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1.
The advent of computer technology in the classroom raised the issue of its appropriate use by teachers and their students
alike. It has been recommended that teacher education programs provide more opportunities for teacher candidates’ use of technology
including teaching their own technology-enhanced lessons. With a goal of integrating scholarship into student teaching, a
teacher candidate enrolled in a graduate program in childhood education carried out a technology-enhanced research project
within a professional development school. Examining the impact of the project on the teacher candidate, this article describes
how one’s pedagogical content knowledge and technological competence can be developed through a research-oriented teaching
experience. The article also demonstrates the emergence of a community of practice that shares the goal of providing learning
spaces for the teacher candidate and young children in the context of mathematics enrichment with computers. 相似文献
2.
Teachers' Attitudes Towards Mainstreaming and Their Pupils' Perceptions of Their Classroom Learning Environment 总被引：1，自引：0，他引：1
In spite of the widespread adoption of policies on mainstreaming, and more recently on inclusive education for children and
young people with special educational needs, little is actually known about the relationship between what teachers think about
such policies and the type of learning environments that they provide. In this study in New Zealand, a sample of regular primary
school teachers (N= 63) were categorised according to ‘high’, ‘moderate’ or ‘low’ scores on a scale which measures their views on mainstreaming
policies and practices. The pupils (N= 1729) of these teachers also completed a scale measuring perceptions of their classroom learning environments. Children
taught by teachers who espoused highly positive attitudes towards mainstreaming were found to have significantly higher levels
of classroom satisfaction and marginally lower levels of classroom friction than children taught by teachers with less positive
attitudes. Implications of these findings are discussed for further research on the role of teacher attitudes in the successful
inclusion of children and young people with special needs and for policies on the implementation of effective inclusive practice.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
3.
Keith Turvey 《Education and Information Technologies》2008,13(4):317-327
This paper argues that student teachers’ developing pedagogical approaches achieve expression within the virtual classroom
in much the same way as they would in the ‘real’ classroom; that is to say through language as the primary tool of mediation.
Whilst the advent of new communications technologies affords new arenas in which learning can take place—Virtual Learning
Environments (VLEs), online communities, Managed Learning Environments—the importance of human agency and the significance
of language remains pivotal to the effective use of such technologies. As such it is argued that student teachers need opportunities
to engage in authentic online dialogue with children as they endeavour to find their online pedagogical voice. The key findings
emerge from a case study carried out with a group of Year 3 ICT specialists on an undergraduate initial teacher education
(ITE) degree course in the UK, leading to qualified teacher status (QTS) in the primary and lower secondary phases of education.
Funding from the University of Brighton, Community University Partnership Programme (CUPP), was used to design and resource
a module, which facilitated opportunities for student teachers to engage in online learning dialogues with children from a
local primary school, having initially met with the children face-to-face. Fourteen student teachers participated in the study.
Interviews were carried out and their online dialogues with the children were analysed to establish both the issues and potential
advantages of such a situated approach to learning about the educational use of new communications technologies with children. 相似文献
4.
《Learning, Media and Technology》2013,38(2):182-197
The city provides a rich array of learning opportunities for young children. However, in many urban schools, often it can be logistically difficult to get young children out of the building. But when elementary children are encouraged to view the city as a classroom and use digital media to explore and represent their neighborhoods, they can be inspired by the unpredictable events of daily life to ask naïve, critical and sometimes troubling questions. This paper presents a case study of a teacher in an informal media literacy learning environment who worked with a group of 9-year olds in Philadelphia. It documents the experience of a novice teacher who, flummoxed by an accidental encounter between her students and a homeless person, transformed an uncomfortable experience into a teachable moment. Children's questions about homelessness became the organizing frame for learning experience, as the instructor helped children make sense of the information on the Internet, analyze popular culture films and news media, and conduct interviews with community leaders and advocates for the homeless. The inquiry process resulted in a collaboratively produced multimedia project, created by children. The case study has implications for pre- and in-service teacher education for digital and media literacy. This paper suggests that improvization and strategic risk-taking must be conceptualized as a set of socio-emotional and experiential competencies that teachers need when using digital media in an urban community as a tool for learning. 相似文献
5.
