Search results for: Early childhood education
Page 11/26 256 items
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
This article presents a brief overview of scenario-based instruction in Child, Family and Community online course. The results show that student and faculty feedback, as well as student learning outcomes, have revealed that the scenario and case-based aspects of the course design have been useful and helpful in achieving the course goals. Instructors reported that there was a noticeable difference between the students who participated in the scenario-based classes versus the students that participated in the traditional format of the course in terms of the depth and breadth of their work.
Updated: Jul. 30, 2014
Creating Inclusive, Literacy-Embedded Play Centers in a Children’s Museum: Connecting Theory to Practice
This article discusses how preservice teachers connected theory to practice in a service learning project that provided an additional field opportunity. Through this experience, teacher candidates connected theory to practice by creating inclusive, literacy-embedded play centers (LEPC) for a local children’s museum. This study describes how the preservice teachers designed and developed LEPC in a community setting while reflecting upon the connections made between theory and practice. Specifically, they were able to name and describe the domains of learning, aspects of play, and principles of inclusive, literacy-embedded play centers.
Updated: Jul. 21, 2014
The current article provides an overview of the Australian Federal Government initiatives in the area of early childhood with regard to the provision of early childhood education and care. Recent Australian policies, reforms, and curriculum documents show there is an increasing need for educators to recognise the social, cultural and political influences on teaching and learning. These changes have influenced a Western Australian university to develop an innovative birth to 8 years preservice educator education curriculum. The program redesign at Curtin University is one example of a way in which academics involved in program development at universities can interpret policy, recognize change and act on this change by reforming and implementing appropriate courses of study.
Updated: Jul. 14, 2014
Research on Early Childhood Teacher Education: Evidence From Three Domains and Recommendations for Moving Forward
The purpose of this article was to illustrate the characteristics, key features, and significant gaps in current Early Childhood Teacher Education (ECTE) research by way of examples from several important domains, and to identify the kinds of research that are most needed to address the question posed in this special issue. The authors provided illustrations in three domains of ECTE: addressing the needs of young children with disabilities; understanding and working effectively with infants and toddlers; and building young children’s competence and interest in mathematics. They then identified five crosscutting research priorities, using examples from these three domains. They conclude by describing what is needed to create a supportive environment that produces—and implements—early childhood teacher education research.
Updated: Jul. 09, 2014
This article presents a qualitative case study, which examined the relationship between conversations during formal collaborative experiences and the actual classroom practice of early childhood teachers in a district, Head Start, and university lab school. Three elements related to the development of communities of practice emerged from this study: (a) parallel processes that promoted the transfer of teacher talk into practices that enriched classroom environments; (b) administratively supported collective control of curriculum by teachers promotes a practice-based focus; and (c) use of protocols actively guides the content and process of teachers’ conversations. This study illustrates the importance of group routines and intentions, collective ownership of curriculum, and their role in the development of productive parallel processes.
Updated: Jul. 01, 2014
The purpose of this article is to describe the results of a teacher–teacher educator collaboration focused on adapting the Center for Research on Education, Diversity, and Excellence (CREDE) standards for Effective Pedagogy for use in early childhood (EC) settings. The CREDE standards are instructional strategies that developed from research on K–12 diverse learners. Participants included 13 preschool teachers and 2 administrators serving 2- to 5-years-olds at a university-based EC center. The authors made changes to criteria for the standards so as to make them more developmentally appropriate, with considerations of language development, a focus on goals that included self management and social skills, and children’s tendencies to be more egocentric and less self-aware. However, the educators generally felt that the CREDE strategies were appropriate for early childhood instruction.
Updated: Jun. 25, 2014
This article reports a study in which 32 early childhood educators participated in an intensive three-day professional development workshop with the goals of: increasing teachers’ knowledge about robotics, engineering and programming, and pedagogies for teaching them in the early childhood classroom. Results show a statistically significant increase in the level of knowledge in all the three areas of technology in general, pedagogy, and robotics content knowledge after participation in the institute.
Updated: Jun. 24, 2014
Preservice Early Childhood Teachers’ Sense of Efficacy for Integrating Mathematics and Science: Impact of a Methods Course
The purpose of this study was to investigate the effectiveness of an integrated science and mathematics methods course on preservice early childhood teachers’ efficacy beliefs for integrating science and mathematics in early childhood classrooms. Participants in two cohorts were tested to assess their efficacy beliefs for teaching science, mathematics, and integrating science and mathematics before and immediately after instruction. The findings provided evidence that the methods course was effective at enhancing preservice teachers’ efficacy beliefs for integrating science and mathematics.
Updated: Jun. 24, 2014
This article aims to describe two studies that examined the effects of training and coaching on preservice teachers’ implementation of an intervention focused on teaching play to young children with disabilities. The results indicated that didactic training alone was not associated with changes in teacher behaviors. However, training plus coaching resulted in teachers’ increased use of the intervention package. Child pretend play behaviors also were examined in Study II and increased with the teachers’ high-fidelity use of the intervention.
Updated: Apr. 22, 2014