Early Childhood Education for Sustainable Development: Experiences in Sweden and Inferences for Turkey

Cengizoğlu, Seçil
Öztürk Kahriman, Deniz
Olgan, Refika
Teksöz, Gaye
Applied Education Congress (APED) (2012)


Early Childhood Teachers' Views Regarding Education for Sustainable Development: A Focus Group Study
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Early childhood education and investment in human capital formation: the case of Turkey in global perspective
Saraçoğlu, Dürdane Şirin (2019-03-21)
Drawing on cognitive science, child psychology, education and economics literature, this paper investigates the significance of early childhood development and highlights the value of investment in early childhood education (ECE). The young child requires adequate psycho-stimulation for the optimal development of the brain, which subsequently helps her to accomplish at school and achieve in adulthood. It has been previously emphasized that for all young children who start life at an equal footing, governmen...
Early Childhood Teachers’ Practices and Views On Portfolio Assessment: Findings Between Turkey and The United States
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Early Childhood Education and Care in India: Non-formal Early Childhood Education Services in Anganwadi Centers
Demirtaş İlhan, Seden; Erden, Feyza; Yalçın, Fatma (null; 2018-09-04)
CDS programs has positive effects on health and educational conditions of children. However, non-formal preschool education service which providing in the Anganwadis cannot be reach at expected level. Although non-formal preschool education provides improvements in academic achievement, cognitive development and school readiness of the children, education given in preschools has more positive effects on children in same age group. Also there are inequalities in physical and educational conditions of prescho...
Düzgün, Elif; Olgan, Refika; Department of Early Childhood Education (2022-1)
This study sought to compare the energy conservation behaviors of early childhood teachers across eco and non-eco preschools along with the possible predictors of energy conservation behaviors. The data was collected from 270 early childhood education teachers working in public eco and non-eco preschools in İstanbul and Antalya through Demographic Information Form, the Energy Conservation Behavior Scale, and the New Environmental Behavior Scale. The validity and reliability of the instruments were satisfied...
Citation Formats
S. Cengizoğlu, D. Öztürk Kahriman, R. Olgan, and G. Teksöz, “Early Childhood Education for Sustainable Development: Experiences in Sweden and Inferences for Turkey,” Ankara, Türkiye, 2012, p. 258, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/71164.