
ICDS-Integrated Child Development Services is India's only government program for combating the rampant malnutrition prevalent in young children. In this chapter, the authors aim to examine the need and scope of ICDS scheme, its services and countrywide reach; considering that every fifth child in the world lives in India, this scheme is critical to ensuring that today's children who are our citizens of tomorrow are well nurtured and nourished, thus securing the country's future. Also its efficacy in achieving stated objectives is assessed through analysis of vital parameters such as nutritional status, mortality rates etc. Further, the bottlenecks facing the scheme such as lack of adequate sanitation facilities and supervisory staff etc. are studied and the initiatives taken by the government to revitalize it are also examined. The transformation into Mission Mode has ushered in programmatic, institutional and management reforms and renewed thrust on creating awareness through an Information, Education and Communication (IEC) campaign.
{"title":"Revitalizing ICDS","authors":"J. Jacob","doi":"10.4018/978-1-5225-7507-8.ch071","DOIUrl":"https://doi.org/10.4018/978-1-5225-7507-8.ch071","url":null,"abstract":"ICDS-Integrated Child Development Services is India's only government program for combating the rampant malnutrition prevalent in young children. In this chapter, the authors aim to examine the need and scope of ICDS scheme, its services and countrywide reach; considering that every fifth child in the world lives in India, this scheme is critical to ensuring that today's children who are our citizens of tomorrow are well nurtured and nourished, thus securing the country's future. Also its efficacy in achieving stated objectives is assessed through analysis of vital parameters such as nutritional status, mortality rates etc. Further, the bottlenecks facing the scheme such as lack of adequate sanitation facilities and supervisory staff etc. are studied and the initiatives taken by the government to revitalize it are also examined. The transformation into Mission Mode has ushered in programmatic, institutional and management reforms and renewed thrust on creating awareness through an Information, Education and Communication (IEC) campaign.","PeriodicalId":84501,"journal":{"name":"Coordinators' notebook : an international resource for early childhood development","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86066539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.4018/978-1-5225-7507-8.ch061
Trish Lewis, L. Fickel, Glynne Mackey, Des Breeze
Preservice teacher education programs prepare teachers for a variety of educational settings that serve a diverse range of children. Research suggests that many graduates lack confidence and the capability to teach those from backgrounds different from their own, including children from different cultural and linguistic backgrounds, those from lower socioeconomic backgrounds, and children with additional learning needs. In the bicultural, and increasingly multicultural, New Zealand context, preservice teachers are overwhelmingly from White, middle-class, monolingual backgrounds. This chapter offers a case study of the development of a community engagement course within an initial teacher education degree program. Based on Kolb's model of experiential learning and Moll's notions of funds of knowledge and identity, the course aims to enhance preservice teachers' knowledge of the lives of children they teach, and their dispositions and cultural competence for teaching, through personal and professional interaction with the community.
{"title":"Informing Teaching Through Community Engagement","authors":"Trish Lewis, L. Fickel, Glynne Mackey, Des Breeze","doi":"10.4018/978-1-5225-7507-8.ch061","DOIUrl":"https://doi.org/10.4018/978-1-5225-7507-8.ch061","url":null,"abstract":"Preservice teacher education programs prepare teachers for a variety of educational settings that serve a diverse range of children. Research suggests that many graduates lack confidence and the capability to teach those from backgrounds different from their own, including children from different cultural and linguistic backgrounds, those from lower socioeconomic backgrounds, and children with additional learning needs. In the bicultural, and increasingly multicultural, New Zealand context, preservice teachers are overwhelmingly from White, middle-class, monolingual backgrounds. This chapter offers a case study of the development of a community engagement course within an initial teacher education degree program. Based on Kolb's model of experiential learning and Moll's notions of funds of knowledge and identity, the course aims to enhance preservice teachers' knowledge of the lives of children they teach, and their dispositions and cultural competence for teaching, through personal and professional interaction with the community.","PeriodicalId":84501,"journal":{"name":"Coordinators' notebook : an international resource for early childhood development","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80525314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.4018/978-1-5225-7507-8.ch021
N. Valeyeva, R. Kupriyanov, Elvira R. Valeyeva
The chapter incorporated the theoretical issues of metacognition, the correlation between metacognition and intellect, and the interconnection of metacognitive skills and intellectual development. A resolution is reached about the importance of purposeful development of students' intellectual skills. In order to develop students' intellectual skills in the educational process authors developed an Intellectual Skills Development Technology. The results of an empirical experiment are given proving the effectiveness of the offered technology in students' intellectual skills development. The study of connection the intellectual skills outlined in this chapter and the critical thinking is of major interest. Future research will be focused on determining the pedagogical methods of critical thinking development and assessing the effectiveness of these methods.
