Search results for: Early childhood education
Page 4/26 256 items
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
Losing the Whole Child? A National Survey of Primary Education Training Provision for Spiritual, Moral, Social and Cultural Development
This study explores trainers’ approaches to organisation and delivery; levels of confidence in delivery; and wider views on the place of spiritual, moral, social and cultural (SMSC) in primary schools and in initial teacher training (ITT). The authors conclude that this survey has provided new evidence about the practices and challenges facing those who are training primary teachers in universities and in School-Centred Initial Teacher Training (SCITT). The authors argue that the promotion of strands relating to children’s personal, social and emotional well-being is essential if children are to fully flourish as human beings.
Updated: Feb. 11, 2018
This study aimed to examine the process through which three student caregivers learned to develop relationships with a key infant in the context of an infant practicum course. The results revealed that the power and value of relationships were an essential context for learning about infant development, infant care and education, and preparation of infant professionals. As they developed reciprocal responsiveness with their key infants, the students shared that they experienced emotional rewards and intimate connections, and gained confidence in understanding and caring for infants. The results also highlight the importance of parent–caregiver relationships. The authors found that the caregivers benefitted from having opportunities to get to know their key infants’ families.
Updated: Feb. 07, 2018
Working with Practicing Teachers in a High-Stakes Teaching Context to Rethink their Pedagogical Practices with Children of Diverse Backgrounds
This article examined a professional development course within a large urban school district for preKindergarten and Kindergarten teachers. In the course, the teachers were asked to reconceptualize their pedagogical practices with their students and engage in learning activities in their classrooms that attended to the children’s sociocultural worlds.
Updated: Aug. 13, 2017
International Field Experience as an Impetus for Personal and Professional Transformation: Through the Lens of Early Childhood Postsecondary Students
This study examined the international field experience of Canadian Early Childhood Education Diploma and Early Childhood Leadership Degree students. The findings indicate that an international field experience enhances learning and growth for the early childhood education and early childhood leadership student, in both personal and professional domains. The pedagogical approach, which includes the roles of faculty who facilitate an international placement, was also found to be a principal theme in the data analysis.
Updated: Jun. 26, 2017
What’s Missing in Most of Our Early Childhood Degrees? Focusing More Deeply on Relationships and Learning with Infants, Toddlers, and their Families
This study explored whether early childhood teachers were being prepared in coursework and field experiences to meet Washington state and nationally accepted core knowledge and broad competency areas for preparation of the infant-toddler workforce. A review of early childhood degree programs found an overall insufficient emphasis on a deeper understanding of holistic infant early development and intervention, as well as mental health and observable, evidence-based interactions that promote child and family resilience at the level of the individual early childhood educator’s preparation.
Updated: Jun. 11, 2017
First-Year Practicum Experiences for Preservice Early Childhood Education Teachers Working with Birth-to-3-Year-Olds: An Australasian Experience
The present article reports on a project, “Collaboration of Universities Pedagogies of Infants’ and Toddlers’ Development—‘down under’ (CUPID)'. This project evaluated the practicum experiences of 1st-year preservice initial teacher education (ITE) students at five universities across Australia and New Zealand engaging in early childhood education (ECE) teacher programs. The results from year 1 of their qualification experiences highlight the diverse and complex approaches to practicum experiences, ranging from specialized events with birth-to-3-year-olds to generic practicum with a wider age group. The implications of the practicum experience, in its many iterations, are explored in terms of the treatment of infant and toddler pedagogy as a specialization, and as an integrated component of the curriculum.
Updated: Jun. 11, 2017
Impact of a Statewide Early Childhood Curriculum Enhancement Initiative on Community College Faculty and Paraprofessional Students
In this article, the authors describe the development and implementation of a collaborative initiative between a major urban research university and a state’s community college system and member institutions to enhance the preparation of paraprofessionals to work with young children with disabilities and their families. The authors report on gains in knowledge and confidence experienced by both faculty and paraprofessional students, and we identify programmatic practices that support adoption, fidelity of implementation, and sustainability of curricular innovations.
Updated: Jun. 11, 2017
Grade-level Overlap and Standards Mismatch between Nationally Recognized Programs that Prepare Teachers for Grades PreK–3
This study has two purposes regarding programs accredited by the National Council for the Accreditation of Teacher Education (NCATE). First, the study examines what extent NCATE-recognized elementary teacher preparation programs, which have been approved by the Association for Child Education International (ACEI), prepares candidates to teach in grades PreK–3. Second, it investigates the grades that the National Association for the Education of Young Children (NAEYC) considers part of early childhood education. This analysis indicates that ACEI’s standards include far fewer references to terms that capture essential features of early instruction (e.g., family, community, and observation). Further, while the NAEYC’s standards refer to “self-regulation” four times and “play” eight times, the elementary standards mention neither term.
Updated: Jun. 11, 2017
The author has used a performative drawing form to meet the new National Curriculum of Kindergarten Teacher Education, but mostly in order to disclose the importance of a creative process while drawing. The results show how students expanded their understanding of what a drawings session can be, and that this encourage them to new creative praxis in their kindergarten.
Updated: Jun. 01, 2017