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| Author | : Nasra Shabnam |
| Publisher | : Sarup & Sons |
| Total Pages | : 156 |
| Release | : 2003 |
| Genre | : Child development |
| ISBN | : 9788176254250 |
| Author | : W. Steven Barnett |
| Publisher | : SUNY Press |
| Total Pages | : 352 |
| Release | : 1998-01-01 |
| Genre | : Education |
| ISBN | : 9780791436196 |
Establishes the power of early care and education to change children's lives, particularly children in poverty.
| Author | : Yidi Wang |
| Publisher | : |
| Total Pages | : 296 |
| Release | : 2017 |
| Genre | : Children with social disabilities |
| ISBN | : |
Education is a powerful key for people to unlock the world and achieve a higher quality of life. It stimulates children's natural creativity and brings them a myriad of opportunities to achieve their dreams. However, in today's world, there are millions of children who do not have access to education from an early age. UNICEF (2017) states that there are 159 million children aged three to nine, who are denied education in the world. This is more than half of the overall world population in this age group. A lack of education sets these children on a trajectory to be marginalized and vulnerable from the outset and is implicated in a multitude of severe future consequences for wider society. There is an urgent need for society to pay attention to underprivileged children and help them have access to basic education. There are many factors that cause this problem - lack of investment from governments; lack of parental care; family poverty; lack of human resources; limited electronic devices, etc. All these factors cause pre-schoolers who are living in underprivileged conditions to have very limited access to education. Furthermore, most of the current research is focused on a single aspect of this multidimensional problem - underprovided children, education, or persuasive learning, etc. Very little existing research gives a comprehensive insight into the education of underprivileged children, and how we can address the problem by weaving persuasive learning techniques in combination with exponential systems and technologies. Our research focuses on precisely this gap - the nexus of underprivileged children, preschool education, and teaching and learning in the age of ubiquitous, exponential systems and technologies. We particularly identify gaps in the current practice of digital pre-school education systems and attempt to fill them by designing and implementing a prototypical persuasive crowdsourced teaching and learning platform. This research proposes concepts, models, process, frameworks, architectures, and workflows to support the design of a persuasive educational platform for underprivileged pre-schoolers. Furthermore, we implement a persuasive educational platform for underprivileged pre-schoolers that realises and instantiates the conceptual and system artefacts. The platform supports capturing, curating, discovering, and sharing of content that spans words, phrases, poetry, prose, audio, images, and video. The platform we have designed and implemented connects key stakeholders such as teachers, parents, and pre-schoolers. The platform enables reconfiguration and extension to meet the progressively changing teaching and learning needs of underprivileged pre-schoolers. As a proof of concept, we have configured the platform to support vocabulary learning for underprivileged pre-schoolers using a number of principles of persuasion, personalization, visualization, interaction and gamification; allowing children to learn any language from any other language.
| Author | : Barbara Beatty |
| Publisher | : Yale University Press |
| Total Pages | : 292 |
| Release | : 1995-01-01 |
| Genre | : Education |
| ISBN | : 9780300072730 |
A history of policies and programmes for the education of three-to-five-year-olds in the USA. This book also traces efforts to make pre-school education a part of the American public school system and shows why these efforts have been rejected, despite evidence of pre-school benefit.
| Author | : Dionne C. Estes |
| Publisher | : |
| Total Pages | : |
| Release | : 2015 |
| Genre | : Early childhood education |
| ISBN | : |
Despite federal and state investments in early education intervention programs, achievement gaps continue to afflict the education system with children from low-income families having an increased need for high quality preschool education. When children from underprivileged families move through the education system, the chances of academic success becomes difficult as the education gap increases year after year, and they fall farther behind. By the time these students enter high school, they are behind academically and unable to meet grade level requirements. Many of them to give up and quit attending school, leading to an increase in the dropout rate. Research indicates that if high quality interventions are made during the preschool years, disadvantaged students are provided with benefits in language, literacy, social and academic skills. These skills, provided in the preschool years carry through into adolescence. The outcome for students is a successful educational experience, increasing high school graduation rates, and ultimately decreasing the dropout out rate in the community. Families who cannot afford to pay for preschool have children entering kindergarten with privileged children who are already familiar with class structure, daily routines, socializing with peers, and who have experienced an introduction to academics. Children of low-income families have not had the chance to practice or participate in any of these experiences, and yet they are entering a program where the social and academic expectations are the same for both groups of students. The purpose of this study is to analyze the benefits and the advantages of providing public preschool to families, who otherwise could not afford it. The long-term negative effects on children who did not have the opportunity to attend preschool are also described.
