(ages 3–9) used digital technologies to ‘make’ a difference. Employing a “multi-sited sensibility” ( Vossoughi & Gutiérrez, 2014 ), I worked across three earlylearning spaces (a multi-age 1st–3rd grade classroom in the Midwestern United States, a parochial PreK3 classroom in Brighton, Massachusetts
Food imprinting revisited: earlylearning in foraging predatory mites Peter Schausberger 1,3) , Andreas Walzer 1) , Daniela Hoffmann 1) & Hasan Rahmani 1,2) ( 1 Institute of Plant Protection, Department of Applied Plant Sciences and Plant Biotechnology, University of Natural Resources and
young children attend ECE programs. ECE programs may be known by many different names, including preschool, early years’ programs, earlylearning centres, and day care. Most programs serve children ages two through five years, although some also provide educational services to infants and toddlers
, Germany Abstract —Sexual imprinting is an earlylearning process by which a young animal acquires information which will help in choosing a sexual partner. It consists of two separate phases, an acquisition phase where features of the social environment are learnt, and a stabilisation phase in which
Working with parents is a significant aspect of educators’ roles, yet it is rare to find curriculum in teacher education programs designed to prepare individuals to consider, in philosophical, theoretical, and pedagogical ways, who they will be in relationship with parents and why. Schools, therefore, remain hierarchical structures in which parents are marginalized in relation to decisions affecting teaching and learning.
This book begins with Pushor’s conceptualization of a “curriculum of parents,” a curriculum which explores beliefs and assumptions about parents, a vision for education in which educators work alongside parents and family members in the learning and care of children, and a desire for reform. She describes a curriculum of parents, in the form of three graduate teacher education courses, which she lived out in relationship with students.
Graduate students then capture their experiences immersed in this curriculum—what they each took up, how it shaped their knowledge, attitudes, and practices, and how they lived it out as they returned to their classrooms, schools, and early learning centres. This book is a storied account of their intense immersion in a curriculum of parents and the resulting impact living that curriculum has had on who they are in relation to parents and families. It is an honest and vulnerable account of their shared and individual journeys. They puzzle over the complexities and the successes of their work and the resulting impact. This is not a book of best practice, but an invitation to other educators to consider, as they did, what they do and how it could be different.
care ( ecec ) is yet to be established. The complex and collectivist nature of earlylearning environments requires investigation of how these concepts find expression in highly regulated settings.
Rights in Early Childhood
The 1989 United Nations Convention on the Rights of the Child ( crc or
characteristics of the imprinted object (MOLTZ, 1963; SLUCKIN, I965,; TIiORPE, 1956). CAIRNS (1966) has postulated a general model of the imprinting process that would allow earlylearning of any discernible characteristic of the species and also allow attachment to inanimate objects. The importance of odor in
preferences of adult zebra finches are influenced by earlylearning of parental characteristics. We studied how imprinting affects the preference of female zebra finches for male beak colour. The beaks of male and female parents were painted, 2-3 days before hatch and thereafter until the young were fledged