Journal of Early Childhood Teacher Education最新文献_第9页

Students’ experiences of reflective practices as pedagogy in early childhood higher education 幼儿高等教育中学生反思性实践教学法的体验

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2021-12-23 DOI: 10.1080/10901027.2021.2020938

Kalli B. Decker, G. Cook, H. Brophy-Herb, J. Torquati

{"title":"Students’ experiences of reflective practices as pedagogy in early childhood higher education","authors":"Kalli B. Decker, G. Cook, H. Brophy-Herb, J. Torquati","doi":"10.1080/10901027.2021.2020938","DOIUrl":"https://doi.org/10.1080/10901027.2021.2020938","url":null,"abstract":"ABSTRACT Early childhood education is a demanding profession, and teachers’ stress is inversely associated with the quality of their interactions with young children. In order to provide stress management tools to preservice teachers prior to entry into the field, there has been growing interest in the use of reflective practices as part of higher education pedagogy. There is initial evidence that reflective practices have the potential to positively influence preservice teachers’ well-being and teaching practice. Instructors at two universities incorporated the use of reflective practices, including journaling, in-class discussions, and mindfulness, into their early childhood courses. Students from these courses were invited to participate in focus groups regarding their experiences with the use of reflective practices as part of their course’s pedagogical approach; 21 students participated (n for Course 1 = 13, n for Course 2 = 8). Using constant comparative analysis, two primary themes emerged: 1) participants described important aspects of the process and structure of using reflective practices as part of their course, and 2) participants reported how reflective practices supported their social-emotional understanding and well-being. Implications for using reflective practices, including rich descriptions, examples, and practice suggestions, as part of early childhood higher education pedagogy are discussed.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46549240","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: 2

Preparing Pre-Service Early Childhood Teachers to Support Child Language Development 预备职前幼儿教师以支持儿童语言发展

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2021-12-12 DOI: 10.1080/10901027.2021.2015491

J. Grifenhagen, David K. Dickinson

{"title":"Preparing Pre-Service Early Childhood Teachers to Support Child Language Development","authors":"J. Grifenhagen, David K. Dickinson","doi":"10.1080/10901027.2021.2015491","DOIUrl":"https://doi.org/10.1080/10901027.2021.2015491","url":null,"abstract":"ABSTRACT This study addresses the dearth of research on preparing pre-service early childhood educators to support young children’s language development. Taking a design-based approach to an undergraduate course for early childhood majors, qualitative data analysis examined the seven participating pre-service teachers’ knowledge of, perspectives on, and strategies for facilitating language development. In addition to traditional course content and assignments on language development, pre-service teachers explored sociocultural influences on language, participated in in-class and field-based practical experiences, videotaped and reflected on their work with preschool children, and engaged in coaching and feedback with peers and course instructors. In response to ongoing data collection and analysis, course elements were adjusted to meet emerging needs of the pre-service teachers. Findings indicate participants gained knowledge in language development, shifted perspectives on the value of linguistic diversity, demonstrated analytical reflection that led to action, expanded their view of the role of the teacher in language facilitation, and connected course content to their teaching practice. Implications of the findings for practice- and social-justice-oriented teacher education and limitations of the study context are discussed.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44307648","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

Engineering to understand: reflections on a learning and teaching partnership for preservice early grades teachers and preschoolers 工程理解:对职前早教教师和学龄前儿童的教与学伙伴关系的思考

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2021-12-11 DOI: 10.1080/10901027.2021.2015492

Angela Eckhoff

{"title":"Engineering to understand: reflections on a learning and teaching partnership for preservice early grades teachers and preschoolers","authors":"Angela Eckhoff","doi":"10.1080/10901027.2021.2015492","DOIUrl":"https://doi.org/10.1080/10901027.2021.2015492","url":null,"abstract":"ABSTRACT Even with increasing calls for both researchers and educators to attend to the “E” in STEM from within the larger field of STEM education, little is known about the practices that serve to support early educators’ pedagogy and related content knowledge of engineering design. Using multiple methods in a revelatory, embedded, single-case design, this research provides an explanatory account of preservice teachers (PTs) engagement during a structured field experience with preschoolers designed to foster their understanding of design-based engineering though collaborative learning and teaching experiences. Research Findings: Findings reveal that the PTs developed more robust understandings of design-based engineering and stronger self-efficacy beliefs related to their practice following participation in the learning and teaching collaborative project. PTs also voiced concerns over perceived challenges of integrating engineering instruction within the pedagogically and content restrictive environments of contemporary early childhood classrooms. Practice or Policy: Additionally, this research suggests that guided teaching and learning partnerships can support early childhood teacher preparation programs in developing preservice teachers’ understandings of the interrelationships between engineering and other aspects of the curriculum using emergent curricular approaches and interactional, play-based pedagogies.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41489824","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