Liv Gjems 《Early Childhood Education Journal》2010,38(4):271-278
As a genre of talk, narratives represent important building blocks in children’s learning in many fields. The purpose of the
study presented in this article is to examine how teachers can encourage children’s learning about people’s beliefs through
narrating. Narratives play an important part in children’s learning to understand other people and how they will act according
to what they believe, think or know. This study is based on video observations of six children, 3 and 4 years old, and their
spontaneous personal narratives told to teachers over a period of 8 months. The narrative analysis revealed that in most of
the narratives the teachers were passive listeners or were concerned about the structure of events. The teachers seldom asked
questions about the children’s mental state or disagreed with the child in ways that revealed their different beliefs. Suggestions
about implications of this study are that early childhood teacher education should focus on talking with children about what
they may think or believe concerning narrated events, and also reveal what they think and believe themselves. 相似文献
6.
Stephen Rushton Anne Juola-Rushton Elizabeth Larkin 《Early Childhood Education Journal》2010,37(5):351-361
Paralleling the works of Cambourne’s Conditions of Literacy Learning (The Reading Teacher, 54(4), 414–429, 2001), Copple and Bredekamp’s (Developmentally appropriate practice in early childhood programs serving children from birth though
age. National Association for the Education of Young Children, Washington, 2009) Developmentally Appropriate Practices and the findings from the field of Neuroscience this article explores the important
components of creating an active, stimulating learning environment; one purposely designed to actively engage the minds of
young children in order to help strengthen their neurological networks. The article concludes its exploration with the role
of “mirror neurons” in the learning environment and how they affect the young child's mood, emotions, and empathy. 相似文献
7.
Cristina Gillanders 《Early Childhood Education Journal》2007,35(1):47-54
This case study was designed to describe how an effective English-speaking prekindergarten teacher develops strategies for
communicating with and teaching young English language learners. The teacher’s classroom practices to enhance her own relationship
with the children promoted opportunities for the Latino children to become full participants in the classroom community. At
the end of the year, the Latino children showed progress in formal and informal measures of receptive vocabulary in both English
and Spanish. Findings from the study suggest the importance of the affective and social nature of second language learning
in young children. Implications for practice and research are discussed. 相似文献
8.
Georgios Fesakis Christina Sofroniou Elisavet Mavroudi 《Early Childhood Education Journal》2011,38(5):385-392
With the widespread use of the internet, more and more children get acquainted with its various uses at a young age while
an increasing number of teachers are designing learning activities that utilize various internet services. Toward this direction,
teachers need practical examples of pedagogically verified learning activities. This paper presents an experimental case study
of a learning activity meant for teaching preschoolers geometric concepts, which uses communication tools from the internet.
The activity constitutes a developmentally appropriate adaptation of a successful model, known as “Monster Exchange”, to kindergarten.
The paper presents the proposed adaptation, the experimental findings regarding the errors children mad, the difficulties
they encountered, and finally, the drawings that children produced, with the aim of evaluating the appropriateness and the
learning value of the activity. 相似文献
9.
Christine N. Lippard Kristina Tank Melissa C. Walter Jackie Krogh Karen Colbert 《Journal of Early Childhood Teacher Education》2018,39(3):193-212
In early childhood education and early childhood teacher preparation, science is often a challenging academic content area. However, young children are primed for science learning, and early science learning is important for later science achievement. The current study presents an embedded case study of one early childhood teacher preparation program that undertook a process of infusing and aligning science teaching preparation across a curriculum preparing preservice teachers to work with children ranging in age from birth through third grade. Major themes fell into the three categories—motivation for change; the process of improving and aligning across a program; and science attitudes, beliefs, and experiences in the midst of change. Implications are discussed in terms of improving preparation for teaching early science and aligning across courses in early childhood teacher preparation. 相似文献
10.
Diffusion studies are taking us a step closer to understanding social learning and cultural transmission in young children.
The first half of this article presents a review that focuses on four main cultural issues addressed by diffusion studies:
(1) horizontal transmission, including child-to-child learning; (2) learning in children’s everyday environments (“in the
wild”); (3) the experience of multiple demonstrations and attempts at mastering new tasks; and (4) the iterative process of
learning across multiple cultural “generations.” The second half of the article introduces an open-diffusion experiment. After an initial asocial-learning phase in which children had the chance to discover two possible solutions to
a puzzle box, the box was brought into the children’s playgroup, thus allowing observational learning. Although variation
of method use occurred in the asocial-learning phase, by the end of the second day of the open diffusion, the group had converged
on a single method. The open-diffusion approach allowed the documentation of social interactions not seen in the dyadic studies
typical of the field, including both coaction and scrounging, the significance of which for cultural transmission is discussed. 相似文献
11.
