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1.
Using a focus group approach, this study explored emergent issues for men in early childhood education. Preservice teachers, classroom teachers, and male professors identified 6 categories of issues including low salaries, family, and other influences on entering the field, teaching beyond the basics, improving preservice education, recruitment of males, and advantages and disadvantages of males in the field. Implications of the study focus on ways to create gender-fair classrooms. 相似文献
2.
Christopher P. Brown Beth Smith Feger 《Journal of Early Childhood Teacher Education》2013,34(4):286-306
Federal, state, and local policy makers' high-stakes standards-based accountability reforms are transforming the early childhood teacher education process. These reforms affect how early education teacher candidates figure their role as teachers. By employing Holland, Lachicotte, Skinner, and Cain's conception of figured worlds to analyze the findings of a qualitative case study, this article examines how three early childhood teacher candidates' figured conceptions of themselves as early educators evolve in high-stakes classrooms and teacher education environments. It also investigates how these candidates see themselves addressing these reforms in their own classrooms. Such a study not only further details the impact reforms have on preservice teachers' conceptions of teaching, but it also provides a chance for early childhood teacher educators to consider strategies they might employ to assist their candidates in developing a figured conception of teaching that addresses these reforms in an developmentally appropriate manner. 相似文献
3.
Christopher P. Brown Joanna Englehardt 《Journal of Early Childhood Teacher Education》2017,38(1):19-38
The increased use of and demand for technology in early childhood education classrooms and programs creates new challenges for practicing and preservice early educators being asked to employ such technology within their teaching. Early childhood teacher education programs have struggled to meet these demands for teaching their students how to integrate such technology into their instruction with young children. Preservice teachers who do receive such training often fail to develop the skills and/or beliefs required to implement technology effectively into their own classrooms. The study reported on in this article addresses this issue by providing insight into how a sample of early childhood preservice teachers who used iPads and their apps in their coursework and high-stakes early learning field placements made sense of using these devices as teachers. Such findings illuminate instructional opportunities for teacher educators to consider as they seek to assist their students in making sense about how to implement as well as adopt appropriate and effective instructional strategies into their own classrooms. 相似文献
4.
《Early childhood research quarterly》1998,13(1):151-167
Program quality characteristics in 58 community-based early childhood settings which were currently serving at least one child with disabilities were examined. Observations of the environment and classrooms practices were conducted in the classrooms and teachers completed questionnaires related to beliefs in and implementation of Developmentally Appropriate Practices (DAP). Results indicated that segregated and inclusive settings were generally similar across measures of program quality and levels of quality were moderately good in both types of settings. Teacher demographic variables were not related to the selected program quality indicators. The similarity in selected quality characteristics may reflect ongoing convergence in practice and quality in early childhood and early childhood special education settings. 相似文献
5.
Shirley A. Kessler 《Early education and development》1991,2(2):137-152
The purpose of this paper is to analyze the recent call for developmentally appropriate practices from the perspective of the sociology of the curriculum. A brief examination of this orientation toward curriculum studies is presented in the first section of this paper. Next, a discussion of curriculum theory as metaphor is presented and used to evaluate early childhood education as development on the basis of ethics, as well as disclosure value. Finally, two alternative metaphors are suggested as possible lenses for viewing the content of the early childhood curriculum: early childhood education as caring and early childhood education as schooling for democracy. Early childhood educators are urged to consider the potential of these two metaphors as ways of orientating discourse about what should be taught in early childhood and primary school classrooms. 相似文献
6.
《Early education and development》2013,24(2):137-152
The purpose of this paper is to analyze the recent call for developmentally appropriate practices from the perspective of the sociology of the curriculum. A brief examination of this orientation toward curriculum studies is presented in the first section of this paper. Next, a discussion of curriculum theory as metaphor is presented and used to evaluate early childhood education as development on the basis of ethics, as well as disclosure value. Finally, two alternative metaphors are suggested as possible lenses for viewing the content of the early childhood curriculum: early childhood education as caring and early childhood education as schooling for democracy. Early childhood educators are urged to consider the potential of these two metaphors as ways of orientating discourse about what should be taught in early childhood and primary school classrooms. 相似文献
7.
With classrooms becoming increasingly diverse due to children’s various cultural backgrounds and varying abilities, early childhood teacher education programs face the challenge of how best to prepare the workforce. Various initiatives have been implemented in teacher preparation programs to prepare early childhood educators to become competent in relating to all children and families. Infusing components of diversity into all courses and field experiences and engaging in community–university partnerships, as well as unifying early childhood education (ECE) and early childhood special education (ECSE) program components, are promising practices for the field. An examination and evaluation of these initiatives are discussed in this article, as well as future directions for research and practice. 相似文献
8.