An examination of patterns of caregiver responsiveness and toddler communication in early childhood classrooms 幼儿课堂中照顾者反应和幼儿沟通模式的研究

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2021-11-22 DOI: 10.1080/10901027.2021.2005189

Victoria T. Eshelman, Rebecca G. Lieberman-Betz, Cynthia O. Vail, Jennifer A. Brown

{"title":"An examination of patterns of caregiver responsiveness and toddler communication in early childhood classrooms","authors":"Victoria T. Eshelman, Rebecca G. Lieberman-Betz, Cynthia O. Vail, Jennifer A. Brown","doi":"10.1080/10901027.2021.2005189","DOIUrl":"https://doi.org/10.1080/10901027.2021.2005189","url":null,"abstract":"ABSTRACT Young children’s communication is dependent upon caregivers’ responsiveness to their behaviors; however, little is known about the responsiveness of toddler teachers to children in their classrooms. To increase teachers’ responsiveness to children’s behavior, a peer-coaching model was implemented in three Early Head Start classrooms. The peer-coaching model was developed to (a) increase frequency of appropriate infant/toddler teacher responses to children in their classroom, (b) increase engagement of children, and (c) support early communication of infants and toddlers. This study documented toddlers’ communication with their teachers to examine trends in toddler communication and teacher responsiveness. Results of this descriptive study suggest a pattern whereby child communication acts were higher when teachers’ responsiveness was higher. This finding supports the need for future research regarding best practices in increasing quality interactions between toddlers and caregivers to support communication development in early care and education settings.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44429671","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

Parent and teacher perspectives about preschool children’s natural learning opportunities in two immigrant Head Start communities 父母和教师对两个移民社区学龄前儿童自然学习机会的看法

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2021-10-19 DOI: 10.1080/10901027.2021.1990166

Lok-Wah Li, C. McWayne, Jayanthi Mistry

{"title":"Parent and teacher perspectives about preschool children’s natural learning opportunities in two immigrant Head Start communities","authors":"Lok-Wah Li, C. McWayne, Jayanthi Mistry","doi":"10.1080/10901027.2021.1990166","DOIUrl":"https://doi.org/10.1080/10901027.2021.1990166","url":null,"abstract":"ABSTRACT In the past decade, there has been a significant increase in the number of dual-language learning (DLL) preschool children. Guided by the literatures on home-school partnership and caregiver ethnotheories, the present study explored parents’ and teachers’ understandings of natural learning opportunities in DLL children’s homes and surrounding communities. Interpretative Phenomenological Analysis (IPA) was conducted on the transcripts of 18 interviews with parents (n = 9) and teachers (n = 9) from two Head Start programs in a large northeastern city. Results showed that participants discussed natural learning opportunities for DLL preschool children across three primary learning contexts: home, school, and community. Learning experiences were arranged and routinely implemented by immigrant parents and teachers to foster character and positive approaches to learning, provide accessible educational experiences, and preserve cultural heritage for DLL children. Combined, immigrant parents’ and preschool teachers’ narratives revealed salient priorities and values concerning children’s learning across the three natural contexts, for young Latine- and Chinese-heritage children growing up in the US. Future directions for including parents’ and immigrant teachers’ voices in early childhood programs, teacher training, and home-school partnership research are discussed.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47260583","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

Framework to field: preparing preservice teachers to engage diverse families through science 实地框架：准备职前教师通过科学让不同的家庭参与进来

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2021-10-17 DOI: 10.1080/10901027.2021.1990167

