Search results for: Early childhood education
Page 16/26 256 items
The current study reports the relationship of an undergraduate course in family and community relations to the teaching practices of 1st-, 2nd-, and 3rd-year elementary and early childhood education graduates of a mid-sized Midwestern university. Quantitative measures indicated minimal differences between groups. Qualitatively, however, treatment group members reported engaging families in creative, less standardized levels of involvement than members of the control group.
Updated: Apr. 22, 2012
Preservice Teachers' Perceptions of Pedagogic Documentation Techniques in Early Childhood Teacher Preparation
The current research examines the perceptions of early childhood preservice teachers in relation to earning the techniques of pedagogic documentation with young children. The participants were preservice teachers who were enrolled in an upper division course in an early childhood teacher preparation program at a major University in the southern United States.
Updated: Apr. 18, 2012
Confirming Chanclas: What Early Childhood Teacher Educators Can Learn From Immigrant Preschool Teachers
Interviews conducted study with dozens of preschool teachers in multiple U.S. cities, as part of Children Crossing Borders study, revealed a specific immigrant teacher critique of typical English language modeling techniques. These immigrant teachers reposition children's home languages as a valuable form of expression and thus argue for a more empathetic and constructivist view of children of immigrants. Hence, the author argues that early childhood educators need to talk honestly with students about the implications of their responses to children of immigrants in the classroom.
Updated: Apr. 18, 2012
In this case study, the researcher investigated three pre-K teachers’ perceptions of mathematics curriculum at their school in west Alabama. Three themes emerged from the data (a) math resources for the pre-K classroom, (b( pushing beyond—thinking mathematically, and (c) instructional strategies used in the pre-K classroom. These themes revealed how all of the teachers’ perceptions of early childhood mathematics curriculum and instruction changed over the course of the study.
Updated: Mar. 28, 2012
The current study looks at the perceptions of preservice early educators in regards to their understanding of preschoolers' social and antisocial behaviors. This study examines early educators' assumptions about what appropriate adult interventions might be.
Updated: Mar. 12, 2012
Artefacts and Utilization Schemes in Mathematics Teacher Education: Place Value in Early Childhood Education
The purpose of this study is to report on tasks given in a four-session workshop for 27 prospective pre-primary and primary school teachers in Italy. In this workshop, the use of artefacts in learning place value in base ten was tackled, within a suitable theoretical framework. Different sessions of the workshop are analysed, focusing on tasks related to different components of mathematics knowledge for teaching.
Updated: Mar. 07, 2012
In this article, the authors build a case for the importance of geometry and spatial thinking. The authors conclude that research-based models hold the potential to make a significant difference in the learning of young children by catalyzing substantive change in the knowledge and beliefs of their teachers.
Updated: Mar. 07, 2012
This paper describes the professional development program Starting Right: Mathematics in Preschools. The article demonstrates how engaging preschool teachers with challenging tasks may promote their subject matter knowledge as well as their pedagogical content knowledge, leading to an interweaving of knowledge and practice.
Updated: Feb. 06, 2012
This paper describes the logistics and process to conduct a play-based assessment (PBA) within the context of an early childhood special education (ECSE) assessment course required for early childhood education (ECE) and ECSE students. The paper describes the characteristics of the participating students and PBA children and families. The article also elaborates the three components of the PBA process: assessing, teaming and reflecting. Furthermore, the article addresses the difficulties along with possible solutions for each of these three components.
Updated: Jan. 05, 2012
Using Videoconferencing Technology to Enhance Classroom Observation Methodology for the Instruction of Preservice Early Childhood Professionals
This study describes a project which its purpose was to test a technologically enhanced approach to the classroom instruction of preservice teachers and pre-professional daycare providers to facilitate the merging of traditional teacher education with modern technology. The results indicate that the participants preferred the remote video observations over the traditional onsite observation methods in terms of convenience and the unprecedented opportunities for open discourse during the live observations.
Updated: Aug. 23, 2011