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1.
Gary E. Bingham Margaret F. Quinn Kyla McRoy Xiao Zhang Hope K. Gerde 《Early Childhood Education Journal》2018,46(6):601-611
Despite the importance of early writing development to children’s school success, research documents that early childhood teachers spend little time actively supporting children’s writing development in preschool classrooms. This article provides a framework for integrating writing experiences across the early childhood curriculum. Practical examples are given regarding how writing opportunities can be incorporated into existing activities and play settings. The metaphor of backgrounding and foregrounding writing experiences is used to illustrate ways that teachers can set writing rich environments and activities in a manner that makes it easier for teachers to bring these experiences into everyday learning opportunities. Attention is given to how teachers can bring writing to the foreground of the curriculum by drawing attention to writing materials, making natural connections with children’s interest and play, and scaffolding children’s early writing attempts and experiences. 相似文献
2.
Integrating experiences with music in the early childhood classroom supports English language learners’ literacy development
(Peregoy and Boyle, Reading, writing, and learning in ESL. Pearson, Boston, 2008; Saricoban and Metin, Songs, verse and games
for teaching grammar. Internet TESL J, 2000). This article describes the benefits of incorporating musical experiences into
daily instruction and provides practical activities for classroom implementation, e.g., reading, writing, and singing songs
for language skill development, reading fluency, and writing progress. Despite a teacher’s level of aesthetic appreciation
and musical training, the value of fostering creativity and enhancing literacy instruction through music is vital in today’s
diverse early childhood classrooms. Music can transform classrooms into positive learning environments where children thrive
academically, socially, and emotionally. Providing children with structured and open-ended musical activities, creating an
atmosphere of mutual trust and respect, and sharing the joy of creativity with each other all are foundational to bases for
the growth and development of the early childhood learner. 相似文献
3.
4.
Hope K. Gerde Rachel E. Schachter Barbara A. Wasik 《Early Childhood Education Journal》2013,41(5):315-323
Researchers and practitioners have become increasingly interested in how early childhood programs prepare young children for science. Due to a number of factors, including educators’ low self-efficacy for teaching science and lack of educational resources, many early childhood classrooms do not offer high-quality science experiences for young children. However, high-quality science education has the potential to lay an important foundation for children’s knowledge and interest in science as well as reinforcing and integrating critical language, literacy, and math readiness skills. This paper examines the current research on science in preschool classrooms and provides suggestions on how to teach science that supports children’s development across domains. Using the scientific method to explore science with young children provides a systematic model for engaging children in observation, questioning, predicting, experimenting, summarizing, and sharing results. These processes encourage children’s use of language, literacy, and mathematics skills in authentic ways. Suggestions are provided for teachers to use the scientific method as their guide for generating scientific discovery in their classroom. 相似文献
5.
Williams C 《American annals of the deaf》2011,156(1):23-34
The study describes an adapted form of interactive writing (McCarrier, Pinnell, & Fountas, 2000) and examines its effectiveness as an approach to beginning writing instruction for young children who are deaf or hard of hearing. Systematic videotape analysis was used to document the content of 45 adapted interactive writing lessons across an academic year. Findings of the study suggest that interactive writing has the potential to support early writing development in young deaf and hard of hearing children, if supplemented by techniques that make the phonology of English visible. 相似文献
6.
This study investigated the extent to which preschool teachers and children (ages 4–6) used literal and inferential language within the context of whole-group instruction in four kindergarten classrooms in Hong Kong. A total of 20 sessions of videotaped classroom observations of linguistic interactions between teachers and children were transcribed and then analyzed using a coding scheme to determine the cognitive complexity of teacher questions and child responses with reference to four levels of abstraction, representing a literal-to-inferential continuum. The results indicated that the teachers’ questions were predominantly literal in nature (83 %), and similarly the majority of the children’s responses (77 %) were also literal. Furthermore, it was revealed that in an average instructional session: (a) teachers produced significantly more utterances than children; (b) the difference in the quantity of teachers’ questions between literal and inferential levels was statistically significant; (c) similarly, the difference in the quantity of children’s responses between literal and inferential levels was also statistically significant; and (d) children produced a significantly larger quantity of shorter than longer utterances. As there is distinct value in whole-group instruction as a salient context for teacher–child interactive, linguistic engagement in kindergarten classrooms in Hong Kong, it is particularly vital that early childhood educators understand what types of linguistic interactions are occurring there and how to target professional development for teachers to better support language learning in young children. 相似文献
7.