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 464 |
| Release | : 2001-01-22 |
| Genre | : Education |
| ISBN | : 0309068363 |
Clearly babies come into the world remarkably receptive to its wonders. Their alertness to sights, sounds, and even abstract concepts makes them inquisitive explorersâ€"and learnersâ€"every waking minute. Well before formal schooling begins, children's early experiences lay the foundations for their later social behavior, emotional regulation, and literacy. Yet, for a variety of reasons, far too little attention is given to the quality of these crucial years. Outmoded theories, outdated facts, and undersized budgets all play a part in the uneven quality of early childhood programs throughout our country. What will it take to provide better early education and care for our children between the ages of two and five? Eager to Learn explores this crucial question, synthesizing the newest research findings on how young children learn and the impact of early learning. Key discoveries in how young children learn are reviewed in language accessible to parents as well as educators: findings about the interplay of biology and environment, variations in learning among individuals and children from different social and economic groups, and the importance of health, safety, nutrition and interpersonal warmth to early learning. Perhaps most significant, the book documents how very early in life learning really begins. Valuable conclusions and recommendations are presented in the areas of the teacher-child relationship, the organization and content of curriculum, meeting the needs of those children most at risk of school failure, teacher preparation, assessment of teaching and learning, and more. The book discusses: Evidence for competing theories, models, and approaches in the field and a hard look at some day-to-day practices and activities generally used in preschool. The role of the teacher, the importance of peer interactions, and other relationships in the child's life. Learning needs of minority children, children with disabilities, and other special groups. Approaches to assessing young children's learning for the purposes of policy decisions, diagnosis of educational difficulties, and instructional planning. Preparation and continuing development of teachers. Eager to Learn presents a comprehensive, coherent picture of early childhood learning, along with a clear path toward improving this important stage of life for all children.
| Author | : Ajay Chaudry |
| Publisher | : Russell Sage Foundation |
| Total Pages | : 285 |
| Release | : 2021-03-25 |
| Genre | : Education |
| ISBN | : 1610449061 |
Early care and education for many children in the United States is in crisis. The period between birth and kindergarten is a critical time for child development, and socioeconomic disparities that begin early in children’s lives contribute to starkly different long-term outcomes for adults. Yet, compared to other advanced economies, high-quality child care and preschool in the United States are scarce and prohibitively expensive for many middle-class and most disadvantaged families. To what extent can early-life interventions provide these children with the opportunities that their affluent peers enjoy and contribute to reduced social inequality in the long term? Cradle to Kindergarten offers a comprehensive, evidence-based strategy that diagnoses the obstacles to accessible early education and charts a path to opportunity for all children. The U.S. government invests less in children under the age of five than do most other developed nations. Most working families must seek private childcare, which means that children from low-income households, who would benefit most from high-quality early education, are the least likely to attend them. Existing policies, such as pre-kindergarten in some states are only partial solutions. To address these deficiencies, the authors propose to overhaul the early care system, beginning with a federal paid parental leave policy that provides both mothers and fathers with time and financial support after the birth of a child. They also advocate increased public benefits, including an expansion of the child care tax credit, and a new child care assurance program that subsidizes the cost of early care for low- and moderate-income families. They also propose that universal, high-quality early education in the states should start by age three, and a reform of the Head Start program that would include more intensive services for families living in areas of concentrated poverty and experiencing multiple adversities from the earliest point in these most disadvantaged children’s lives. They conclude with an implementation plan and contend that these reforms are attainable within a ten-year timeline. Reducing educational and economic inequalities requires that all children have robust opportunities to learn, fully develop their capacities, and have a fair shot at success. Cradle to Kindergarten presents a blueprint for fulfilling this promise by expanding access to educational and financial resources at a critical stage of child development.
| Author | : Marie Susan Burns |
| Publisher | : Brookes Publishing Company |
| Total Pages | : 0 |
| Release | : 2012 |
| Genre | : Education |
| ISBN | : 9781598571950 |
With this expertly organized collection of essential information on early childhood education, tomorrow's preschool teachers will enter the classroom prepared and motivated to give all children a great start in school.
| Author | : Anthony Abraham Jack |
| Publisher | : Harvard University Press |
| Total Pages | : 464 |
| Release | : 2019-03-01 |
| Genre | : Education |
| ISBN | : 0674239660 |
An NPR Favorite Book of the Year Winner of the Critics’ Choice Book Award, American Educational Studies Association Winner of the Mirra Komarovsky Book Award Winner of the CEP–Mildred García Award for Exemplary Scholarship “Eye-opening...Brings home the pain and reality of on-campus poverty and puts the blame squarely on elite institutions.” —Washington Post “Jack’s investigation redirects attention from the matter of access to the matter of inclusion...His book challenges universities to support the diversity they indulge in advertising.” —New Yorker “The lesson is plain—simply admitting low-income students is just the start of a university’s obligations. Once they’re on campus, colleges must show them that they are full-fledged citizen.” —David Kirp, American Prospect “This book should be studied closely by anyone interested in improving diversity and inclusion in higher education and provides a moving call to action for us all.” —Raj Chetty, Harvard University The Ivy League looks different than it used to. College presidents and deans of admission have opened their doors—and their coffers—to support a more diverse student body. But is it enough just to admit these students? In this bracing exposé, Anthony Jack shows that many students’ struggles continue long after they’ve settled in their dorms. Admission, they quickly learn, is not the same as acceptance. This powerfully argued book documents how university policies and campus culture can exacerbate preexisting inequalities and reveals why some students are harder hit than others.
| Author | : United States. Congress. House. Committee on Education and Labor. Select Subcommittee on Education |
| Publisher | : |
| Total Pages | : 1102 |
| Release | : 1970 |
| Genre | : Day care centers |
| ISBN | : |
