Journal of Early Childhood Teacher Education最新文献_第7页

“A Prescription for Play”: developing early childhood preservice teachers’ pedagogies of play “游戏处方”:幼儿职前教师游戏教学法的发展

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2022-03-25 DOI: 10.1080/10901027.2022.2054035

Jeanne Galbraith

{"title":"“A Prescription for Play”: developing early childhood preservice teachers’ pedagogies of play","authors":"Jeanne Galbraith","doi":"10.1080/10901027.2022.2054035","DOIUrl":"https://doi.org/10.1080/10901027.2022.2054035","url":null,"abstract":"ABSTRACT Although research supports play for children’s learning and development, many teachers and schools do not support play or relinquish it to recess or “If time.” Teachers need to experience how they learn through play to advocate for play in their classrooms. It is not enough to say, “play is learning”; they need to learn through play. This study uses data from multiple classroom assignments in a course on early childhood curriculum to examine how these play-based assignments support preservice teachers’ support for play and creativity in early childhood classrooms. The study found that preservice teachers had a positive shift to supporting play and creative experiences, including an appreciation of open-ended materials. They also developed understanding of children’s perspectives, the value of play as adults and found that engaging in play and creative experiences was beneficial to preservice teachers’ mental health and self-care. These findings reveal that if we want teachers to advocate for play and creativity in their classrooms, it is essential for them to have direct experiences learning through play and creativity themselves. Recommendations suggest that teacher educators should integrate authentic play experiences for play advocacy and support preservice teachers’ mental health and well-being.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"43 1","pages":"474 - 494"},"PeriodicalIF":1.2,"publicationDate":"2022-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47250970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

The learner profile: piloting a tool to support contextualized understanding of the learner 学习者简介：试用一种工具来支持对学习者的情境化理解

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2022-03-09 DOI: 10.1080/10901027.2022.2047840

Rhianna K. Thomas, Ekaterina Strekalova-Hughes, K. Nash, Margaret Holley, Connor Warner, Britney Enochs, P. Prendergast, Marcelena Ricklefs

{"title":"The learner profile: piloting a tool to support contextualized understanding of the learner","authors":"Rhianna K. Thomas, Ekaterina Strekalova-Hughes, K. Nash, Margaret Holley, Connor Warner, Britney Enochs, P. Prendergast, Marcelena Ricklefs","doi":"10.1080/10901027.2022.2047840","DOIUrl":"https://doi.org/10.1080/10901027.2022.2047840","url":null,"abstract":"ABSTRACT Deficit discourses in early childhood education position families of color, bilingual families, and families who are experiencing poverty as culturally and educationally deficient and are often reiterated through teacher education that relies on approximation of practice as modeled by a mentor teacher. Learning Teaching as an Interpretive Practice (LTIP) (Hollins, 2015) provides an assets-based framework for teaching that relies instead on a contextualized understanding of learners. Here, we examine our attempts as teacher educators to implement LTIP in our urban Midwestern early teacher education program. We focus on implementation of a tool for understanding individual children, the Learner Profile. Through case study, we analyze twenty learner profiles completed by five teacher candidates over the course of three semesters. Our findings suggest the Learner Profile guided teacher candidates toward more nuanced understandings of learners including multiple perspectives and unique aspects of lived experiences rather than over prescriptive developmental stages and categories. Still, we found understanding was highly mediated by the field placement context, teacher candidates’ own worldviews, and our facilitation as teacher educators. We conclude with implications for teacher educators who are interested in implementing the Learner Profile Tool and other tools for teacher education.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"44 1","pages":"349 - 372"},"PeriodicalIF":1.2,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45711073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The student perspective on Maryland’s associate of arts in teaching degree 学生对马里兰大学教学副学士学位的看法

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2022-02-28 DOI: 10.1080/10901027.2022.2043961

Anita T. Weisburger

{"title":"The student perspective on Maryland’s associate of arts in teaching degree","authors":"Anita T. Weisburger","doi":"10.1080/10901027.2022.2043961","DOIUrl":"https://doi.org/10.1080/10901027.2022.2043961","url":null,"abstract":"ABSTRACT This paper investigates the student perspective on Maryland’s Early Childhood Education/Special Education Associate of Arts in Teaching (AAT) degree: the factors that affected their experience, especially with the transfer process, and whether their experiences differed by institution. Viewpoints were gathered through focus groups and individual interviews of 18 community college students in their final semester before transferring and in their first semester at a Maryland university to complete their BA and teaching certification. This study reports that participants had positive feedback about their programs but agreed on the need for more practical experience, especially regarding special education content. A clear concern about online coursework in Early Childhood Education was also expressed. Factors affecting the student experience included misadvising and confusion around transfer that continued after moving to university programs. Administrators and faculty also acknowledged a number of challenges associated with advising, programming and implementation. Students highlighted differences between institutions but noted that most issues could be resolved through better communication, collaboration, and coordination. This study is important to two-year programs working to improve retention and transfer, as well as universities working to support transfer students. Further research is needed beyond Maryland on the student experience and potential solutions.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"44 1","pages":"330 - 348"},"PeriodicalIF":1.2,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44903707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Novice early childhood teachers’ perceptions of their professional development experiences: an interpretive phenomenological approach 新手幼儿教师对其专业发展经验的认知:一种解释现象学方法

