Kindergarten philosophies and practices
Perspectives of teachers, principals, and supervisors
Bibliographic Data
| ID | 12136754 |
|---|---|
| Authors | J Amos Hatch (0000-0002-6751-7595, University of Tennessee at Knoxville, corresponding author), Evelyn B Freeman (The Ohio State University Newark) |
| Year | 1988 |
| Volume | 3 |
| Issue | 2 |
| Pages | 151-166 |
| Publication date | 1988-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Early Childhood Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0885-2006 • E-ISSN: 1873-7706 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/0885-2006(88)90019-1 |
| OpenAlex | W2032011660 |
| Language | EN |
| Citations received | 20 |
| References cited | 5 |
Best practice · Ethnography · Higher education · Identification (biology · Literacy · Mathematics education · Pedagogy · Philosophy of education · Political science · Sociology · Teaching philosophy · Early Childhood Education and Development · Education and Critical Thinking Development · Educator Training and Historical Pedagogy · Psychology
(Re)Centering Quality in Early Childhood Education
Educadores de infância promotores de saúde e resiliência
Predictors of the developmental appropriateness of the beliefs and practices of first, second, and third grade teachers
What preservice teachers can learn from studies of teachers’ work
Chinese preschool teachers' knowledge and practice of teacher-child interactions
The characteristics and origins of the academic preschool
Reciprocal mentorship and Rece journeys
Helping early childhood educators thrive
Measuring the developmental appropriateness of kindergarten teachers' beliefs and practices
How early childhood teacher beliefs vary across grade level
Early childhood education teachers
A comparison of frequencies of stress behaviors observed in kindergarten children in classrooms with developmentally appropriate versus developmentally inappropriate instructional practices
Academic performance among at-risk children
Student teachers' beliefs about developmentally appropriate practice
Talking at school
Belief systems of early childhood teachers and their principals regarding early childhood education
Inclusive preschool programs
Young children as informants in classroom studies
Observed activities and stress behaviors of children in developmentally appropriate and inappropriate kindergarten classrooms
Full‐Day versus Half‐Day Kindergarten
| Unique citing works | 20 |
|---|---|
| Citations per year | 0,56 |
| Citation span | 1990 - 2024 (35) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 20 |