Felicity McArdle 《The Australian Educational Researcher》2012,39(1):91-106
It would be a rare thing to visit an early years setting or classroom in Australia that does not display examples of young
children’s artworks. This practice serves to give schools a particular ‘look’, but is no guarantee of quality art education.
The Australian National Review of Visual Arts Education (, 2009) has called for changes to visual art education in schools. The planned new National Curriculum includes the arts (music,
dance, drama, media and visual arts) as 1 of the 5 learning areas. Research shows that it is the classroom teacher that makes
the difference, and teacher education has a large part to play in reforms to art education. This paper provides an account
of one foundation unit of study (Unit 1) for first year university students enrolled in a 4-year Bachelor degree program who
are preparing to teach in the early years (0–8 years). To prepare pre-service teachers to meet the needs of children in the
twenty-first century, Unit 1 blends old and new ways of seeing art, child and pedagogy. Claims for the effectiveness of this
model are supported with evidence-based research, conducted over the 6 years of iterations and ongoing development of Unit
1. 相似文献
12.
Susanne A. Denham Hideko H. Bassett Katherine Zinsser 《Early Childhood Education Journal》2012,40(3):137-143
Young children’s emotional competence—regulation of emotional expressiveness and experience when necessary, and knowledge
of their own and other’s emotions—is crucial for social and academic (i.e., school) success. Thus, it is important to understand
the mechanisms of how young children develop emotional competence. Both parents and teachers are considered as important socializers
of emotion, providing children experiences that promote or deter the development of emotional competence. However, compared
to parents, early childhood teachers’ roles in socializing young children’s emotional competence have not been examined. Based
on the findings from research on parental socialization of emotion, in this theoretical review we explore possible teacher
roles in the development of young children’s emotional competence. Additionally, we suggest future research focusing on early
childhood teacher socialization of emotion, and discuss theoretical and practical benefits of such research. 相似文献
13.
Kleopatra Nikolopoulou 《Early Childhood Education Journal》2007,35(2):173-179
The computer has now become a recognized tool in the education of young children and when used appropriately can reinforce
their learning experiences. This paper reviews specific features (relating to pedagogic design, software content and user-interface
design) of early childhood educational software and discusses issues in favor of its localization. Specific features in favor
of its localization include the dominance of pictures, animation and sound, the culture-independent content and the neutrality
of graphical, interface and story-line features. Children’s software worth being adapted to fit another country’s curriculum
needs to be developmentally appropriate. The quality of the software will need to be combined with other factors, such as
the role of the teacher, in order to contribute to young children’s learning and development. 相似文献
14.
Embedding interactive whiteboards in teaching and learning: The process of change in pedagogic practice 总被引：2，自引：0，他引：2
Cathy Lewin Bridget Somekh Stephen Steadman 《Education and Information Technologies》2008,13(4):291-303
This paper draws on research carried out for the UK government during 2004–2006 to evaluate the impact of interactive whiteboards
for teaching and learning in primary schools in England. Multilevel modelling showed positive gains in literacy, mathematics
and science for children aged 7 and 11, directly related to the length of time they had been taught with an interactive whiteboard
(IWB). These gains were particularly strong for children of average and above average prior attainment. Classroom observations,
together with teacher and pupil interviews, were used to develop a detailed account of how pedagogic practice changed. Results
from the multilevel modelling enabled the researchers to visit the classrooms of teachers whose pupils had made exceptional
progress and seek to identify what features of pedagogy might have helped to achieve these gains. It was also possible to
examine possible reasons for the lack of impact of IWBs on the progress of low prior attainment pupils, despite their enthusiasm
for the IWB and improved attention in class. The IWB is an ideal resource to support whole class teaching. Where teachers
had been teaching with an IWB for 2 years and there was evidence that all children, had made exceptional progress in attainment
in national tests, a key factor was the use of the IWB for skilled teaching of numeracy and literacy to pairs or threesomes
of children. Young children with limited writing skills, and older pupils with special educational needs are highly motivated
by being able to demonstrate their skills and knowledge with the tapping and dragging facilities of the IWB. These effects
are greatest when they have the opportunity, individually or in small groups, for extended use of the IWB rather than as part
of whole class teaching. The IWB is in effect a mediating artefact in interactions between teacher and pupils, and when teachers
use an IWB for a considerable period of time (at least 2 years), teachers learn how to mediate the greatly increased number
of possible interactions to best aid pupils’ learning. The IWB’s use becomes embedded in their pedagogy as a mediating artefact
for their interactions with their pupils, and pupils’ interactions with one another, and this is when changes in pedagogic
practice become apparent. 相似文献
15.
