Download or read book Preschool Teachers Perception of Their Competence and Implementation of Recommended Practices written by Sangsu Baek and published by . This book was released on 2006 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study examined preschool teachers' perceptions of implementation and competence of DEC's child-focused recommended practices (DECRP) in their classrooms. The information was gathered through surveys of 147 teachers from pre-kindergarten programs in Illinois. In addition, teachers' reflections on their teacher preparation programs were documented through responses to three open-ended questions. Overall, most respondents felt competent implementing the child-focused practices and they believed that they frequently implemented the DECRP child-focused practices in their classrooms. A discussion of the limitations of the present study and directions for future research are suggested. Implications for practice in terms of DEC, teacher preparation programs, and practitioners also are discussed.
Download or read book Developmentally Appropriate Practice and Preschool Teachers Perceptions written by Dorothy Jean Alexander and published by . This book was released on 2014 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: The National Association for the Education of Young Children (NAEYC) Position Statement of Developmentally Appropriate Practices (2009) serves as a pedagogical framework for best practice among early childhood educators. Developmentally Appropriate Practice (DAP) is guided by what is known about how children develop and learn. Teachers draw upon these principles to make decisions about planning experiences which promote learning and optimize children's growth. The DAP statement is accepted in the early childhood field as the standard by which quality early learning experiences are defined and is used as a guidepost for planning (Copple & Bredekamp, 2009). Copple and Bredekamp (2009) state that "intentional teachers are purposeful and thoughtful about the actions they take, and they direct their teaching towards the goals the program is trying to help children reach" (p. 10). This qualitative descriptive study explored preschool teachers' perceptions of DAP and their use of DAP in planning learning experiences. Semi-structured interviews and document analyses were utilized to examine potential gaps between preschool teachers' perceptions and more fully understand daily planning decisions related to DAP. Utilizing Rubin and Rubin's responsive interviewing model (2012), (N=7) degreed preschool teachers employed at NAEYC accredited group care facilities were interviewed. Findings revealed inconsistencies among teachers' descriptions of key learning experiences for preschool children, implementation of learning experiences, and planning practices, thus, indicating a disconnect between theory and DAP. The findings of this study may benefit pre-service and in-service teacher training programs as well as administrators of childcare centers. It is useful in identifying ways in which preschool teachers' understandings of developmentally appropriate practice can be further supported and developmentally inappropriate perceptions can be challenged.
Download or read book Teacher Perception of Social emotional Skills of Preschool Children and the Relationship to Common Core Standards written by A. Mi'kel Price and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Sampson is a 4-year-old preschooler. It is difficult for him to make friends, understand simple social settings, and interact with peers. He struggles to interpret incoming contextual information (such as talking to a peer about the blocks they are playing with), has difficulty comprehending non-literal/figurative expressions (such as jokes and irony), and implicit messages (such as when a child does not want to play with him). Sampson0́9s difficulties increase his risk of social isolation and lower self-esteem. This vignette offers a glimpse into the challenges faced by children with low social/emotional skills. The social use of language, often referred to as pragmatics, is a skill learned early in life by typically developing children (Geurts, & Embrechts, 2010). To become a competent language user, children must learn to appropriately play the role of speaker and listener and understand how they interact (Toe, Beattie & Barr, 2007).Children are social beings, and as such, need to learn the skills necessary to build relationships in a social world. The appropriate use of social language is complicated (Kostelnik, Whiren, Soderman & Gregory, 2006). Even with the most basic social exchange, such as conversational turn taking, proper engagement using social skills is required (Common Core State Standards Initiative, 2013). To interact effectively, one must understand various communication contexts and when to use them appropriately. Many judgments must be made in a short amount of time, such as what is polite or impolite based on the relationship with the person, the time, the place, the culture norms, the person0́9s current status as well as one0́9s own status (Kostelnik, et al., 2006). For example, the way to greet the school principal is different than the way to greet a best friend. Social/emotional skills may seem intuitive to adults, but children are still in the experimental phase, the trial and error of learning and perfecting social skills (Kostelnik, et al., 2006). It is indeed necessary that children be provided with the tools to appropriately use these skills. In fact, Hartup (1992) contends that, 0́−The single best childhood predictor of adult adaptation is not school grades, and not classroom behavior, but rather, the adequacy with which the child gets along with other children. Children who are generally disliked, who are aggressive and disruptive, who are unable to sustain close relationships with other children, and who cannot establish a place for themselves in the peer culture are seriously at risk". (p. 1) Therefore, social/emotional skills should be evaluated and documented to provide at risk children the instruments for social competence
Download or read book Funds of Knowledge written by Norma Gonzalez and published by Routledge. This book was released on 2006-04-21 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.