{"title":"Metacognition and Metacognitive Skills","authors":"N. Valeyeva, R. Kupriyanov, Elvira R. Valeyeva","doi":"10.4018/978-1-5225-7507-8.ch021","DOIUrl":"https://doi.org/10.4018/978-1-5225-7507-8.ch021","url":null,"abstract":"The chapter incorporated the theoretical issues of metacognition, the correlation between metacognition and intellect, and the interconnection of metacognitive skills and intellectual development. A resolution is reached about the importance of purposeful development of students' intellectual skills. In order to develop students' intellectual skills in the educational process authors developed an Intellectual Skills Development Technology. The results of an empirical experiment are given proving the effectiveness of the offered technology in students' intellectual skills development. The study of connection the intellectual skills outlined in this chapter and the critical thinking is of major interest. Future research will be focused on determining the pedagogical methods of critical thinking development and assessing the effectiveness of these methods.","PeriodicalId":84501,"journal":{"name":"Coordinators' notebook : an international resource for early childhood development","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89968875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.4018/978-1-5225-7507-8.ch077
Vicki Schriever
This chapter examines the literature surrounding digital technologies within kindergarten. It highlights the ways in which mobile devices and smart gadgets are used by early childhood teachers and young children in diverse teacher-focused and child-centred approaches. The challenges faced by early childhood teachers to successfully use and integrate mobile devices and smart gadgets within their kindergarten will be explored. These challenges include, meeting curriculum requirements, mediating parental expectations, seeing the potential of digital technologies, having the confidence and self-efficacy to use digital devices and determining the value and place of digital technologies within a play-based environment. Each of these challenges are explored within the chapter and the ways these challenges can be overcome are detailed. The opportunities which mobile devices and smart gadgets present to maximise young children's learning, play and engagement and which facilitate and support the role of the early childhood teacher will also be examined.
{"title":"Digital Technology in Kindergarten","authors":"Vicki Schriever","doi":"10.4018/978-1-5225-7507-8.ch077","DOIUrl":"https://doi.org/10.4018/978-1-5225-7507-8.ch077","url":null,"abstract":"This chapter examines the literature surrounding digital technologies within kindergarten. It highlights the ways in which mobile devices and smart gadgets are used by early childhood teachers and young children in diverse teacher-focused and child-centred approaches. The challenges faced by early childhood teachers to successfully use and integrate mobile devices and smart gadgets within their kindergarten will be explored. These challenges include, meeting curriculum requirements, mediating parental expectations, seeing the potential of digital technologies, having the confidence and self-efficacy to use digital devices and determining the value and place of digital technologies within a play-based environment. Each of these challenges are explored within the chapter and the ways these challenges can be overcome are detailed. The opportunities which mobile devices and smart gadgets present to maximise young children's learning, play and engagement and which facilitate and support the role of the early childhood teacher will also be examined.","PeriodicalId":84501,"journal":{"name":"Coordinators' notebook : an international resource for early childhood development","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77369815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.4018/978-1-5225-7507-8.ch066
Ursula Thomas
This study sought to investigate the development of social justice dispositions in early childhood preservice teachers. The participants of the study included two preservice teachers assigned to a four-week prekindergarten field experience, one Black and the other White, both female. This was a qualitative study utilizing observational case study methods and open coding. Data were collected using the Cultural Fluency Survey, the annotated lesson plans of the preservice teachers, and the reflective journal the kept; as well as the recorded responses of the prekindergarten students during the literature lesson in pictorial form. The researchers found the early childhood preservice teachers who participated in this study exhibited strong social justice dispositions in development. The current study may help teacher educators consider what areas of the early childhood program could be changed to equip relevant preservice teachers with multiple opportunities and field placement.