Hannah Kye

引用次数: 0

When 10 ≠ ten: teachers develop original stories to conceptualize numeral transition 当10≠10时:教师编写原创故事来概念化数字转换

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2021-10-12 DOI: 10.1080/10901027.2021.1984344

Song A. An, A. Hachey, So Jung Kim, Daniel A. Tillman

引用次数: 0

Becoming an artist/teacher: supporting pre-service teachers to develop their confidence and pedagogical knowledge to effectively and actively teach the arts in early childhood 成为一名艺术家/教师:支持职前教师培养他们的信心和教学知识，以有效和积极地在幼儿时期教授艺术

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2021-08-23 DOI: 10.1080/10901027.2021.1963890

Sarah Probine

引用次数: 1

The implementation of early science education in preschool teachers’ initial teacher education. A survey of teacher educators about their aims, practices and challenges in teaching science 在幼儿教师初级教师教育中实施早期科学教育。对教师教育工作者在科学教学中的目标、实践和挑战的调查

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2021-08-05 DOI: 10.1080/10901027.2021.1962443

Julia Barenthien, Simone Dunekacke

{"title":"The implementation of early science education in preschool teachers’ initial teacher education. A survey of teacher educators about their aims, practices and challenges in teaching science","authors":"Julia Barenthien, Simone Dunekacke","doi":"10.1080/10901027.2021.1962443","DOIUrl":"https://doi.org/10.1080/10901027.2021.1962443","url":null,"abstract":"ABSTRACT Initial teacher education is the main opportunity to prepare pre-service preschool teachers to foster young children’s science competences. Although initial teacher education is important for preschool teachers’ later instruction in practice, little is known about early science education in initial teacher education. To gather first insights into initial teacher education, this study explored the lesson aims, the frequency of different content taught and teaching methods used, and lessons preparation sources of 72 German teacher educators. In addition, teacher educators reported their challenges regarding their teaching of early science education. Data was gathered by using self-reports. Results revealed that the key lesson aims of teacher educators involved refer to the promotion of pre-service preschool teachers’ motivation and the preparation of the students for implementing science learning experiences in preschools. The teacher educators also reported challenges they faced teaching early science education, which included the students, general conditions, the actual teaching of early science education and teacher educators’ own qualifications. With regard to the teaching practices, we found a high variance in the content knowledge and pedagogical content knowledge taught. Implications for policymakers, professional development providers and initial teacher education institutions are discussed.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2021.1962443","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42264699","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 role of practice-based experiences in undergraduates’ infant/toddler caregiving competencies 基于实践的经验在大学生婴幼儿看护能力中的作用

IF 1.2

Journal of Early Childhood Teacher Education Pub Date : 2021-08-04 DOI: 10.1080/10901027.2021.1954566

M. Fusaro, Christine. N. Lippard, G. Cook, Kalli B. Decker, C. Vallotton

{"title":"The role of practice-based experiences in undergraduates’ infant/toddler caregiving competencies","authors":"M. Fusaro, Christine. N. Lippard, G. Cook, Kalli B. Decker, C. Vallotton","doi":"10.1080/10901027.2021.1954566","DOIUrl":"https://doi.org/10.1080/10901027.2021.1954566","url":null,"abstract":"ABSTRACT Practice-based coursework in higher education programs is considered a critical aspect of early childhood practitioner preparation. Many undergraduates also have formal (e.g., childcare) or informal (e.g., nannying, babysitting) work experience outside of their degree programs, which may influence their caregiving competencies. In this study we used an online survey to investigate how undergraduates’ practice-based experiences, both educational and work-related, influence their knowledge about young children’s development and aspects of their infant/toddler (I/T) caregiving skills over the course of an academic term (e.g., semester). At the beginning of the term, we found that both formal and informal work experience supported undergraduates’ (N = 1302) knowledge of I/T development, and that prior practicum coursework was significantly associated with both knowledge of I/T development and caregiving skills, as assessed by responses to caregiving vignettes. At the end of the term, predictors of change in undergraduates’ (N = 952) skills for working with young children were enrollment in a second or later practicum course and formal work experience. In contrast, informal work experience was associated with change in knowledge of I/T development. Implications for I/T teacher preparation within higher education are discussed.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2021.1954566","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46162635","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