Burger, K;
(2015)
Effective early childhood care and education: Successful approaches and didactic strategies for fostering child development.
European Early Childhood Education Research Journal
, 23
(5)
pp. 743-760.
10.1080/1350293X.2014.882076.
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Abstract
This research article attempts to determine strategies that can be used to support children's cognitive and social-emotional development in early childhood care and education programs. By synthesizing empirical evidence about pedagogical techniques that promote children's competencies, the article aims to identify those characteristics of programs that ultimately contribute to the effectiveness of early childhood care and education. In particular, the article summarizes strategies that foster children's acquisition of language, math, and social-emotional skills. In so doing, it responds to the needs of program staff who struggle to understand and address the numerous developmental needs of young children and it provides concrete guidance for policymakers and management personnel who aim to design purposeful programs which benefit child development effectively.
| Type: | Article |
|---|---|
| Title: | Effective early childhood care and education: Successful approaches and didactic strategies for fostering child development |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/1350293X.2014.882076 |
| Publisher version: | https://doi.org/10.1080/1350293X.2014.882076 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | early childhood care and education, fostering skills, effective approaches, language, mathematics, and social-emotional development |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10081203 |
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