{"title":"Disposition and Early Childhood Education Preservice Teachers","authors":"Ursula Thomas","doi":"10.4018/978-1-5225-7507-8.ch066","DOIUrl":"https://doi.org/10.4018/978-1-5225-7507-8.ch066","url":null,"abstract":"This study sought to investigate the development of social justice dispositions in early childhood preservice teachers. The participants of the study included two preservice teachers assigned to a four-week prekindergarten field experience, one Black and the other White, both female. This was a qualitative study utilizing observational case study methods and open coding. Data were collected using the Cultural Fluency Survey, the annotated lesson plans of the preservice teachers, and the reflective journal the kept; as well as the recorded responses of the prekindergarten students during the literature lesson in pictorial form. The researchers found the early childhood preservice teachers who participated in this study exhibited strong social justice dispositions in development. The current study may help teacher educators consider what areas of the early childhood program could be changed to equip relevant preservice teachers with multiple opportunities and field placement.","PeriodicalId":84501,"journal":{"name":"Coordinators' notebook : an international resource for early childhood development","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78073651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.4018/978-1-5225-7507-8.ch076
T. Maundeni, O. Jankey, L. L. Levers
Children around the globe are confronted with numerous social welfare issues that adversely affect their wellbeing. These issues differ across countries and regions. This chapter explores childhood social welfare issues in Botswana, illuminating the ideological differences between traditional and more contemporary conceptualizations of childhood. Because children's issues are currently so complex, this chapter focuses primarily on HIV and AIDS-related orphanhood, alcohol and substance abuse, and traumatic events in the lives of the children. Problems in the lives of children in Botswana are identified, related opportunities are discussed, and recommendations made. The chapter demonstrates, among other things, that a number of commendable efforts (at practice, policy, and research levels) have been undertaken by stakeholders to address social welfare issues in childhood: however, a lot more still needs to be done to improve the quality of life among Botswana's most vulnerable children. Therefore, the chapter concludes by highlighting recommendations for research, practice, and policy.
{"title":"Social Welfare Issues in Childhood","authors":"T. Maundeni, O. Jankey, L. L. Levers","doi":"10.4018/978-1-5225-7507-8.ch076","DOIUrl":"https://doi.org/10.4018/978-1-5225-7507-8.ch076","url":null,"abstract":"Children around the globe are confronted with numerous social welfare issues that adversely affect their wellbeing. These issues differ across countries and regions. This chapter explores childhood social welfare issues in Botswana, illuminating the ideological differences between traditional and more contemporary conceptualizations of childhood. Because children's issues are currently so complex, this chapter focuses primarily on HIV and AIDS-related orphanhood, alcohol and substance abuse, and traumatic events in the lives of the children. Problems in the lives of children in Botswana are identified, related opportunities are discussed, and recommendations made. The chapter demonstrates, among other things, that a number of commendable efforts (at practice, policy, and research levels) have been undertaken by stakeholders to address social welfare issues in childhood: however, a lot more still needs to be done to improve the quality of life among Botswana's most vulnerable children. Therefore, the chapter concludes by highlighting recommendations for research, practice, and policy.","PeriodicalId":84501,"journal":{"name":"Coordinators' notebook : an international resource for early childhood development","volume":"119 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75389915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.4018/978-1-5225-7507-8.ch049
Deborah A. Horan, A. Hersi, P. Kelsall
The chapter presents a reflective case study of a specific instance of hybrid teaching with preservice teachers in a graduate course on the languages and literacies of bilingual elementary children. The intensive summer course occurred across eight weeks, with four on-campus meetings and the remainder of the course occurring online. The authors address three specific pedagogical tools meant to scaffold dialogic meaning making through instructor-mediated learning and student individualization. The chapter is framed within a social constructivist stance that examines the nature of dialogic meaning making and hybrid teaching. The chapter includes detailed examples of three pedagogical tools: discussion boards as community-building spaces, dialogue journals an individualization spaces, and content application as approximation spaces for knowledge building. Interdisciplinary examples for teaching linguistically diverse children relate to mathematics, science, social studies, and language arts. In addition, the authors discuss implications and directions for research.
