Parental perception and practices to support socio-emotional development of children aged 3-5 years

Parental perception and practices to support socio-emotional development of children aged 3-5 years

عرض إصدارات أخرى (1)

This thesis is submitted in partial fulfillment of the requirements for the degree of Master of Science in Early Childhood Development, 2024.

التفاصيل البيبلوغرافية
المؤلف الرئيسي:	Deeya, Shafa Binte Hafiz
مؤلفون آخرون:	Islam, Syeda Fareha Shaheeda
التنسيق:	أطروحة
اللغة:	English
منشور في:	Brac University 2024
الموضوعات:	Socio-emotional development Early childhood Parental perception Preschooler Children > Activity programs > Bangladesh. Preschool children > Books and reading. Early childhood education.
الوصول للمادة أونلاين:	http://hdl.handle.net/10361/24313

مواد مشابهة

Parental perception and practices to support socio-emotional development of children aged 3-5 years
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منشور في: (2024)

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Parent’s perception and practices on socio-emotional development of 0-3 years old children
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منشور في: (2023)

Parental perceptions of the effect of Pre-primary schooling on the socio-emotional development of 3-4-year aged children
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The role of play in early childhood development: parental perceptions of urban area in Bangladesh
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Childhood obesity in early years: parental perceptions in Dhaka city
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Preschool teaching and learning: a case study exploration in Dhaka
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Exploring parents' perceptions of the play-based approach for early childhood education
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Scaling heights : a strategy for the improvement of quality in early childhood education ; report of the workshop August 23-25, 2001 /
منشور في: (2001)

Shaping early childhood : learners, curriculum and contexts /
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منشور في: (2003)

Parents’ perception and practice of early stimulation for 0-3 years old children in urban areas
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Working mothers’ perception on the socio-emotional development of their children age 4-6 years
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Autism and early years practice : a guide for early years professionals, teachers and parents /
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Parental perception about the effects of Covid-19 pandemic on young children
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Early childhood care and development program of Save the Children in Bangladesh
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Exploring the Influence of grandparents' role in Bangladeshi context to develop the well-being of children (0-6 years): a perception study on parents
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Pre-school techers’ perception on inclusion of children with learning disabilities in early childhood education
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Early childhood education : need and opportunity /
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Better parenting initiatives : presentations and report of the Third Meeting of the Central and Eastern European Early Childhood Care and Development Network, November 2001 /
منشور في: (2002)

The whole child : new trends in early education /
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منشور في: (1975)

Teaching Mathematics through play pedagogy in Government pre-primary classes: An exploratory study
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Hope: national academy for autism and neuro-development disabilities
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منشور في: (2018)

Supporting Indigenous children's development : community-university partnerships /
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منشور في: (2006)

Perception of working mothers about having at the workplace
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Early childhood development: child -to-child approach
بواسطة: Hashima-E-Nasreen, وآخرون
منشور في: (2020)

Parents’ and teachers’ perceptions towards two years pre-primary
بواسطة: Rahman, Mohammad Mafizur
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Partnerships : families and communities in early childhood development /
بواسطة: Wilson, Lynn
منشور في: (2005)

Parent’s understanding about their involvement in 3-5- year old children’s play
بواسطة: Rani, Roksana Ali
منشور في: (2024)

Teachers’ perceptions about play-based pedagogy to develop the literacy skills of children in pre-primary level
بواسطة: Mostafa, Mohd. Golam
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Father’s involvement in early childhood development in Bangladesh
بواسطة: Islam, Tasmeyah Mahbuba
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An exploratory study on parents’ perception of online learning for preschoolers
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Literacy learning in the early years /
منشور في: (2000)

In dialogue with Reggio Emilia : listening, researching and learning /
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Children, spaces, relations : metaproject for an environment for young children /
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Teachers’ perception and practices related to preschoolers’ self-regulation skills in the classroom
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