Search results for: Preschool children
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These aren’t the kids I signed up for: the lived experience of general education, early childhood preservice teachers in classrooms for children with special needs
Effective inclusive teaching practices continue to be an area of uncertainty for preservice and practicing teachers. This qualitative study examined the lived experiences of three, general education, early childhood, preservice teachers (PST) completing a field experience in preschool classrooms for children with significant disabilities. All three PSTs in the study were completing a semester long requisite field experience while concurrently completing an introduction to special education course. Both the field experience and the introduction to special education course were required for their early childhood, general education certification program. While the PSTs initially acknowledged anxiety related to working with children with significant disabilities, the levels of anxiety decreased during the experience. Additionally, PSTs noted the importance of the pedagogical skills they acquired from their special education mentor teachers. Highly skilled, special education mentor teachers were noted being critical to a successful experience.
Updated: Jun. 09, 2021
The study focused on the insights preservice teachers gained from working closely beside one emergent writer. The authors report on six focus cases and identify five cross-case themes—describing preservice teachers who (a) approached young children’s efforts to compose texts with deep appreciation regardless of the child’s level of development; (b) deeply valued the time spent near a young writer and described their own learning as emanating both from the writer and the writing; (c) gained an understanding of how literacy emerges/develops, and made efforts to take up the discourse of literacy teachers; (d) talked sensitively about the importance of their teaching moves—the “just right” invitations or steps that enabled children to take risks; and (e) valued the purposeful writing that emanated from children’s interests and lives and motivated them to write.
Updated: Oct. 05, 2016
This study investigated the current practices and training needs of early childhood professionals in conducting assessment with young children with and at-risk of disabilities. The findings reveal that the participants reported that they used a wide range of standardized tools and nonstandardized methods to assess children’s development in the developmental domains. Three of the top five tools most frequently used by professionals to assess children’s skills are curriculum-based assessment methods that are developmentally based and that take into consideration the child’s experiences and background. The authors recommend that preservice teacher preparation programs must include numerous targeted field assignments. Furthermore, preservice teachers must receive instruction in how to use a few of the most commonly used tools and assessment methods.
Updated: Jul. 27, 2015
Teacher Professional Development for At-Risk Preschoolers: Closing the Achievement Gap by Closing the Instruction Gap
The current paper describes the Griffith-Kimmel professional development model that has evolved from work with grants based on Early Reading First. The results show that children in the ERF intervention classrooms scored significantly higher on each of the three measures than did the children in the comparison classrooms—alphabet knowledge, print concepts, and phonological awareness rhyming.
Updated: Jul. 26, 2011
In this essay, the authors are a mother and a daughter who reflect on gender roles and how they are enacted in the classroom. Writing in separate voices, the authors raise critical questions about the rigidity of gender roles and the importance of discussing gender with young children.
Updated: Apr. 10, 2011
Making Learning Visible in Kindergarten Classrooms: Pedagogical Documentation as a Formative Assessment Technique
The current study investigated interactions between pedagogical documentation and kindergarten children, families and teachers in the UAE. The study sample comprised six teachers in six kindergarten classrooms, 141 kindergarten children and 67 parents. The findings showed that pedagogical documentation has the potential to improve children’s learning.
Updated: Apr. 04, 2011
The current study explored the viability of tablet computers in early education. The authors first investigated the ease with which preschool children become acclimated to the tablet technology. Next, the authors examined this technology' effectiveness in keeping children engaged and motivated to draw as a means to implementing curriculum standards. The participants were forty-one children between 3 and 6 years who enrolled in three classrooms at northeastern United States. The results showed that as children developed ease with the tablet, their independence with the technology increased, resulting in more experimentation, and increased ability to use it to represent their thinking.
Updated: Mar. 22, 2011