In this article, the authors share a framework for preparing for and implementing inclusive Pre-kindergarten classrooms based
on their experiences working with an interdisciplinary study group comprised of two Pre-K teachers, one early childhood special
education teacher, and two university professors, one traditional early childhood and one specializing in early childhood
special education. The study group was organized to explore and then document the benefits and challenges of providing inclusive
early education to young children with and without disabilities in a public school Pre-K setting. Five key issues are addressed,
collaboration and role definition, program decisions, instruction, child outcomes, and necessary resources. 相似文献
9.
Anna Rhoad-Drogalis Brook E. Sawyer Laura M. Justice Ann A. O’Connell 《Early education and development》2018,29(4):450-466
Research Findings: This study reports on the dimensionality and validation of the Preschool Learning Behaviors Scale (PLBS) for use in a sample of preschool children in early childhood special education classrooms. The PLBS is a teacher-report instrument that characterizes children’s approaches to learning. The sample included 600 preschool-age students in 97 classrooms. Exploratory and confirmatory analyses uncovered 2 reliable and valid dimensions: Competence Motivation and Learning Strategy. Scale scores were produced using item response theory and Bayesian scoring methods. Competence Motivation and Learning Strategy scores were moderately related to children’s performance on language and literacy measures. Practice or Policy: The potential use of this tool in early childhood special education classrooms is explored. 相似文献
10.
Abstract In an effort to help teacher candidates understand early childhood classroom environments, a website was constructed for use in a foundation in early childhood education course. This website, based on constructivist teaching practices uses technology in a unique way to assist students as they come to know, understand, and use the principles associated with room arrangement and management of early childhood classrooms. 相似文献
11.
Shernavaz Vakil Evonn Welton Barbara O’Connor Lynn S. Kline 《Early Childhood Education Journal》2009,36(4):321-326
The impact of the emphasis on inclusion in special education has resulted in a higher frequency of young children with autism
being included in early childhood programs with typically developing peers. Many early childhood educators have risen to face
the challenge, and this has resulted in enhanced learning for young children with autism in the regular classroom. This article
focuses on the multiple roles of early childhood educators as they work with the diverse needs of young children with autism
in their classrooms. 相似文献
12.
Sabrina F. Sembiante Jaclyn M. Dynia Joan N. Kaderavek Laura M. Justice 《Early education and development》2018,29(1):14-30
Research Findings: This study examined preschool teachers’ literal talk (LT) and inferential talk (IT) during shared book readings in early childhood education (ECE) and early childhood special education (ECSE) classrooms. We aimed to characterize and compare teachers’ LT and IT in these 2 classroom contexts and determine whether differences in LT and IT are predicted by classroom type, teachers’ educational background, or children’s average language skills. We examined the shared book reading activities of 52 teachers (26 ECE classrooms, 26 ECSE classrooms). Results revealed that ECSE teachers used significantly more LT and showed more variability in their LT and IT than ECE teachers. ECSE classroom type predicted teachers’ use of LT when we controlled for teacher education and children’s language skills, whereas teacher education predicted teachers’ use of IT when we controlled for classroom type and children’s language skills. Practice or Policy: These findings have implications for best practice guidelines and policies, particularly for ECSE environments. 相似文献
13.
Shulamit N. Ritblatt Sarah Garrity Sascha Longstreth Audrey Hokoda Nina Potter 《Journal of Early Childhood Teacher Education》2013,34(1):46-62
There has been a great deal of discourse in the field of early care and education concerning the experiences, skills, competencies, and education level needed by early childhood teachers to ensure that quality teaching and learning take place in the early years. The purpose of this article is to describe an early childhood teacher preparation program developed by a Child and Family Development Department at a large, urban, state-funded university in the hopes that we can further the discourse on how the field can ensure quality teaching and learning in both ECE and university classrooms. We propose a conceptual model that is built around three key constructs: knowledge, reflection, and practice and describe our approach to preparing early childhood educators. Using qualitative data from student reflections and course syllabi and quantitative data on the experiences and perceptions of graduating seniors, we hope to present promising practices in early childhood teacher education and provide support for our contention that the quality of early childhood teacher education matters. 相似文献
14.
《British Educational Research Journal》2004,30(1):187-193
Starting school—young children learning cultures L. Brooker Embracing identities in early childhood education: diversity and possibilities S. Grieshaber & G. Cannella, G. (Eds) Caring classrooms/intelligent schools: the social emotional education of young children J. Cohen (Ed.) 相似文献
15.
