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Early Childhood Teachers' Views Regarding Education for Sustainable Development: A Focus Group Study
Date
2018-11-04
Author
Köklü, Hasret
Olgan, Refika
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https://hdl.handle.net/11511/73754
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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’ Perceptions and Practices in Integration of Environmental Education into Early Childhood Education.
Güner, Zişan; Olgan, Refika; Çakıroğlu, Jale (2012-09-17)
Early Childhood Educators’ Preferences of Science Content Area Activities and Predictions About Science Content Area Activity choices of Students at a Science Fair.
Gülçiçek, Turan; Demirtaş, Seden; Demircan, Hasibe Özlen; Çetin, Mustafa (null; 2018-09-05)
A growing body of research emphasizes the importance of science experiences in early childhood education (Eliason & Jenkins, 2003; Archer et al. 2012; Fleer and Robbins, 2003; Robbins, 2005) since science related activities support development and learning of children (Hadzigeorgiou, 2010). Children innately examine their environment and they begin to develop a comprehension of the world. Therefore, Trundle (2010) argue that, in early childhood years, quality science experiences are essential so that childr...
Early childhood pre-service teachers’ views about computer assisted instruction in preschool education.
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H. Köklü and R. Olgan, “Early Childhood Teachers’ Views Regarding Education for Sustainable Development: A Focus Group Study,” 2018, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/73754.