A Study of the Career Perspectives of Male Teachers of Young Children

One of the aims of ‘equal opportunities’ policies is to encourage teachers into non‐traditional areas. Consequently, the early years of schooling has witnessed an increase in the number of men teachers opting for this age‐group. This article focuses on the experiences of 11 early years male teachers. The findings suggest that men teachers undertaking a non‐traditional career option will do little to effect a positive change in female educational inequalities. It will be argued that individual and institutional patterns of masculinity and femininity are so entrenched that as more male teachers enter nursery/infant education, male power secures an even deeper hold.     

Burnout in Teachers of Young Children

The purpose of this study was to identify variables or combinations of variables that are related to burnout in teachers of young children. The 353 participants were teachers who worked with young children more than 20 hours a week. The Maslach Burnout Inventory, a 22-item semantic differential measuring burnout, and a questionnaire about personal and job characteristics were administered to the subjects. A factor analysis, one-way analyses of variance, and maximum regression were used to analyze data. The factor analysis showed that the Maslach Burnout Inventory measures burnout and competence of teachers. The variables which account for burnout and competence are discussed.     

Burnout in Teachers of Young Children

The purpose of thi\s study was to identify variables or combinations of variables that are related to burnout in teachers of young children. The 353 participants were teachers who worked with young children more than 20 hours a week. The Maslach Burnout Inventory, a 22-item semantic differential measuring burnout, and a questionnaire about personal and job characteristics were administered to the subjects. A factor analysis, one-way analyses of variance, and maximum regression were used to analyze data. The factor analysis showed that the Maslach Burnout Inventory measures burnout and competence of teachers. The variables which account for burnout and competence are discussed.     

What Teachers of Young Children Should Know About Islam

Increasing numbers of Muslim children attend programs for young children yet many teachers appear to know very little about Islam. Along with its overview of Islam, this article suggests how teachers can better support the rights and special needs of Muslim children. A list of references for further information and resources for teachers concludes the article.     

The Assertion of Authority: Differences Between Teachers,Student-Teachers,and Mothers of Young Children

Abstract

In view of the lack of any clear available data, the incidence of underachievement at the high school level was determined. An underachiever was defined as a student with at least average intelligence whose achievement test placement is at least one standard error of estimate below expectancy. Subjects were 1,263 high school students in a suburban community. Correlation coefficients between the Otis and the National Educational Development Tests were computed and regression equations developed. The incidence of underachievement was 26 percent with the NEDT Composite Score as achievement criterion. The high proportion of students in an affluent community who underachieve is alarming.     

Attitudes and Beliefs of Prekindergarten Teachers Toward Teaching Science to Young Children

This study explored infield prekindergarten teachers’ attitudes and beliefs toward teaching science to young children. In addition, prekindergarten teachers’ previous and future interests in science-related professional development were assessed. Data were collected through a self-report measure, the preschool teacher attitudes and beliefs toward science. The sample consisted of 112 prekindergarten teachers. Findings suggest prekindergarten teachers may be more comfortable with conducting and integrating science activities and understanding the benefits of science for young children’s global development than previously thought. However, teachers continue to indicate feelings of inadequacy and anxiety toward their own science knowledge and ability to support children’s scientific learning. Future research should examine additional methods of assessing science teaching in prekindergarten classrooms, such as direct observation, as well as the impact of professional development on attitudes, beliefs, and practices of prekindergarten teachers when teaching science.     

Preparing Teachers of Young Children in Brazil: Recent Problems and Issues

Early childhood teachers in Brazil might teach in a number of settings – crèches, preschools, and grades 1–4. Crèches, funded largely by the state and local governments, were designed to care for the physical needs and well-being of children ages 4 months to about 4 years. These facilities developed very rapidly during the period of military government from 1964–1985 (Rosemberg, 1992). In crèches, mothers have long been considered suitable caregivers for these children. Thus, it is easy to understand the current public perception of crèches as being facilities for “baby-sitting.” Teachers, then, are viewed primarily as entertainers and monitors of children. Further, because the official purpose is to assure children's physical health and hygiene, without regard to educational purposes, nurses are the professionals who generally take care of infants and young children (Campos, Grosbaum, Pahim & Rosemberg 1986).     

