Search results for: Early childhood education
Page 22/26 256 items
More than A Shortage of Early Childhood Teachers: Looking Beyond The Recruitment of University Qualified Teachers to Promote Quality Early Childhood Education and Care
In Australia and internationally, government policies aim to increase the supply of early childhood teachers and thus improve the quality of early childhood education and care services. In this article, the authors suggest that such a policy-quality trajectory in Australia is not as straightforward as policy discourses suggest.
Updated: Jun. 03, 2009
The article reports on the first phase of a case study that explored how early childhood teachers experience organizational change. In order to promote a change, State government-funded curriculum initiatives were developed. The analysis of three curriculum documents which were released in a short time frame, reveals four themes of change.
Updated: Apr. 27, 2009
One way to help preservice teachers to articulate and advocate their teaching stance is by developing their knowledge, skills, and confidence in their ability to carefully, didactically, and strategically plan for instruction. The Integrative Research Project (IRP) is a planning process that enables the preservice teacher to incorporate developmentally appropriate practices in an authentic inquiry-based planning process. It also enables the preservice teacher to incorporate goals, objectives, and standards for learning. The IRP provides the preservice teachers with the kind of long-term planning that is so necessary to become an effective teacher.
Updated: Apr. 06, 2009
This paper contrasts the active learning processes of children and adults by chronicling a service learning project in the United States. The project included 19 university students implemented an anti-bias curriculum with 112 young children.
Updated: Mar. 31, 2009
The paper presents findings from a qualitative case study of a public Montessori magnet school in the United States. It focuses on two teachers' experiences, identifying how their teaching is situated in school scripts. Those teachers utilized contradicting school scripts for a variety of purposes and to incorporate diverse practices. The paper describes the teachers' experiences of and responses to contradicting scripts.
Updated: Mar. 26, 2009
The article reviews early childhood teacher education in the People's Republic of China in the past years and raises the issues about teacher's education in the future. The countermeasures and strategies to deal with the problems of early childhood teacher education are identified.
Updated: Mar. 04, 2009
The Early Childhood Professional Mentoring Group (ECPMG) was established to develop a forum of support for recent graduates of the authors' university's Masters programs in Early Childhood and Early Childhood Special Education. Moreover, this group was established to create a process for exploring and evaluating the ways that the university's programs are preparing professionals for practice. In order to gain insight into the process and the value of the group, throughout its 1st full academic year, the authors, as cofacilitators, conducted a 45-minute debriefing session after each monthly meeting. During these sessions, the authors reflected on the group's dynamics, topics or themes presented, and their own ways of participating, collaborating, and making meaning of the experience.
Updated: Feb. 12, 2009
Professional Development Opportunities for Early Childhood Educators in Community-Based Child Care Centers
In this study, the staff development opportunities among early childhood educators in community-based, nonprofit child care centers were examined. The data gathered from surveys completed by 12 lead teachers, 5 paraprofessionals, and 5 administrators from 5 community-based child care centers in New Jersey. The results indicated that the teachers preferred enhanced or advanced professional development on subjects in which they already possessed an adequate level of knowledge and experience.
Updated: Feb. 11, 2009
In this study, the authors found that as new early childhood teachers enter schools, they interact with teacher aides and parents daily. However, the new teachers do not feel prepared for negotiating these professional adult relationships. These underlying tensions then affect children's development and learning. To address such situations, the authors propose the use of Boal's forum theatre (Boal, 1979) as a performative critical model for early childhood teacher education and support the advantages it offers for exploring issues facing early childhood teachers that may not be commonly addressed in teacher education classrooms.
Updated: Feb. 11, 2009
Preparing Preservice Teachers for Success in NCLB's Kindergartens: Learning from Experienced Teachers' Strategies for Managing Professional Relationships with Colleagues and Parents
This article presents findings from a recent qualitative study of two veteran kindergarten teachers' challenges on challenges facing kindergarten teachers as a result of No Child Left Behind (NCLB). The Findings show how teachers are managing their relationships with the first-grade teachers at their school and with their students' parents.
Updated: Sep. 04, 2008