Search results for: Early childhood education
Page 24/26 256 items
The article discusses the disposition of preservice teachers in early childhood education. The University of Memphis created a checklist called the Early Childhood Education Behaviors & Dispositions Checklist which defines proper and improper behaviors and norms for preservice teacher dispositions.
Updated: Jun. 23, 2008
The Perceived Significance of the Supervisor, the Assistant, and Parents for Career Development of Beginning Kindergarten Teachers
The study conducted in Israel, explores the beginner kindergarten teachers and their experiences and career issues. Based on semi-structures interviews, with 15 Israeli kindergarten teachers, the teachers' determinants factors were much similar to their counterparts in the school system, except for three parts: the assistant, the supervisor and the parents. Those where to have much influence, either positive or negative, on beginning kindergarten teachers’ task accomplishment, success and well-being.
Updated: Jun. 17, 2008
Collaborative Action Research and Project Work: Promising Practices for Developing Collaborative Inquiry among Early Childhood Preservice Teachers
A case study of two preservice teachers demonstrated a new approach for merging research and practice in an early childhood education course. Teachers observed a change in the way they participated and developed as teachers. Those changes included the awareness of the need to share responsibility, reflection in action, and documentation of teacher thinking, teacher practice and children's learning.
Updated: May. 12, 2008
Educative experiences and early childhood science education: A Deweyan perspective on learning to observe
This study explores elementary professional development at an urban school. Small animals were used for teaching science inquiry processes, particularly the process of observation. The analysis is qualitative and interpretive, and the data consisted of observations, transcripts of science group meetings, and interviews with five participating teachers. The purpose of the study was to help preservice teachers create effective approaches to real-world science experiences.
Updated: Apr. 08, 2008
Does Creative Drama Promote Language Development in Early Childhood? A Review of the Methods and Measures Employed in the Empirical Literature
This systematic review of the literature synthesizes research from a number of disciplines and provides a succinct distillation of the methods and measures used to study the impact of creative drama on the language development of young children. An analysis of the merits and limitations of the reviewed studies reveals a number of methodological problems that threaten the validity, reliability, and credibility of drama research.
Updated: Apr. 07, 2008
Defining moments: Developing culturally responsive dispositions and teaching practices in early childhood preservice teachers
The study reports on preservice teachers' perceptions of which memorable experiences contributed to shifts in their culturally responsive disposition and teaching practices. The preservice teachers were enrolled in a teacher preparation program, designed to prepare them for work with a diversity of children and their families. Findings suggest five types of experiences that were instrumental in the disposition shift. These included material resources, diverse internship experiences, interactions with diverse families, critical reflection, and discussion and dialogue.
Updated: Mar. 31, 2008
The purpose of this teacher action research was twofold: to learn more about preservice teachers' preconceived notions related to listening and to investigate how a listening journal assignment impacted preservice teachers' views of listening as an important aspect of discourse. Findings suggest that the preservice teachers entered the course without truly considering listening as an important component of teaching methods related to facilitating classroom discourse.
Updated: Mar. 02, 2008
What Does it Mean to be a 'Good' Early Childhood Teacher? An Analysis of Themes in Application Essays Submitted to Two Early Childhood Education Teacher Certification Programs
The article describes a content analysis study of preservice students' applications to their education programs. The findings of the applicant essays showed interesting similarities regarding their perceptions of 'good' and 'bad' early childhood education teachers. A discussion of the results' implications for teacher education programs follows.
Updated: Jan. 27, 2008
Integrating Katz and Chard's Project Approach with Multicultural Education in the University Classroom
The article describes the engagement of a group of early childhood education candidate in a special approach developed to learn about multicultural education. The opportunity for hands-on experiences, gave the, a deeper belief in the program and engaged them in learning. They demonstrated that teaching and learning for themselves and for children can be meaningful when using constructivist theory.
Updated: Jan. 27, 2008
One Authentic Early Literacy Practice and Three Standardized Tests: Can a Storytelling Curriculum Measure Up?
The authors conducted a study to assess the vocabulary and literacy skills of kindergarten and pre-kindergarten children who participated in storytelling curriculum over the course of the school year. The children were assessed utilizing standardized tests, and results revealed that participants in the storytelling curriculum showed significant gains in both vocabulary knowledge and literacy skills.
Updated: Jan. 27, 2008