Karin Murris 《Children‘s Literature in Education》2014,45(2):145-165
Meanings in a picturebook are constructed in the space between words, images and reader. Contemporary picturebooks are ideal vehicles for a deep reading of, and philosophical engagement with, texts that move beyond literary and literacy knowledge. Philosophy with picturebooks also offers an alternative to personal responses to these texts that are individual, subjective and anecdotal. The use of these works of art for teaching demands an epistemological reorientation with ethical and political implications. First, it is argued how picturebooks’ ambiguity and complexity demand the ‘community of enquiry’ pedagogy that positions its participants (including young children) as able meaning-makers and problem-posers. Secondly, it is shown how philosophical knowledge changes the questions lecturers, teachers and primary children ask and how these can disrupt naturalised psychological discourses about child and childhood. The argument is supported by showing how the picturebook Angry Arthur by Oram and Kitamura can be used in teacher education to teach key theoretical distinctions in the philosophy of emotions and how these ideas challenge the still current discourse of developmentality through deep readings that are also literal and not symbolic or figurative as often assumed. Angry Arthur is therefore suggested as a useful text in teacher education especially in combination with the community of enquiry pedagogy. 相似文献
16.
Colleen K. Vesely Elizabeth Levine Brown Swati Mehta 《Journal of Early Childhood Teacher Education》2017,38(3):242-258
Research calls for teacher education to prepare early childhood educators for the needs of diverse and marginalized young children and their families in the U.S. With an increasing cultural divide between teachers and students, some early childhood educators may demonstrate limited understanding for how diverse cultural, linguistic, racial, and socioeconomic backgrounds inform the daily functions of families of young children. In this article, we examine how the use of experiential learning vis-à-vis conducting a home visit with a family from a diverse and marginalized background can shape early childhood preservice teachers’ (PST) development of cultural humility, an important component of cultural competence. During this experiential learning, PSTs engaged in critically reflective practices to uncover and challenge their implicit biases. While discovering the strengths and challenges among their home visit families, PSTs also learned what they had in common with the families. PSTs noted how the home visit process informed their work as future early childhood educators. 相似文献
17.
Planned instruction is an important teaching form in early childhood mathematics education, but some educators are concerned about its developmental appropriateness. The present study was undertaken to address this issue. One hundred and seven American preschool teachers participated in the study: They watched a video-taped math lesson that was conducted in a 4-year-olds’ classroom in China and answered video-cued questions in a questionnaire. A mix of qualitative and quantitative methods was used in analyzing the data. Research Findings: Results show that on average, participants rated the quality and developmental appropriateness of the lesson as high. They acknowledged children’s active learning, teacher’s careful preparation, and use of different learning methods. But, they also identified inadequate elements such as lack of peer interactions and lesson differentiation. Practice or Policy: A relief of American preschool teachers’ current beliefs regarding the developmental appropriateness of math lessons provides critical reference for professional preparation/development programs. American preschool teachers’ high value of children’s active learning in a planned math lesson and their appreciation of teacher’s skillful guidance imply an imperative need to promote American preschool teachers’ pedagogical knowledge and skills in teaching mathematics to young children. 相似文献
18.
It has been argued that intervention strategies designed to reduce racial prejudice in young children have been based on weak
theoretical models of racial stereotyping and prejudice with little effect on the reduction of racial bias. This paper examines
the social-cognitive and intergroup scholarship post-Bigler (J Soc Issues 55(4), 687–705, 1999), with an emphasis on the development of racial prejudice in young children. The purpose of this paper
is not to argue for a particular theoretical approach, but to provide an overview of some of the important pieces of research.
Findings indicate that social learning and cognitive development models need to be understood when implementing curriculum
designed to reduce racist beliefs and attitudes in young children. 相似文献
19.
Alandeom W. Oliveira 《Journal of Science Teacher Education》2010,21(7):747-765
This study explores how elementary teachers perceive and use engaging oral strategies (i.e., manners of speaking that encourage students to participate and become engaged in science discussions). It is reported
that the strategies employed as well as their frequency varied substantially depending upon on the teachers’ grade level and
perceptions. While a kindergarten teacher viewed such strategies negatively and employed only a few figurative directives,
fourth-grade teachers viewed them positively, frequently resorting to a variety of speech figures, parallel repetition and
engaging questions. It is argued that teachers’ engaging oral strategies are multifunctional, serving important social and
cognitive functions. 相似文献
20.
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