This article analyzes how one teacher, Ana, builds community in the daily life of her classroom in Figueirinha, a Portuguese public kindergarten. It begins by briefly critiquing the dominant research discourse in early childhood education and arguing that community should be central both to life in early childhood classrooms and to research in those classrooms. Figueirinha, Ana, and the Large Table that is the center of Ana's classroom are introduced. Ana's understanding of community is explored by focusing on six themes: membership, awareness, negotiation, responsibility, ritual, and group memory. Ana's practice is illustrated and analyzed through the use of vignettes. The article concludes with a discussion of Ana's practice and her commitment to the community of the classroom. 相似文献
16.
Fayiz Aldhafeeri Aderonke Folorunsho 《International Journal of Early Years Education》2016,24(3):342-360
Scholars in the field of early childhood education are still debating the inclusion of digital technologies in play-based pedagogy and our understanding of digital play in early childhood education is still developing. This research paper examines early childhood education teachers’ views, aptitudes and attitudes towards digital technologies in their personal lives and in the classroom practices in Kuwait. This is a quantitative study in which 195 teachers completed a questionnaire designed around the key themes of the investigation in an attempt to understand how teachers are positioning themselves in terms of a play-based pedagogy and digital technologies. The key findings demonstrated that although the Kuwaiti teachers are competent users of digital technologies in their personal lives and the Kuwaiti classrooms have been digitalised to a large extent, the teachers are still hesitant in embedding these in their curriculum practices. 相似文献
17.
Terry HusbandJr. 《Early Childhood Education Journal》2012,39(6):365-371
Early childhood classrooms in the US continue to become increasingly diverse as we journey through the twenty first century.
Yet and still, many early childhood educators have been slow to respond to these shifts in diversity on the basis of both
developmental and political concerns. In this guess editorial, I argue for the integration of anti-racist education in the
early childhood social studies classroom. The reasons I discuss here concern: when and how children develop racial attitudes,
the difficulty of altering long-standing stereotypes, student empowerment, critical teacher reflection, and issues of standardization.
I conclude with several considerations teachers should heed as they engage in this form of education. 相似文献
18.
Becky F. Antle Andy Frey Anita Barbee Shannon Frey Jennifer Grisham-Brown Megan Cox 《Early education and development》2013,24(4):560-573
Research Findings: Previous research has documented conflicting results on the relationship between program quality and the percentage of children receiving subsidized child care (subsidy density) in early childhood centers. This research examined the relationship between subsidy density and the quality of infant and preschool classrooms in child care centers, taking into consideration teacher education and salary as well as other structural variables associated with quality. A multimethod evaluation was conducted with 110 child care centers utilizing an interview of center directors as well as classroom observations using standardized measures of quality and language/literacy in the classroom. Regression analyses indicate that subsidy density does not predict the quality of infant classrooms. However, subsidy density is a significant predictor of the quality of preschool classrooms. Teacher education is predictive of some quality indicators, but teacher salary is not. Practice or Policy: Practice and policy implications are discussed to promote the quality of child care centers that serve low- income children. Statewide initiatives should target centers with higher subsidy density for quality improvements. Local programs and state policy should provide teachers with opportunities to obtain additional education and then offer incentives to remain in their current early childhood settings. 相似文献
19.
Sandra M. Linder Beth Powers-Costello Dolores A. Stegelin 《Early Childhood Education Journal》2011,39(1):29-37
Mathematics education is a critical part of the curriculum for students worldwide. The foundation for understanding mathematical
concepts related to number sense begins early in life, and early childhood classrooms can provide the seeds for mathematical
skills that will be needed later in life. In this article, the authors make a case for meaningful and developmentally appropriate
mathematics experiences for young children in diverse early learning settings. Instructional and curricular methods inspired
by the Reggio Emilia Approach are described as effective ways to teach number concepts to young children from preschool through
primary age. Strategies for teachers of young learners are presented in order to strengthen the mathematics curriculum in
contemporary early learning settings. The authors’ analysis and recommendations are informed by their extensive experiences
including studies in Reggio Emilia early childhood settings (infant toddler, preschool, and primary schools) and their work
in early childhood teacher education at their respective universities. 相似文献
20.
Christopher Pierce Brown 《Early Childhood Education Journal》2009,36(5):423-430
As early childhood education becomes more regulated through a range of education reforms and mandates, early childhood teacher
educators are seeking ways to prepare their preservice teachers to address these policy constraints through appropriate teaching
practices that foster learning with understanding. Using the National Research Council’s conception of learning as a framework
for analysis, this article considers strategies to achieve this goal by first presenting findings from a case study that examined
the training of a sample of preservice teachers who were both educated in high-stakes learning classrooms as well as taught
to be early educators in these same environments. This article then uses these findings to the make case for practical and
political approaches to teaching that can assist teacher educators in preparing their students for this regulated field of
early education. 相似文献