Download or read book A Mandate for Playful Learning in Preschool written by Kathy Hirsh-Pasek and published by Oxford University Press. This book was released on 2009 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: What happened to playful learning in preschool? -- The evidence for playful learning in preschool -- Epilogue.
Download or read book Engaging Practitioners in Program Evaluation written by Sue Bainter and published by . This book was released on 2006 with total page 15 pages. Available in PDF, EPUB and Kindle. Book excerpt: Background: Many early intervention teams are shifting their service delivery for children with disabilities from a child-focused model to one that focuses on strengthening the competence and confidence of the child's caregivers (parents, childcare providers, preschool teachers). The use of coaching strategies in a primary coach model of service delivery continues to evolve as a means of supporting young children who have disabilities in their natural home-community environments (where they and their families interact every day) (Shelden & Rush 2006). The early intervention team in this study felt their coaching strategies were making a difference; however, they had no systematic way to evaluate/document their efforts. Purpose: To engage early intervention practitioners in a program evaluation of their efforts toward implementation of intended coaching practices with caregivers of young children with disabilities. To examine the immediate effects of those coaching practices on caregivers' behaviors and gather evidence of practitioner-caregiver partnerships and desired caregiver competence and confidence. Setting: Home and preschool classrooms of subjects associated with a midsize public school district early intervention/special education program that provides home/community visits as a state-mandated service for children who have disabilities, ages birth to 5 years. Study Sample: Five early intervention practitioners including two speech therapists, three early childhood teachers and six caregivers. The data collection focused on six dyads and the interactions between the practitioner and the caregiver of a child who was enrolled in the public school early intervention/special education program. Intervention: Early Intervention practitioners meet weekly in the homes or classrooms of children's caregivers. Visits are jointly designed in terms of purpose, scheduling and frequency and practitioners aim to focus caregivers on the priority identified for their child/family. Coaching strategies are used to build a caregiver's ability to effectively involve their child in everyday learning opportunities and child/family interests to enhance the child's participation and development. All coaching interactions involve some amount of observation, reflection and joint planning, but also include discussion, demonstration, practice, problem solving, questions, and feedback. The practitioner and caregiver routinely assess the effectiveness of the coaching partnership and activities in light of their intentions and the child's progress (Hanft, Rush & Sheldon, 2004). Research Design: Descriptive; Other Quantitative; Control or Comparison Condition. Data Collection and Analysis: A meeting of all district-employed early intervention practitioners (n = 21) was used to solicit descriptions of perceived roles and program outcomes. Themes were identified and cross-referenced with principles of coaching generated from a statewide training that most of the practitioners had completed. The themes were then reframed by the evaluators using the literature on evidence-based practices in early intervention so as to develop a core of behavioral "success" indicators for both the practitioner and the caregiver. Six home/community visits/meetings were videotaped; each one involved the interactions between one practitioner and one caregiver. Follow-up telephone interviews were conducted with each practitioner and caregiver independently to determine each participant's satisfaction with the visit, their perception of their role, and the actions taken. The videotapes were watched independently by two evaluators using two-minute intervals to note (+/-) all behavioral indicators evidenced at least once in that time period for both the practitioner and the caregiver. Mean rate per minute calculations were used to compare behaviors of practitioners to caregivers and to compare behaviors of both in hobserved in community visits (2) which were both intervention planning meetings. Responses to post-visit Yes-No interview questions were noted as (+/-), with total number of positive responses divided by total number of questions asked to compute a percentage of positive responses per partner. A mean percentage was computed independently for the group of practitioners, and the group of caregivers observed across the six visits. Findings: Practitioners and caregivers were engaged, and perceived themselves to be engaged, during the visits with the most amount of practitioner and caregiver time in each dyad spent in collaboration/partnership building. The least amount of the practitioners' time was spent engaging caregivers in planned or spontaneous learning opportunities with the child or planning for next steps. Despite their eager engagement in developing a partnership with practitioners in each visit (sharing, asking questions), the caregivers' rates