Titlebook: Early Childhood Education and School Readiness in India; Quality and Diversit Venita Kaul,Suman Bhattacharjea Book 2019 Springer Nature Sin

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書目名稱Early Childhood Education and School Readiness in India影響因子(影響力)




書目名稱Early Childhood Education and School Readiness in India影響因子(影響力)學科排名




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書目名稱Early Childhood Education and School Readiness in India網(wǎng)絡公開度學科排名




書目名稱Early Childhood Education and School Readiness in India被引頻次




書目名稱Early Childhood Education and School Readiness in India被引頻次學科排名




書目名稱Early Childhood Education and School Readiness in India年度引用




書目名稱Early Childhood Education and School Readiness in India年度引用學科排名




書目名稱Early Childhood Education and School Readiness in India讀者反饋




書目名稱Early Childhood Education and School Readiness in India讀者反饋學科排名

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Research in India on Early Childhood Education and School Readiness: Some Learningsrch available within the country?on ECE and School Readiness. The first part of the chapter focuses on research studies conducted in the past decade in India; these are thematically categorized. This part also discusses the implications of their findings. The second part provides a brief introductio

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形容詞

Does Participation in Preschool Help Children’s Early Grade Learning?rollment is visible across rural India. Second, children’s ability to read simple text and do basic arithmetic is extremely poor and has not improved over time. ASER data show that the learning gap is widening between government and private schools but that a larger proportion of this gap is attribu

慷慨援助

Where Do Young Children Go? Provisioning in Early Childhood Educationof similar shifts in enrolment trends for young children at the preschool stage. This chapter consolidates evidence on early childhood education (ECE) provisioning in India from multiple sources. Specifically, it examines associations between village-level characteristics and private preschool provi

慷慨援助

What Works for School Readiness? Understanding Quality in Preschool Education curriculum in preschool education and overall school readiness levels of children at the point of school entry. The findings, while documenting very low levels of cognitive readiness in children, also indicate a wide gap between prescribed and actual field practice with the latter dominated by form

留戀

Language Literacy and Bilingualism in the Early Years instruction—language comprehension and use in the classroom by the teacher and children, forms of print available and use of print and reading, and writing opportunities provided in the classroom. It uses data from the Early Childhood Education Quality Assessment Scale. The data were collected as a

embolus

Situating Teacher Beliefscommunity that might influence their day-to-day beliefs and practices. It uses interviews with 380 teachers across different types of schools (preschool and primary) in the three states of Assam, Rajasthan, and Telangana. The data were collected as a part of the Indian Early Childhood Education Impa

寡頭政治

Are Schools “Ready for Children”? Assumptions and Ground Realitiess school systems grow in size and reach populations with little or no prior experience of schooling, the notion that schools should aim to understand, communicate with, and respond to individual children and their families seems to be moving further and further out of reach. This chapter uses data f