Early Years最新文献_第5页

Job stress and teacher burnout in preschools – Preliminary assessment of the buffer effect of job resources in the stressor-strain model in a lower-middle-income country 幼儿园教师工作压力与职业倦怠——中低收入国家压力应变模型中工作资源缓冲效应的初步评估

IF 1.1 4区教育学

Early Years Pub Date : 2023-07-26 DOI: 10.1080/09575146.2023.2237207

M. Aboagye, C. O. Antwi, Kotor Asare, Ntim Seth, Ficus Gyasi, Frimpong Kwasi

引用次数: 0

Chinese early childhood teachers’ perspectives on mathematics education in play-based contexts 游戏情境下中国幼儿教师的数学教育观

IF 1.1 4区教育学

Early Years Pub Date : 2023-07-21 DOI: 10.1080/09575146.2023.2237205

Wenxuan Zhang, L. Li, Leigh Disney

{"title":"Chinese early childhood teachers’ perspectives on mathematics education in play-based contexts","authors":"Wenxuan Zhang, L. Li, Leigh Disney","doi":"10.1080/09575146.2023.2237205","DOIUrl":"https://doi.org/10.1080/09575146.2023.2237205","url":null,"abstract":"Following the increasing impacts on the value of Western play-based pedagogy, early childhood (EC) teachers in China face developmental challenges related to understanding and implementing play-based mathematical education. The purpose of this paper is to explore Chinese EC teachers’ perspectives on play-based mathematics teaching. In this qualitative study, semi-structured interviews and lesson plans are collected from six EC teachers in a Chinese kindergarten. Hedegaard’s model is applied to frame analysis for capturing EC teachers’ views and practices from a holistic perspective. The findings show that all six EC teachers valued play as a pedagogical tool for teaching mathematics, while their pedagogical decisions in applying play to children’s mathematics are determined by the various demands from society, parents and children. The multiple demands from different perspectives result in challenges for teachers in designing collective play. This study revealed that only when play activity caters to the possibility of satisfying those demands can teachers pedagogically implement play for children’s mathematical learning. The insights emerging from this study might address the pragmatic challenges that teachers face by enhancing teachers’ professional development to support the advance of culturally sensitive play-based mathematics teaching in China.","PeriodicalId":46566,"journal":{"name":"Early Years","volume":" ","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47158589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effects of the COVID-19 pandemic on preschool teachers’ identity 新冠肺炎疫情对幼儿教师身份认同的影响

IF 1.1 4区教育学

Early Years Pub Date : 2023-07-17 DOI: 10.1080/09575146.2023.2236324

Iskender Gelir

引用次数: 0

Children’s transitions in early childhood education and care: various combinations of dis-/continuities 儿童在幼儿教育和护理中的过渡:中断/连续性的各种组合

IF 1.1 4区教育学

Early Years Pub Date : 2023-07-10 DOI: 10.1080/09575146.2023.2232951

Kaisa Harju, Mari Vuorisalo, M. Paananen, N. Rutanen

引用次数: 1

The effects of board games on math skills in children attending prekindergarten and kindergarten: A systematic review 桌游对学前班和幼儿园儿童数学技能的影响:系统回顾

IF 1.1 4区教育学

Early Years Pub Date : 2023-07-06 DOI: 10.1080/09575146.2023.2218598

Jaime Balladares, Martín Miranda, Karen Cordova

引用次数: 1

How does nature support early language learning? A systematic literature review 大自然如何支持早期语言学习？系统的文献综述

IF 1.1 4区教育学

Early Years Pub Date : 2023-06-23 DOI: 10.1080/09575146.2023.2220978

Tanya Richardson, Sue J. Waite, P. Askerlund, Ellen Almers, Sara Hvit-Lindstrand

引用次数: 1

Creating conditions for Chinese kindergarten Teacher’s professional development in a play-based setting 以游戏为本，为幼儿园教师的专业发展创造条件

IF 1.1 4区教育学

Early Years Pub Date : 2023-05-29 DOI: 10.1080/09575146.2023.2205055

Yuejiu Wang, L. Li, M. Fleer, Yuwen Ma

引用次数: 0

On becoming an infant-toddler pedagogue: perceived contributions of heuristic play in initial professional education 论幼儿教育者：启发式游戏在初级专业教育中的贡献