Alexia Buono 《Pedagogies: An International Journal》2019,14(2):150-168
There has been considerable distress in early childhood classrooms due to a cultural bias of Cartesian dualism, which has led to the bullying and disappearance of Body in education. Efforts of bringing about shifts in pedagogical practices toward holistic, bodily views of the self must be supported and developed. However, with classrooms that are filled with less movement and play, the marginalization of Body is of major concern. Interdisciplinary educational settings may be rich in exposing potentials and challenges of a nondual pedagogy implemented in unconsciously dualistic classroom cultures. The purpose of this article is to describe the barriers to implementation of a Mindfully Somatic Pedagogy, as well as affordances to young children throughout a preschool yoga class over an academic year. This research provides a basis for understanding how a Mindfully Somatic Pedagogy can curate holistic, first-person experiences of young children’s bodily selves within a classroom. Likewise, differing expectations of Body from adults in classrooms can lead to mixed messages for children. Understanding how bodily experiences afford young children’s development and teachers responses to Body in the classroom is informative in understanding the roles a school culture can have on the relationship between child development and teacher pedagogy. 相似文献
8.
Kristen M. Kemple Ji Hyun Oh Daniella Porter 《Journal of Early Childhood Teacher Education》2013,34(3):250-265
Play is considered an important activity of the early childhood years. Research supports the contribution of play to children’s development, learning, and well-being. In spite of this, time for play is being pushed out in many early childhood programs by greater time allotted to formal instruction in narrow academic skills to be tested eventually by standardized tests. As a result, current preservice teachers are likely to see fewer examples of appropriate time and support for play in their field placements in early childhood settings. The purpose of this study was to document and analyze what happens when an experiential play lab is implemented in an early childhood teacher education program. This qualitative study includes multiple forms of data collection, including two forms of reflective writings and group discussions. After the workshop, preservice teachers made a greater number of references to play in their defense of developmentally appropriate practice, and the nature of their references to play increased in their focus on play process and on teacher roles in children’s play, as compared to prior to the lab. The results of this study of an experiential play intervention support its potential as a means of probing, documenting, and enriching students’ understanding of the importance of providing for and supporting play in classrooms for young children. 相似文献
9.
Jess Gropen Janna F. Kook Cindy Hoisington Nancy Clark-Chiarelli 《Early education and development》2017,28(5):607-631
Young children are able to benefit from early science teaching but many preschool teachers have not had opportunities to deepen their own understanding of science or to develop their pedagogical content knowledge (PCK) in relation to specific science topics and concepts. This study presents the results of efficacy research on Foundations of Science Literacy (FSL), a comprehensive professional development program designed to support teachers’ knowledge of early childhood science; their PCK around 2 physical science topics (water, and balls and ramps); and their abilities to plan, facilitate, and assess young children’s learning during inquiry-based science explorations. Research Findings: In a randomized trial with 142 preschool teachers and 1,004 4-year-old children, FSL teachers demonstrated significantly higher quality science teaching in general and greater PCK in the 2 physical science topics than did teachers in comparison classrooms. Furthermore, children in FSL classrooms performed significantly better than children in comparison classrooms on tasks involving floating and sinking, and an instrumental variable analysis suggests that the quality of classroom science instruction mediated the relationship between teacher participation in FSL and student outcomes. Practice or Policy: Findings support the use of comprehensive early science professional development programs designed to bolster teacher knowledge and PCK. 相似文献
10.
An experience expectable environment in child care classrooms is one in which teachers consistently provide positive and nurturing interactions within daily routines and activities to enhance children’s learning. Growing numbers of children are being enrolled in child care at earlier ages and staying for longer periods of time each day which is heightening the need to attend to the context of child care for very young children. Several large scale studies in social policy, biology, and human development have confirmed the links between children’s early experiences and later outcomes, and recent brain research and research in child care classrooms has highlighted the importance of these consistent, responsive, and respectful patterns of interaction, especially for very young children’s development. Yet, examination of the quality of child care has indicated interactions in these classrooms that may not support optimal development and/or that could be considered harmful. Given toddlers’ need for consistent and nurturing care, coupled with the current substandard quality of care for very young children, discussing the context of child care in terms of an experience expectable environment provides a perspective to understand the context of toddler child care. This perspective underscores the connections of routines and interactions to children’s development of neural pathways, thus setting the foundation for optimizing learning and development. 相似文献
11.