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2022-02-25 DOI: 10.1080/10901027.2022.2043495

Alison Hooper, C. Potts, Melissa Walton

引用次数: 2

Professional development to improve interactions with culturally and linguistically diverse children: Reflections on practice 提高与文化和语言不同的儿童互动的专业发展:对实践的反思

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2022-02-06 DOI: 10.1080/10901027.2022.2032491

Lois A. Yamauchi, Caroline L. Soga, Stéphanie Char

{"title":"Professional development to improve interactions with culturally and linguistically diverse children: Reflections on practice","authors":"Lois A. Yamauchi, Caroline L. Soga, Stéphanie Char","doi":"10.1080/10901027.2022.2032491","DOIUrl":"https://doi.org/10.1080/10901027.2022.2032491","url":null,"abstract":"ABSTRACT This paper presents reflections on 12 years of school-wide professional development at a university-based preschool. The professional development focused on the Center for Research on Education, Diversity, and Excellence (CREDE) Standards, Vygotskian strategies that emphasize assisted performance, joint activity, and verbal interactions. Both formal and informal professional development were used. A study investigated whether educators’ use of CREDE practices were sustained 12 years after initial professional development and the influences of the professional development on the school’s institutional identity. The educators were observed interacting with children and interviewed about their practice. Documents from the preschool were also analyzed to determine the extent to which CREDE was integrated into its institutional identity. Results indicated that all of the teachers used the CREDE practices, although some of the newer teachers were not familiar with CREDE terminology. Informal professional development and administrators’ support appeared to sustain the practices. The Center’s institutional identity changed over time to incorporate CREDE and this coincided with the professional development and educators taking more ownership of the CREDE practices and how they could be applied in their settings.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"43 1","pages":"426 - 449"},"PeriodicalIF":1.2,"publicationDate":"2022-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41354449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Toward a higher education playfulness pedagogy (HEPP) for pre-service early childhood Work Integrated Learning courses 面向职前幼儿工作综合学习课程的高等教育游戏教学法（HEPP）

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2022-01-30 DOI: 10.1080/10901027.2021.2012542

Elise Hunkin, Julie Carmel

{"title":"Toward a higher education playfulness pedagogy (HEPP) for pre-service early childhood Work Integrated Learning courses","authors":"Elise Hunkin, Julie Carmel","doi":"10.1080/10901027.2021.2012542","DOIUrl":"https://doi.org/10.1080/10901027.2021.2012542","url":null,"abstract":"ABSTRACT In this “Reflection on Practice” paper we reflect on an early childhood Work Integrated Learning course redesign that explored new ways of developing and applying playfulness theory to higher education instructional approaches. Our experience was that the higher education students required more support to deepen their understanding of course content. In response, we engaged with emerging playfulness pedagogy theory to develop a Higher Education Playfulness Pedagogy instructional model that reflects the principles of pleasurable, immersive intellectual engagement and risk-taking. The focus was on creating the conditions in which students can risk-take amid an environment of academic rigor and authentic engagement. First, we outline the Higher Education Pedagogy of Playfulness model that was developed for the course rewrite, then provide information about the course redesign with the view that others may replicate some of our practices or approaches. Last, we draw on anonymous student survey responses to discuss the potentials of HE playfulness pedagogy for early childhood Work Integrated Learning programs, and suggest areas for future study and exploration.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"43 1","pages":"414 - 425"},"PeriodicalIF":1.2,"publicationDate":"2022-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44402480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Examining conceptions of assessment among a social media-based sample of early childhood professionals 在基于社交媒体的幼儿专业人员样本中检验评估概念

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2022-01-19 DOI: 10.1080/10901027.2022.2025959

S. Kenny, Claire E. Cameron

{"title":"Examining conceptions of assessment among a social media-based sample of early childhood professionals","authors":"S. Kenny, Claire E. Cameron","doi":"10.1080/10901027.2022.2025959","DOIUrl":"https://doi.org/10.1080/10901027.2022.2025959","url":null,"abstract":"ABSTRACT Education professionals’ conceptions of assessment can influence how they enact assessment with children. In this study, we explored the factor structure of a previously validated survey instrument, Brown’s Conceptions of Assessment Questionnaire (COA-III), when administered to a social-media-based sample of 241 U.S. early childhood professionals. We then used these results to examine participants’ conceptions and how these conceptions relate to one another. In common with prior research, the exploratory factor analysis yielded a 3-factor model of the participants’ conceptions of the purposes of assessment: assessment improves educational outcomes, assessment is irrelevant, and assessment as an accountability measure. Thus, the COA-III offers promise to educational researchers, policymakers, and professional preparation programs seeking to understand what early childhood professionals think and believe about the purpose of assessment. Further analyses—namely evidence of conflicting assessment beliefs—confirmed some of the complexities of assessing young children; such findings hold important implications for assessment-related training, policy, and practice.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"44 1","pages":"288 - 309"},"PeriodicalIF":1.2,"publicationDate":"2022-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47347742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Editorial 社论

