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Research Findings: Using a qualitative research approach, this article explores teachers’ roles as scaffolders of infants’ play and the changing nature of their individualized support for infants’ learning and development through play in an infant group care setting. Three infant teachers in a child care center were followed over 3 months. Observations, interviews, ongoing conversations, e-mails, and reflective notes were used as data sources. Findings revealed that the teachers thought deeply about their roles as supporters of infants’ play, and they made intentional choices in scaffolding infants’ play. Each teacher's ways of empowering infants in play were grounded in her views of infants as learners and were individualized to accommodate children's unique learning styles and personalities. Practice or Policy: This study provides a window into the ways in which teachers working with the youngest children can set the stage for later learning. 相似文献
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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
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The purpose of this study is to explore USA educators＇ resistance toward cultural awareness for Korean students and families in the New York metropolitan area. The authors aim to challenge teachers＇ color-blindness that is widely spread among USA educators. Guided by critical race theory, the authors show that the perceived fairness of color-blindness could cause struggles for Korean parents and students in American schools. The authors posit USA teachers need to thoroughly understand that if a teacher does not see color, then s/he does not really see children. This study, hopefully, will help educators recognize the necessity of understanding diverse ethnic parents＇ perspectives and needs. Also, this study will provide an opportunity for educators to rethink assumptions that are embedded in color-blindness, and advance muiticultural education that is more culturally relevant and responsive for different ethnic/racial groups＇ needs. 相似文献
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Using a qualitative research approach, this article explores teachers’ roles in infants’ play and its changing nature in an infant group care setting. Three infant teachers in a child care center were followed over three months. Observations, interviews, ongoing conversations, emails, and reflective notes were used as data sources. Findings revealed that the teachers took on various roles: observer, play follower/play partner, facilitator, commentator/interpreter, play supporter, play leader, play interrupter, safety/conflict manager, multiple-responder, and multiple-role taker. The nature of the teachers’ roles developed and changed over time in relation to the infants’ rapid growth, group dynamics, and infant–teacher relationships. This study suggests that infant teachers’ practice is complex, changing, and developmental as the group care context is dynamic and multilayered. 相似文献
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The note of discord: Examining educational perspectives between teachers and Korean parents in the U. S. 总被引：1，自引：0，他引：1
Kyee Yum Kwon Younjung Suh Yoo-Seon Bang Jeesun Jung Seungho Moon 《Teaching and Teacher Education》2010
This study examined and compared the educational perspectives of Korean parents of elementary school students and their teachers. 430 parents and 143 teachers in the New York metropolitan area participated in the survey and 16 teachers, administrators, and parents were interviewed. The findings indicated that the teachers not only misunderstood the parents' perspectives on the goals of schooling, but also underestimated the parents' ways of supporting their children's education. Regarding the current school/teacher practices, the two groups also expressed different perspectives. We discussed the urgency of educators' critical reflection on diverse cultures and the considerations for increasing parents' school involvement. 相似文献
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This study examined the frames used in the news coverage of the U.S. immigration debate during election years. Stories from four major U.S. newspapers, the Los Angeles Times, the St. Louis Post-Dispatch, the St. Petersburg Times, and The New York Times, were content analyzed. The analysis revealed that the conflict frame was the most dominant frame in the news coverage of the U.S. immigration debate whereas no significant changes in the framing of the U.S. immigration debate were found over time. The human interest frame was more likely to have a pro-immigration tone compared to other frames. The findings of immigrant characteristics showed that the “illegal” characteristic was the most frequently used to identify immigrants. 相似文献
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