Search results for: Early childhood education
Page 1/24 235 items
The development of interaction skills in preservice teacher education: A mixed-methods study of Dutch pre-service teachers
In a mixed-methods longitudinal study, the authors monitored the development of interaction skills among a group of Dutch pre-service teachers with repeated measures for 3 years and structured interviews. The results of a linear mixed-effects model revealed an impressive growth of interaction skills during the pre-service training. The qualitative interview data revealed progress of pre-service teachers’ professional reflection on their interaction with young children. These outcomes show the effectiveness of pre-service training for the development of interaction skills and professional reflection in early childhood education and care. However, progress is relatively modest for instructional skills and this domain needs further investment in pre-service training.
Updated: Aug. 11, 2019
Examining Preservice Teachers' Conceptual and Practical Understandings of Adopting iPads into their Teaching of Young Children
This study aimed to explore how preservice teachers used iPads and their applications in their coursework and field placements, which took place in high-stakes early learning contexts, affect their conceptualizations of incorporating iPads into their teaching. The results revealed that most of these prospective teachers found iPads and their apps to be appealing but struggled to connect their attraction to these devices to student learning. However, some participants worried that by simply figuring out the pattern or steps required to complete the task or game found within the app successfully, students are not learning or developing the skills and/or knowledge the app was designed to teach them.
Updated: Dec. 13, 2018
Knowledge and Beliefs of Early Childhood Education Students at Different Levels of Professional Preparation
This study aimed to explore the characteristics of students at different levels of early childhood professional preparation. The results show differences in knowledge across the differentiated levels of early childhood professional preparation. The authors argue that such results are relevant to teacher preparation programs and provide further support for policies within early childhood programs requiring continued education for early childhood teachers.
Updated: Dec. 09, 2018
The authors designed a lab-based pilot and classroom-based feasibility study to examine an effective way to introduce mindfulness meditation. The authors conclude that the findings of these two studies of the guided mindfulness meditation — one a pilot and the other comparative trial — suggest that mindfulness meditation is feasible to introduce to early childhood education students with some modifications.
Updated: Oct. 21, 2018
This article examines the potential of 3D printing. The authors used a creativity course for preservice teachers to explore the printing's potential. The attitudes and dispositions of the participants throughout the workshop showed that it was a valuable learning experience for them. The authors conclude that three-dimensional printing, as an example of technology for young children, has the potential to fill a unique niche in educational settings.
Updated: Oct. 18, 2018
Playing at School: An Inquiry Approach to Using an Experiential Play Lab in an Early Childhood Teacher Education Course
This study aimed to document and analyze what happens when an experiential play lab is implemented in an early childhood teacher education program. The findings reveal that students made many more references to play in their defense of developmentally appropriate practices following the play lab, and the reasons they gave for the importance of play in early childhood classrooms became more diverse. The students’ responses also expanded to include the power of play to promote engagement.
Updated: Aug. 30, 2018
The Quality of Classroom Experiences in Chinese Kindergarten Classrooms across Settings and Learning Activities: Implications for Teacher Preparation
This study examined how Chinese teachers perform on Classroom Assessment Scoring System (CLASS) measures. The study also examined Chinese teachers' quality of interactions across settings and activities for future professional development considerations. Finally, the authors were interested in finding out any teacher-related variables that might contribute to teachers' better instructional supports in the classrooms. The results showed that Chinese teachers were successful in building a warm and supportive relationship with children and managing behavioral aspect of classroom. It was found that all teachers were more effective at promoting children's development in structured activities than unstructured activities. The authors also found that Chinese teachers scored lower on instruction support quality compared to international colleagues.
Updated: Jul. 26, 2018
This study explores the projected classroom management strategies of Turkish pre-service early childhood education (ECE) teachers before they entered the teaching profession. The results revealed that all of the participants had a fear of being unable to manage their classes before starting their careers because they felt unprepared. However, all the participants related rather positive classroom management experiences once they had their own classrooms.
Updated: Jul. 01, 2018
In this study, the author examined the professional knowledge that teachers use in order to assess and respond meaningfully to children’s interests. The findings revealed that personal and idiosyncratic nature of teachers’ knowledge gained in family, center and community contexts. The author argues that the personal, informal knowledge became infused with professional knowledge that influenced teacher curriculum decision-making and pedagogical practices. This informal knowledge can be described as an analytical framework of funds of knowledge. The teachers use the funds of knowledge in their interactions with children in complex and connected ways.
Updated: May. 23, 2018
Developing Identities in the Workplace: Students’ Experiences of Distance Early Childhood Teacher Education
This paper describes a study that examines students’ experiences of distance teacher education as a process of changing participation in the workplace. The findings reveal that the students’ work responsibilities gave them experience of a range of teaching activities. The findings reveal that the students described the experience of contributing with increasing confidence within their teams as their professional knowledge and experience developed. The authors argue that even with limited face-to-face opportunities within the distance programme, the students were actively engaged in relating theory and practice.
Updated: May. 16, 2018