Katharine L. Brodzeller Jennifer R. Ottley Jeesun Jung Christan G. Coogle 《Early Childhood Education Journal》2018,46(3):277-286
The inclusive education of children with disabilities is considered best practice, yet many early childhood educators feel unprepared to deliver appropriate instruction for children with disabilities and often require supports to successfully meet the children’s unique needs. Young children experiencing autism spectrum disorder are being diagnosed at a young age and they are commonly receiving their education within inclusive early childhood settings. This article presents two methods to meet the needs of children with autism spectrum disorder. First, early childhood educators can provide interventions tailored to the children’s learning needs. Second, educators can adapt the environment, materials, activity, instruction, and assistance they provide so that each child is appropriately supported, while still being encouraged to succeed as independently as possible. This article summarizes research-based interventions and adaptations that early childhood educators can implement within inclusive settings to meet the diverse needs of young children with autism spectrum disorder and presents a case study to describe how these practices can support young children with autism spectrum disorder within inclusive settings. 相似文献
12.
Mary Anne Zeitler Hannibal Ren Vasiliev Qiuyun Lin 《Early Childhood Education Journal》2002,30(2):81-86
Teaching young children basic concepts of geography such as location, place, human–environment interaction, movement, and region is a great challenge. This article advocates literature-based instruction as a way of promoting geographic awareness in early childhood classrooms. Examples of children's picture books are given to show what early childhood teachers can do to make the five geographic concepts more concrete and understandable to young children via picture books. 相似文献
13.
The goals of this research were to describe the daily life of children and teachers in Chinese kindergarten programmes, to better understand how teacher–child interactions affect both teachers and children. The main assumption guiding this research was that teacher–child interaction is one of the most important processes in early childhood education. A clear understanding of typical teacher–child interactions may help to improve teachers’ support of children’s learning and development. In‐depth field observations of 12 Chinese teachers in six classrooms were conducted using a participant‐observer approach. Five hundred and eighty‐nine teacher–child interaction cases were observed and described. An inductive content analysis of the cases resulted in the creation of nine functional categories for teacher‐initiated interactive behaviours and nine functional categories for child‐initiated interactive behaviours. In this paper, we describe these functional interaction categories and report on their relative frequency in the Chinese kindergarten classrooms involved in this study. Teacher and child interactive behaviours are complementary, depending on the shared meaning of the interaction. Some differences were found in the interactive behaviours of older and younger children with their teachers. We discuss the results in the cultural context of China and conclude that careful and systematic observation and analysis of early childhood classroom interaction is essential for better understanding and improvement of teaching practices. 相似文献
14.
Anabela Abreu Malpique Deborah Pino-Pasternak Debora Valcan 《Reading and writing》2017,30(8):1789-1812
Accumulating evidence indicates handwriting automaticity is related to the development of effective writing skills. The present study examined the levels of handwriting automaticity of Australian children at the end of kindergarten and the amount and type of writing instruction they experienced before entering first grade. The current study involved 177 kindergarten children enrolled in 23 classrooms from seven government-funded primary schools in Western Australia. Individual child level data (e.g., handwriting automaticity and word-reading skills) were collected and teachers were asked to complete a survey assessing the amount of time and types of writing activities developed in their classrooms (e.g., teaching basic skills and teaching writing processes). Hierarchical linear models were conducted to examine total variance attributable to child and classroom levels. Results showed a total variance of approximately 20% in children’s handwriting automaticity attributable to differences among classrooms when gender and word-reading skills were controlled for. Large variability was noted in the amount and type of writing instruction reported by a subset of participating teachers. Handwriting automaticity was associated with the teaching of revising strategies but not with the teaching of handwriting. Implications for writing development and writing instruction are discussed. 相似文献
15.
Susan Britsch 《Early Childhood Education Journal》2010,38(3):171-177
Teachers can integrate discussion and writing about photographs into the early childhood curriculum to build speaking, reading,
and writing skills in any language. Although little available research focuses on photography and early childhood education
as related specifically to English Language Learners, several current teacher resources do focus on uses of photography in
classrooms for young children. What is lacking, however, is substantial reference to the planned use of language along with
image creation through photography for the language development of English Language Learners (ELLs) in the early childhood
classroom. Teacher training, too, devotes insufficient attention to either visual literacy or visual communication. This article
provides a discussion of the role of the visual in English language development as a basis for a sample photography project
that can be incorporated into a course for pre-service teachers in methods of teaching ELLs. Pre-service teachers thus experience
the project first-hand in terms of image creation and the planning of appropriate content, language, and visual literacy objectives.
The resulting visual products then function as teaching resources themselves; however, effective visual learning for ELLs
requires that teachers possess such an informed understanding of the techniques that structure and assist language development. 相似文献
16.