of active reflection behavior, problem-solving and generation of new ideas for their children's targets and learning opportunities were notably low as compared to the rate of practitioner behaviors aimed at promoting these caregiver behaviors (2 X more frequent). The practitioners engaged least in behaviors that encouraged caregiver engagement with the children during or after the visit; not surprising, the caregivers engaged in these actions very seldom during the visits. Practitioners and caregivers did not differ dramatically across the six dyads. Overall, practitioners promoted reflection more in home visits than in meetings and parent-caregivers were more likely than teacher-caregivers to practice new strategies or describe possible learning opportunities for the children. Conclusion: Because the EI team was engaged in the process of developing the behavioral "success" indicators used for coding the observed practitioner-caregiver interactions, the study provided meaningful information upon in light of their intentions. The results indicated that the five practitioners participating in this study were demonstrating efforts to engage the caregivers as partners, and encouraging them to reflect, problem-solve and identify child-learning opportunities. The caregivers involved show a willingness to partner in planning the focus for discussion or observation of their child, but demonstrated notably lower rates of action and participatory activities. Both the practitioners and caregivers perceived contributions to a partnership in their visits. Practitioners might benefit from greater focus/time spent on promoting caregiver-child interactions during or after the visits. However, it is not known from this study if these or current efforts are enough to effect change in the caregivers' behaviors or that of their child. References: Hanft, B., Rush, D. & Shelden, M. (2004). Coaching families and colleagues in early childhood. Baltimore, MD: Paul H. Brookes. Shelden, M. & Rush, D. (2006, June). Personal Development: Facilitators' Summer Institute, Nebraska Department of Education, Lincoln. Citation: Bainter, S. & Marvin, C. (2006). Engaging practitioners in program evaluation: A preliminary report of perceptions and observations of practitioner-caregiver partnerships in early intervention. University of Nebraska-Lincoln. Appended are: (1) Practitioner Follow-Up Survey and Caregiver Follow-Up Survey; (2) Raw data resulting from team meeting January 2005; and (3) Practitioner Behavioral Indicators (to be observed in the practitioner and Caregiver Behavioral Indicators (to be observed in the caregiver. (Contains 2 tables.).
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 700 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Preschool Teachers Behavior Related to Their Perceptions of Children s Competence written by Joan M.(Mary Rita) Ciccone (SSJ.) and published by . This book was released on 1978 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book 3rd International Conference on Lifelong Education and Leadership for ALL ICLEL 2017 written by Prof. Dr. Paulo Alberto da SILVA PEREIRA and published by Prof. Dr. Osman Titrek, Prof. Dr. Paulo Alberto da SILVA PEREIRA, Res. Assist. Gozde SEZEN-GULTEKIN. This book was released on 2018-12-27 with total page 1183 pages. Available in PDF, EPUB and Kindle. Book excerpt: Copyright © 2017, ICLEL Conferences All rights reserved by ICLEL Conferences
Download or read book Transforming the Workforce for Children Birth Through Age 8 written by National Research Council and published by National Academies Press. This book was released on 2015-07-23 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Download or read book Research in Young Children s Literacy and Language Development written by Olivia N. Saracho and published by Routledge. This book was released on 2019-12-13 with total page 709 pages. Available in PDF, EPUB and Kindle. Book excerpt: The importance of the early years in young children’s lives and the rigid inequality in literacy achievement are a stimulating backdrop to current research in young children’s language and literacy development. This book reports new data and empirical analyses that advance the theory of language and literacy, with researchers using different methodologies in conducting their study, with both a sound empirical underpinning and a captivating analytical rationalization of the results. The contributors to this volume used several methodological methods (e.g. quantitative, qualitative) to describe the complete concept of the study; the achievement of the study; and the study in an appropriate manner based on the study’s methodology. The contributions to this volume cover a wide range of topics, including dual language learners; Latino immigrant children; children who have hearing disabilities; parents’ and teachers’ beliefs about language development; early literacy skills of toddlers and preschool children; interventions; multimodalities in early literacies; writing; and family literacy. The studies were conducted in various early childhood settings such as child care, nursery school, Head Start, kindergarten, and primary grades, and the subjects in the studies represent the pluralism of the globe – a pluralism of language, backgrounds, ethnicity, abilities, and disabilities. This book was originally published as a special issue of Early Child Development and Care.
