Search results for: Preschool education
Page 1/2 13 items
Effects of a Training Package to Increase Teachers’ Fidelity of Naturalistic Instructional Procedures in Inclusive Preschool Classrooms
Despite a plethora of research on the effectiveness and utility of naturalistic instructional procedures, few studies have examined the training and coaching practices used to prepare teachers to use these procedures. The authors trained two preschool teachers of inclusive classrooms to use naturalistic instructional procedures within the context of their daily activities. The training package consisted of the most commonly utilized teacher training and coaching practices. Teachers evaluated the social and ecological validity of the training and coaching practices throughout the study. Results indicated that both teachers acquired target naturalistic instructional procedures with concomitant decreases in the number of unrelated task demands presented to children. Teachers reported idiosyncratic differences across social and ecological validity ratings. Implications for future research and teacher training are discussed by the authors.
Updated: Jul. 29, 2019
The purpose of this study was to investigate a number of factors that contribute to the formation of positive attitudes towards inclusive education (IE), during the pre-service training of pre-school teachers. The findings showed that pre-service pre-school teachers have a positive attitude towards IE. Furthermore, the results revealed that the completion of a unit studying the philosophy, fundamentals and legislation of IE significantly improved attitudes in pre-service pre-school teachers; a finding consistent with past research. However, the authors found that this attitude did not lead to positive perceptions of ability and competence to implement IE practices upon completion of the degree.
Updated: Oct. 16, 2017
In this article, the author uses the framework of prek-3rd as a vehicle for exploring the implications of more closely linking Early Childhood Education (ECE) and schooling, focusing especially on philosophical and practical issues raised by this objective. He will examine the reasoning of proponents and raise questions about their assumptions. The prek-3rd posits a heterogeneous population of children moving up through a matrix of diverse learning and developmental tasks at different rates. The author concludes that the example of prek-3rd suggests that there are many positive aspects to the idea of bringing ECE and early schooling closer together, such as a complex view of the child and sensitivity to individual differences; the balance in attention to teaching and learning; and the broadened time frame for considering the transition to school.
Updated: Aug. 04, 2014
A Narrative of an Action Research Study in Preschool: Choice Points and their Implications for Professional and Organisational Development
This article focuses on some of the choice points and their implications for professional and organisational development in Swedish preschool. The preschool teachers in this study show that pedagogical change is possible, although it takes time and is not necessarily endorsed by municipal employers.
Updated: Oct. 28, 2012
Challenging Anthropocentric Analysis of Visual Data: A Relational Materialist Methodological Approach to Educational Research
The purpose of this article is to challenge the habitual anthropocentric gaze we use when analyzing educational data. By enacting analysis of photographic images from a preschool playground, using a relational materialist methodological approach, the authors put to work concepts that open up possibilities to understand the child as emergent in a relational field, where non-human forces are equally at play in constituting children's becomings. In the second part of the article, the authors discuss how the decentring of the child may also be applied to researchers as producers of knowledge.
Updated: Mar. 01, 2011
This meta-analysis examines the effects of vocabulary interventions on pre-K and kindergarten children’s oral language development. Results indicated that children’s oral language development benefited strongly from these interventions. However, the authors argue that vocabulary interventions are not sufficiently powerful to close the gap—even in the preschool and kindergarten years.
Updated: Feb. 21, 2011
The purpose of this paper is to share the findings of a 4-year qualitative study investigating the relationships forged and teaching ideologies constructed by Latino pre-K teachers via critical “storying” within a culturally responsive professional learning community. Findings suggest that as teachers learned to recognize, listen to, and learn from the personal/professional individual and collective life histories of each other, their teaching efficacy was enhanced increasing their ability to develop effective literacy instruction that was culturally and linguistically responsive to the needs of young children.
Updated: Aug. 31, 2010
'Learning through play' in early childhood education is widely advocated, but studies show that play is not easily enacted in classrooms. This article examines how one teacher implemented learning through play within a formal and didactic Hong Kong pre-school classroom. The findings support the adoption of 'play' in young children's learning and reveal tactful ways in which a teacher can encourage the evolving 'flow' of children's play while simultaneously scaffolding their learning.
Updated: May. 09, 2010
This article analyses staff responsibilities for promoting gender equality in preschool in Sweden and Scotland. These countries represent different welfare regimes, but also display common features, both influenced by tradition and recent transnational policies and discourses. In both cases, teachers are constructed as role models who should promote certain gender values and provide children with opportunities. The Swedish curriculum places more emphasis on similarities between girls and boys, while the Scottish counterpart tends to emphasize difference more, paying attention to boys and the need for male role models.
Updated: Feb. 21, 2010
Pedagogical Beliefs, Activity Choice and Structure, and Adult–Child Interaction in Nursery Classrooms
A qualitative analysis of four cooking activities undertaken in two nursery classes reveals relationships between the adults' pedagogical beliefs, the choice and structuring of activities, and the nature of adult–child participation. Analysis of the data reveals a dichotomy in the cooking activity choices made by the adults between baking recipes which required a high level of adult control, and other cooking activities which required minimal adult intervention.
Updated: Jan. 12, 2010