A Statistical Comparison of Young Male and Female Teachers in Institutions of Higher Education

A comparative analysis of the work and ideology of young teachers in institutions of higher education in Jilin province revealed gender differences. These data provide material relevant to the training and use of young teachers.     

Young Children, Questions and Nonfiction Books

This article discusses the use of nonfiction as a powerful antecedent for success in the types of reading required later on in the intermediate grades. Recent trends in informational (nonfiction) books, values of bringing together young children, and informational books and criteria for selecting high quality informational books are identified. Several question types are highlighted and incorporated into three strategies for bringing together young children, informational books, and questions. Also, a bibliography of high quality informational books is provided.     

Language,Educational Television and Young Children

Ninety‐one percent of 227 surveyed teachers of children up to seven years of age (including 101 teachers who monitored educational television series for the Project), in 17 local education authorities in England and Wales, claimed to use educational television broadcasts to assist them with children's language development. However, apart from the nursery teachers, they appeared to put emphasis on language skill acquisition rather than language development, reinforcing the language policy of the schools. Two thirds of the teachers stated that they were catering for children individually when using educational television, although class viewing was the normal practice. The usual method was to watch a programme continuously from beginning to end (even when a video recorder was used) and then to discuss it with the children and to give written work on letter formation, sentence formation, initial sounds, etc., often by filling in worksheets. The teachers were encouraged in this practice by the television series, as these promoted the learning of language and reading skills rather than language development. There was no evidence to suggest that general interest series were used to any extent to enhance language development, in spite of overwhelming agreement by the teachers that television stories, songs and poems were valuable in this respect. A change of attitude by teachers towards language and educational television is desirable, involving the examination of current practices, the analysis of the material presented by broadcasters and the relating of developmental factors to the medium     

男幼师的缺乏、流失与其职业优势的矛盾

近年来，政府和社会日益重视幼教发展以及男幼师的培养，但是男幼师依旧呈缺乏、流失状态，故而对男幼师的职业优势与流失、缺乏状态之间的内在矛盾进行研究颇具社会价值和教育价值。     

Family-School Cooperation: An Online Survey of Parents and Teachers of Young Children in Spain

Early Childhood Education Journal - Given the closure of schools due to the global confinement resulting from the COVID-19 crisis, family-school cooperation has become a priority in most...     

民办高校青年教师培养创建优秀教师队伍

高等教育是培养人才的主要方式,切实提高高校人才培养质量,推进教育改革,是高校发展面临的必然趋势,本文根据创新人才培养的现实需求分析了高校师资队伍建设的标准,就民办高校教育现状,提出了在师资队伍引进培养、教学队伍建设、制度建设与政策激励等方面的举措,为民办高校加强师资队伍建设,提高人才培养质量提供一些有效的建议。     

提高农村幼儿教师专业水平的策略

目前大多数农村地区的幼儿教育明显发展不足,存在诸如家长对幼儿教育认识片面、幼师普遍教育素质低下等问题。提出完善幼儿教师培训制度、建立资源共享教研平台、注重幼师人本化发展等策略,提高农村幼儿教师的专业水平。     

青年教师的人本化教育

在高等学校师资力量中,青年教师所占的比例越来越大,在教学中发挥着举足轻重的作用。然而,青年教师在从事教学工作时,容易忽视人本化教育,即忽视学生这一主体。人本化教育,即"以人为本",以学生为本的教育模式。因此,在青年教师从事教学工作时,高等院校应对青年教师"以学生为中心"的教学模式进行培养。     

Characteristics of Children Who Struggle with Reading: Teachers and Speech-Language Pathologists Collaborate to Support Young Learners

Speech language pathologists (SLPs) have developed specialized knowledge about oral language and its relationship to early literacy development that can be particularly useful to early childhood educators. The purpose of this article is to highlight ways in which an SLP can support early childhood teachers in a Response to Intervention role by assessing and facilitating young students’ early literacy acquisition. In this article, we observe students who are struggling to attain one of the Common Core State Standards, discuss factors that may inhibit their typical development of early literacy, and illustrate several evidenced-based instructional practices to assist young students who struggle with reading to achieve success.