{"title":"The Dialogic Nature of Meaning Making Within a Hybrid Learning Space","authors":"Deborah A. Horan, A. Hersi, P. Kelsall","doi":"10.4018/978-1-5225-7507-8.ch049","DOIUrl":"https://doi.org/10.4018/978-1-5225-7507-8.ch049","url":null,"abstract":"The chapter presents a reflective case study of a specific instance of hybrid teaching with preservice teachers in a graduate course on the languages and literacies of bilingual elementary children. The intensive summer course occurred across eight weeks, with four on-campus meetings and the remainder of the course occurring online. The authors address three specific pedagogical tools meant to scaffold dialogic meaning making through instructor-mediated learning and student individualization. The chapter is framed within a social constructivist stance that examines the nature of dialogic meaning making and hybrid teaching. The chapter includes detailed examples of three pedagogical tools: discussion boards as community-building spaces, dialogue journals an individualization spaces, and content application as approximation spaces for knowledge building. Interdisciplinary examples for teaching linguistically diverse children relate to mathematics, science, social studies, and language arts. In addition, the authors discuss implications and directions for research.","PeriodicalId":84501,"journal":{"name":"Coordinators' notebook : an international resource for early childhood development","volume":"72 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86305214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.4018/978-1-5225-0714-7.CH008
V. Krishnan
The chapter focuses on the development of a socioeconomic index (SEI) using a Principal Components Analysis (PCA) of 26 variables at the Dissemination Area (DA) level for Alberta. First, the importance of socioeconomic factors in understanding child development outcomes is discussed, addressing the micro-macro level influences. Second, a description of the framework is provided along with the statistical procedures. Third, the results are presented, followed by a discussion of the benefits of having a summary measure in understanding kindergartners' developmental outcomes. The five components of SEI explained 56 per cent of the total variation in the overall index. The SEI patterns across Alberta were examined and the index was validated for its associations to the five domains of early child developmental outcomes, physical, social, emotional, language and cognitive skills, and communication and general knowledge. The index emerged as a strong correlate of all five domains with the strength of relationships varying across developmental domains and geography. A major strength of the procedure presented in the study is that it can be applied to different levels of geography and provides meaningful information to developmental research.