Muneeroh Phadung Surachai Suksakulchai Wacheerapan Kaewprapan 《Education and Information Technologies》2016,21(2):249-263
This study investigated the effects of using an interactive e-story for early literacy instruction on word recognition, story comprehension and story application. The study was conducted in two classrooms in the southern border provinces of Thailand with ethnic minority children at the kindergarten level. The samples consisted of 60 children who used the Pattani Malay language as a mother tongue, and who had little experience with Thai, the language of instruction in the kindergarten classrooms. The experimental classroom had 30 children who learned with the interactive e- story. The control classroom had 30 children who learned with the paper version of the e-story. Both groups were taught using a whole language approach for 45 min per day over 8 weeks. This research used a pretest-posttest design on word recognition and story application, and only a posttest design on story comprehension. The results showed the positive effects of using an interactive e- story and present an alternative method to foster the early literacy learning of ethnic minority children. These results showed the children’s improvement after using interactive e-story and a significant difference in word recognition and story application. The comparison of the early literacy improvement between two groups revealed a significant difference in word recognition and story comprehension but no significant difference in story application. Implications for future study and education are discussed. 相似文献
17.
Research Findings: This study examines whether specific teacher instructional practices in early education are associated with children's engagement in prosocial behavior. Teachers’ verbal encouragement of prosocial behavior and empathy, emotional warmth, positive behavior management, vocabulary instruction, and encouragement of expressive language were explored in relation to children's classroom prosocial behavior. We also examined whether increased prosociability was evident in the classrooms of teachers who both encouraged prosocial behavior and empathy and demonstrated emotional warmth. We observed 124 first-grade classrooms that included 2,098 children. Results indicated that teachers’ verbal encouragement of prosocial behavior and empathy was most strongly associated with classroom prosocial behavior. There was also a significant association between encouragement of expressive language and prosocial behavior. Emotional warmth, positive behavior management, vocabulary instruction, and the joint effect of teacher emotional warmth and encouragement of prosocial behavior and empathy was not associated with prosocial behavior. Practice or Policy: These findings suggest that teachers’ more deliberate encouragement of prosocial and empathic behavior and their creation of a positive, interactive social environment may support students’ prosocial behavior. The implications of these findings are particularly important for young children learning to engage with others. 相似文献
18.
Mobile devices and, in particular, tablets have become increasingly popular in young children’s lives; however, there is limited empirical evidence regarding early childhood teachers’ perceptions on mobile technology-learning in early years. This study investigated teachers’ views on mobile devices’ usage in early childhood education classrooms, focusing on their perceived benefits, barriers and their concerns. A questionnaire with open ended questions was completed by 30 early childhood education teachers, in Greece. The primary perceived benefits regarded the facilitation of the educational process, the interactive learning environment and the support of children’s learning and development. Major perceived barriers were related to the lack of (or limited) resources/equipment, the limited teacher training opportunities and lack of funding, while key concerns regarded the constraint of hands-on experiences, children’s concentration, and cyber safety issues. Implications for pre-service and in-service teacher training, educational policy and practice, as well as links between home and school are discussed.
相似文献19.
Olivia N. Saracho 《Early Childhood Education Journal》2017,45(4):453-460
Bullying is a serious problem that affects the young children’s well being. Early childhood educators find it difficult to manage bullying in the classroom. Preschool is the first environment outside of the home setting where children encounter difficulties when they socially interact with their peers. Based on the principles of protecting and establishing a safe environment for all children, the purpose of this review is to present current empirical evidence about the nature and distinctive facet of bullying among preschool children. It defines both the concept of traditional school bullying and bullying in early childhood education, describes the social context of young children’s bullying, differentiates between bullies and victims in early childhood education, discusses the young children’s interpretations of bullying, describes the young children’s functions in bullying, and provides a rationale for the use of bully prevention programs for young children. 相似文献
20.
Sandra Lennox 《Early Childhood Education Journal》2013,41(5):381-389
Enhancing young children’s early literacy achievement is a top priority in many countries. There is a considerable body of research demonstrating young children’s language development as a critical factor in reading and later academic success. Implementation of high quality literacy instruction has the potential to improve literacy outcomes for all children, especially those “at risk”. However, a significant challenge has been to implement instruction that will support children’s language for thinking and understanding, rather than narrowly focused instruction on easily quantified code-related skills. This article reviews some of the recent research on the value of interactive read-alouds as an avenue for enhancing early literacy learning for preschoolers. Although there is abundant evidence supporting the practice, there are a number of aspects that interact in dynamic ways to affect the efficacy of read-alouds. They include pedagogical knowledge, book selection, the quality of interactions around books, and developing vocabulary and inferential language skills. The way books are shared may open or close learning opportunities and possibilities to use language for an increasingly wider range of purposes. Skillful teachers can play a significant role in building, refining and extending literacy knowledge, skills and dispositions. 相似文献