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2022-01-02 DOI: 10.1080/10901027.2022.2050029

引用次数: 0

Promoting Sense of Community in an Early Childhood Care and Education Consortium. 在幼儿保育和教育联盟中提升社区意识。

IF 0.9

Journal of Early Childhood Teacher Education Pub Date : 2022-01-01 Epub Date: 2021-08-08 DOI: 10.1080/10901027.2021.1962442

Hilary Horn Ratner, Lucy McGoron, Kathryn Gray, Beverly Weathington, Anna Miller

{"title":"Promoting Sense of Community in an Early Childhood Care and Education Consortium.","authors":"Hilary Horn Ratner, Lucy McGoron, Kathryn Gray, Beverly Weathington, Anna Miller","doi":"10.1080/10901027.2021.1962442","DOIUrl":"10.1080/10901027.2021.1962442","url":null,"abstract":"Continued professional development is important for promoting quality early childhood care and education (ECE) programs. One approach to fulfill this need for professional development is through the creation of a community of practice, which brings together professionals with similar interests. In this investigation, we report the evaluation results for one CoP, called the Early Childhood Consortium, that included ECE center directors and teachers. We examine if members of the consortium formed a Sense of Community (SOC). Factors that may relate to SOC were also considered for both teachers and directors, including trust in information shared, workplace characteristics (e.g., perceived support, hours worked), and Consortium members' professional agency. Trust in the information exchanged within the Consortium and workplace characteristics within member centers were related to SOC, but differences, supported by t-tests, between director and teacher SOC did occur. SOC also significantly correlated with survey and activity measures of professional agency within the Consortium in that those endorsing stronger SOC said they would be more likely to share and adopt knowledge with one another. SOC also positively correlated with participation of center staff within the Consortium, but not with individual levels of involvement, suggesting that directors and teachers influence one another's participation in professional development activities. CoP leaders should be intentional in supporting directors' abilities to promote SOC within their own centers and to connect CoP professional activities with classroom practices.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"43 1","pages":"148-166"},"PeriodicalIF":0.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9122342/pdf/nihms-1733884.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10516168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Leveraging Self-Determination Theory to Understand Which Preschool Teachers Benefit Most from a Professional Development Intervention. 运用自我决定理论了解哪些幼儿教师从专业发展干预中获益最多。

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2022-01-01 DOI: 10.1080/10901027.2020.1818652

Benjamin L Bayly, Eleanor Dizon, Gitanjali Shrestha, Crystal Lederhos Smith, Senait Tekle, Brittany Rhoades Cooper

{"title":"Leveraging Self-Determination Theory to Understand Which Preschool Teachers Benefit Most from a Professional Development Intervention.","authors":"Benjamin L Bayly, Eleanor Dizon, Gitanjali Shrestha, Crystal Lederhos Smith, Senait Tekle, Brittany Rhoades Cooper","doi":"10.1080/10901027.2020.1818652","DOIUrl":"https://doi.org/10.1080/10901027.2020.1818652","url":null,"abstract":"Effective professional development (PD) interventions that promote high quality teacher-child interactions are important mechanisms to support social-emotional and cognitive development in early childhood. One PD intervention that has shown to be effective is MyTeachingPartner (MTP); however, previous research has suggested that both teacher and contextual factors may moderate the effectiveness of PD interventions like MTP. In the current study, we used a self-determination theoretical (SDT) framework to identify subgroups of teachers (N = 401) through latent class analysis based on the fulfillment of their three basic needs: competence, autonomy, and relatedness. We found three latent classes of teachers: 1) Unconfident and Unsupported; 2) Unconfident but Supported; 3) Confident and Supported. We tested the effect of MTP, latent class membership, and the MTP by latent class interaction on the quality of teacher emotional and instructional support to identify which teachers benefitted most from the MTP intervention. While MTP benefitted teachers on emotional support similarly across classes, MTP was most effective for instructional support for teachers from the Confident and Supported class. As these were the only teachers who had all their basic needs met our results suggest teacher and contextual factors in concert are important in optimizing the effectiveness of PD.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"43 2","pages":"194-212"},"PeriodicalIF":1.2,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2020.1818652","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10825843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3