{"title":"Constructing a Multidimensional Socioeconomic Index and the Validation of It With Early Child Developmental Outcomes","authors":"V. Krishnan","doi":"10.4018/978-1-5225-0714-7.CH008","DOIUrl":"https://doi.org/10.4018/978-1-5225-0714-7.CH008","url":null,"abstract":"The chapter focuses on the development of a socioeconomic index (SEI) using a Principal Components Analysis (PCA) of 26 variables at the Dissemination Area (DA) level for Alberta. First, the importance of socioeconomic factors in understanding child development outcomes is discussed, addressing the micro-macro level influences. Second, a description of the framework is provided along with the statistical procedures. Third, the results are presented, followed by a discussion of the benefits of having a summary measure in understanding kindergartners' developmental outcomes. The five components of SEI explained 56 per cent of the total variation in the overall index. The SEI patterns across Alberta were examined and the index was validated for its associations to the five domains of early child developmental outcomes, physical, social, emotional, language and cognitive skills, and communication and general knowledge. The index emerged as a strong correlate of all five domains with the strength of relationships varying across developmental domains and geography. A major strength of the procedure presented in the study is that it can be applied to different levels of geography and provides meaningful information to developmental research.","PeriodicalId":84501,"journal":{"name":"Coordinators' notebook : an international resource for early childhood development","volume":"62 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82184532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.4018/978-1-5225-5167-6.CH008
Adela González Fernández
Bilingual education at the earlier stages of education is one of the main concerns of current governments and educative policies. This is resulting in the proliferation of new methodologies and educative proposals in order to obtain the best possible results. However, most of the time, teachers and educators focus on teaching linguistic elements in isolation. The aim of this chapter is to propose the use of musical tales in bilingual education in early childhood education as a tool for teachers and students to learn to communicate fluently in the foreign language. The use of music, literature, and drama in the same activity makes the perfect combination to help children learn a new language, since it improves aspects like vocabulary, grammar, pronunciation, and the communicative compentence in general.
{"title":"Development of Linguistic Abilities in Bilingual Education Through Musical Stories","authors":"Adela González Fernández","doi":"10.4018/978-1-5225-5167-6.CH008","DOIUrl":"https://doi.org/10.4018/978-1-5225-5167-6.CH008","url":null,"abstract":"Bilingual education at the earlier stages of education is one of the main concerns of current governments and educative policies. This is resulting in the proliferation of new methodologies and educative proposals in order to obtain the best possible results. However, most of the time, teachers and educators focus on teaching linguistic elements in isolation. The aim of this chapter is to propose the use of musical tales in bilingual education in early childhood education as a tool for teachers and students to learn to communicate fluently in the foreign language. The use of music, literature, and drama in the same activity makes the perfect combination to help children learn a new language, since it improves aspects like vocabulary, grammar, pronunciation, and the communicative compentence in general.","PeriodicalId":84501,"journal":{"name":"Coordinators' notebook : an international resource for early childhood development","volume":"62 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79622717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.4018/978-1-5225-5430-1.CH009
Nicholas Zaranis
The purpose of this chapter is to investigate if tablet computers help improve primary school students' mathematical achievements regarding addition and subtraction. This research compares the level of mathematical competence of the students taught using tablet-computer-oriented learning method which specifically takes advantage of “realistic mathematics education” (RME) for the concept of addition and subtraction, as opposed to traditional teaching methodology. The designed software consisted of several activities with and without the use of computers for addition and subtraction. It was designed following the background of the RME theory. The present study was a pilot research of quasi-experimental design with one experimental and one control groups. The research results show that the students who were taught with the educational intervention based on tablet computers and RME had a significant improvement in their total mathematical achievement, addition, and subtraction in comparison to those taught using the traditional teaching method.
{"title":"Comparing the Effectiveness of Using Tablet Computers for Teaching Addition and Subtraction","authors":"Nicholas Zaranis","doi":"10.4018/978-1-5225-5430-1.CH009","DOIUrl":"https://doi.org/10.4018/978-1-5225-5430-1.CH009","url":null,"abstract":"The purpose of this chapter is to investigate if tablet computers help improve primary school students' mathematical achievements regarding addition and subtraction. This research compares the level of mathematical competence of the students taught using tablet-computer-oriented learning method which specifically takes advantage of “realistic mathematics education” (RME) for the concept of addition and subtraction, as opposed to traditional teaching methodology. The designed software consisted of several activities with and without the use of computers for addition and subtraction. It was designed following the background of the RME theory. The present study was a pilot research of quasi-experimental design with one experimental and one control groups. The research results show that the students who were taught with the educational intervention based on tablet computers and RME had a significant improvement in their total mathematical achievement, addition, and subtraction in comparison to those taught using the traditional teaching method.","PeriodicalId":84501,"journal":{"name":"Coordinators' notebook : an international resource for early childhood development","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82204259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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