Download or read book The Routledge International Handbook of the Place of Religion in Early Childhood Education and Care written by Arniika Kuusisto and published by Taylor & Francis. This book was released on 2022-05-30 with total page 622 pages. Available in PDF, EPUB and Kindle. Book excerpt: Understanding the place of religion in Early Childhood Education and Care is of critical importance for the development of cultural literacy and plays a key role in societal coherence and inclusion. This international handbook provides a comprehensive overview of the place of religion in the societal educational arenas of the very youngest children across the globe. Drawing together contributions from leading international experts across disciplinary backgrounds, it offers a critical view of how to approach the complexities around the place of religion in Early Childhood Education and Care. Through its four parts, the book examines the theoretical, methodological, policy and practice perspectives and explores the complex intersections of transmission of "cultural heritage" and "national values" with the diverse, changing societal contexts. Each chapter contributes to an increased understanding of how the place of religion in Early Childhood Education and Care can be understood across continents, countries and educational systems. The Routledge International Handbook of the Place of Religion in Early Childhood Education and Care is an essential resource for academics, researchers, students and practitioners working in Early Childhood Education, Sociology of Childhood, Religious Education and other related fields
Download or read book A Needs Assessment of Teacher Beliefs and PBIS Practices in Early Childhood written by Stephanie Ocwieja and published by . This book was released on 2017 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: "A review of the still-emerging literature surrounding early childhood Positive Behavior Interventions and Supports (PBIS) suggests that certain contextual factors, including teacher demographics and beliefs, can impact the successful implementation, fidelity, and long-term sustainability of PBIS practices within an early childhood program. In conducting the current needs assessment, the stakeholders of a universal 4K program already implementing PBIS wanted to better understand how these factors were related to the teacher perceptions of implementation of PBIS practices across classrooms. In so doing, they could better target professional development and coaching efforts for their staff, and could use this initial survey as a benchmark against which to measure future growth. Overall, the needs assessment identified that early career teachers reported less confidence in their classroom management skills, but that this belief did not appear to impact their perceived levels of PBIS implementation in the classroom. Instead, teacher beliefs about whether or not behavior can be altered by environmental factors and influenced by teachers were more indicative of perceived PBIS implementation levels. By identifying these relationships between educator traits and beliefs, as well as the areas of strength and future growth within the program and among staff groups, recommendations were made so that the program could target specific sub-groups of teachers and support the increase of specific skills or beliefs in their future professional development efforts." -iii-iv
Download or read book Skills for Preschool Teachers written by Janice J. Beaty and published by Prentice Hall. This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: For over two decades, Skills for Preschool Teachers has prepared teachers, teaching assistants, college students, classroom volunteers, and CDA candidates to work with children three-to-five years of age in preschools, center-based child care, Head Starts, and pre-kindergartens. The skills for working with young children are presented in 13 easily-readable, fact-filled chapters, each of which is based on one of the CDA "functional areas": safe, healthy, learning environment, physical, cognitive, communication, creative, self-concept, social, guidance, family, program management, and professionalism. Its use of practical checklists for observing children and the classroom environment has been a hallmark of this text, as well as its use of the latest children's picture books as lead-ins to every curriculum area covered. Practitioners will appreciate the appropriate NAEYC Program Standards in every chapter, as well as a section on inclusion and how to help children with disabilities succeed in classroom activities. New topics in this ninth edition include: how to respond to bullying in the classroom and playground; an expanded discussion of brain research and cognitive development; critical information on helping "dual-language learners" who are learning English as well as their own home langua≥ and creating a professional portfolio. Proven in content and clearly written, this sound resource provides the practitioner with solid, practical tips, new research, and empirically-based methods and strategies for working with and teaching young children in an array of educational settings.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Tools of the Mind written by Elena Bodrova and published by Taylor & Francis. This book was released on 2024-04-24 with total page 283 pages. Available in PDF, EPUB and Kindle. Book excerpt: Now in its third edition, this classic text remains the seminal resource for in-depth information about major concepts and principles of the cultural-historical theory developed by Lev Vygotsky, his students, and colleagues, as well as three generations of neo-Vygotskian scholars in Russia and the West. Featuring two new chapters on brain development and scaffolding in the zone of proximal development, as well as additional content on technology, dual language learners, and students with disabilities, this new edition provides the latest research evidence supporting the basics of the cultural-historical approach alongside Vygotskian-based practical implications. With concrete explanations and strategies on how to scaffold young children’s learning and development, this book is essential reading for students of early childhood theory and development.
Download or read book Characterizing Preschool Teachers Use of Practices to Promote Young Children s Self Determination Skills written by Qunshan Zheng and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: in two activities combined. On average, teachers used more practices related to self-regard and self-advocacy skills than other practice categories, and social problem-solving practices were the least observed among all practice categories. Only self-regard and social problem-solving practices showed notable statistical differences across CI and TDS activities. Using the observational data, exploratory analyses were conducted to examine the relationships between teachers' use of SD practices and other potential influential variables, quality of overall teacher-child interactions as measured by Classroom Assessment Scoring System - Prekindergarten (CLASS-PreK) and adult-child ratios. Results showed that teachers' PPSD-YC scores had positive correlations with CLASS-PreK total and domain scores. Tother with the adult-child ratio, CLASS-PreK scores could explain a significant portion of variance in teachers' total PPSD-YC scores. Although the results of the present study were preliminary, implications and directions for future research were discussed.