IF 1.1 4区教育学

Early Years Pub Date : 2023-05-27 DOI: 10.1080/09575146.2023.2235096

S. Araújo, Susana Esteves, M. Marta

{"title":"On becoming an infant-toddler pedagogue: perceived contributions of heuristic play in initial professional education","authors":"S. Araújo, Susana Esteves, M. Marta","doi":"10.1080/09575146.2023.2235096","DOIUrl":"https://doi.org/10.1080/09575146.2023.2235096","url":null,"abstract":"ABSTRACT In Portugal, professional preparation for working with infants and toddlers is often characterized as insufficient and/or inadequate in light of the specific professionalism required for working with very young children. This study is situated in initial professional education (IPE) and, in particular, on practicum experiences within an early childhood education professional Master’s programme. Drawing on Goldschmied’s approach, it aims to capture Master’s students’ perspectives on the contributions of heuristic play to learning about their role as infant-toddler pedagogues. Written narratives and practicum reports of 21 students were subjected to content analysis. Students highlighted contributions of heuristic play in assuming a non-directive supportive role, organizing the learning environment, observing children’s experiences, and in reconstructing the image of the child. Students acknowledged struggles, while (re)envisioning their role, especially the critical balance between non-intervening and facilitating children’s play. Implications are presented for the need to improve the early childhood education IPE programmes through the integration of infant-toddler pedagogy(ies) and the enactment of a process-oriented and reflective approach to professional learning.","PeriodicalId":46566,"journal":{"name":"Early Years","volume":"43 1","pages":"545 - 560"},"PeriodicalIF":1.1,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45432967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Strengthening infant and toddler pedagogy through an online specialised postgraduate qualification: building on initial teacher education and teaching experience 通过在线专业研究生资格来加强婴幼儿教育:建立在最初的教师教育和教学经验的基础上

IF 1.1 4区教育学

Early Years Pub Date : 2023-05-27 DOI: 10.1080/09575146.2023.2230379

F. R. Penman, B. Redder

{"title":"Strengthening infant and toddler pedagogy through an online specialised postgraduate qualification: building on initial teacher education and teaching experience","authors":"F. R. Penman, B. Redder","doi":"10.1080/09575146.2023.2230379","DOIUrl":"https://doi.org/10.1080/09575146.2023.2230379","url":null,"abstract":"ABSTRACT In Aotearoa New Zealand, there has been a significant increase in the numbers of infants and toddlers participating in ‘out-of-home’ care and education settings. While initial teacher education programmes include references to this age group, due to competing priorities in the programmes, space to include the depth of knowledge required is scarce. In 2020, Te Rito Maioha Early Childhood New Zealand developed and implemented an online specialist infant and toddler learning and development postgraduate diploma qualification. The online programme employs multi-disciplinary theories and research from fields such as education, health, and social services to support a holistic view of learning, development, and wellbeing. This paper draws on collaborative self-study and survey methodologies that investigated the key requirements of an effective online specialist infant and toddler postgraduate qualification and how these supported teachers to engage with the learning. Our findings highlight the positive impact of the qualification on infant and toddler teacher identity and pedagogy and, from their perspective, improved outcomes for infants and toddlers. Key aspects of success were asynchronous online delivery, teacher-educator availability, and multi-disciplinary perspectives. Keywords: infant; toddler; online; specialisation; pedagogy; self-study; teacher-educator availability, and multi-disciplinary perspectives.","PeriodicalId":46566,"journal":{"name":"Early Years","volume":"43 1","pages":"484 - 498"},"PeriodicalIF":1.1,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49004584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An infant-toddler field experience in resistance to settler colonialism in teacher preparation: perspectives and practices of teachers and teacher candidates 幼儿在教师准备中抵抗定居者殖民主义的实地经验：教师和教师候选人的观点和实践

IF 1.1 4区教育学

Early Years Pub Date : 2023-05-27 DOI: 10.1080/09575146.2023.2229069

Anna Lees, C. Brennan

引用次数: 0