Abstract

This thesis argues that since the social-emotional components of early childhood development and education augment cognitive development, holistic early childhood teacher training that prepares educators regarding both types of development would further improve the well-established return on investment seen as a result of health and wellness programs at pre-natal and pre-school stages.

Department

International & Comparative Education Department

Degree Name

MA in International & Comparative Education

Graduation Date

Summer 5-28-2015

Submission Date

September 2016

First Advisor

Hozayin, Russanne

Second Advisor

NA

Third Advisor

NA

Committee Member 1

Rissmann-Joyce, Stacie

Committee Member 2

NA

Committee Member 3

NA

Extent

57 p.

Document Type

Master's Thesis

Rights

The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. The author has granted the American University in Cairo or its agents a non-exclusive license to archive this thesis, dissertation, paper, or record of study, and to make it accessible, in whole or in part, in all forms of media, now or hereafter known.

Institutional Review Board (IRB) Approval

Not necessary for this item

Comments

Appreciation and thanks go to The American University in Cairo School of International and Comparative Education.

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