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This study investigated the relations among preschool teachers’ behavior management, children's task orientation, and children's emergent literacy and language development, as well as the extent to which task orientation moderated the relation between teachers’ behavior management and children's emergent literacy and language development. Participants included 398 children and 67 preschool teachers from preschool programs serving an at-risk population. Teachers’ behavior management was observationally assessed and children's task orientation was measured via teacher-report. Children's language and emergent literacy skills were directly assessed in the fall and in the spring of the preschool year. Hierarchical linear models were used to predict children's residualized gain in emergent literacy and language (i.e., Spring scores with Fall scores as covariates) from their task orientation and their teachers’ behavior management. Task orientation and behavior management each positively predicted children's emergent literacy development, but not language development. There was a significant interaction between teachers’ behavior management and children's task orientation in predicting children's language development, such that high scores on both variables were associated with the most optimal language outcomes. Implications for research and early education are discussed. 相似文献
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Service-learning is defined as a teaching/learning method that connects meaningful community service with academic learning, personal growth, and civic responsibility. In this study, conducted at an American University, we describe a cascading model of integrating early childhood teacher education and service-learning for preservice teachers who then implemented the combined model in their field classrooms with young children. Examples of the projects from the two cohorts of 25 and 26 undergraduate students are provided. We demonstrate that service-learning projects provide an instructional avenue for preservice students to teach in an integrated and/or experiential manner in their field classrooms and discuss why service-learning is an appropriate and meaningful strategy to use with preservice teachers and children. 相似文献
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Challenging partnerships in Australian early childhood education 总被引:1,自引:0,他引:1
Collette Tayler 《Early Years: An International Journal of Research and Development》2006,26(3):249-265
Partnerships that form to advance early childhood education are influenced by history and purpose. They are enacted in diverse social, cultural, economic, geographic and educational contexts. Using the theme of ‘strong and equal partnership’ between family and school, and taking a theoretical standpoint that values social cohesion and the agency of the child, this paper investigates ways in which partnership developed in three different Australian contexts. Particular early childhood programs in Queensland and Western Australia, and a literacy support program in New South Wales fostered education partnerships between parents and teachers, and among professionals, as a key component of effective curriculum. The prevailing management approaches and conceptions of power in the contexts enabled partnerships to be enacted in different ways. Reflection on the program management of curriculum work may be valuable in settings where players are working to achieve a cohesive approach to early education, especially an approach that foregrounds the agency of the child. 相似文献
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Recent developments in early childhood teacher education have seen the inclusion of curricula designed to serve the concept of continuous professional renewal through educating undergraduates in the interpretation, execution, and use of research. The challenge for educators is to “demystify” research and teach in ways that are professionally meaningful as well as intellectually acceptable. In this study, we follow three groups of early childhood students as they engage in a one-semester research subject. Focus groups and individual interviews showed considerable shifts in student attitudes about the value of research and in their development toward becoming active researchers who see research as a tool for answering questions in education. 相似文献
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Personal epistemology and relational pedagogy in early childhood teacher education programs 总被引:1,自引:1,他引:1
Joanne Brownlee Donna Berthelsen 《Early Years: An International Journal of Research and Development》2006,26(1):17-29
Over the last decade, research related to personal epistemological beliefs has offered insight into how to promote effective teaching and learning across educational settings. Personal epistemological beliefs reflect an individual's views about what knowledge is, how knowledge is gained, and the degree of certainty with which knowledge can be held. However, there has been no research that specifically investigates the relationship between such epistemological beliefs and early childhood practice. This paper draws together current research findings on epistemological beliefs and tertiary learning to provide a conceptual framework which can be used in early childhood teacher education programs to provide a basis for investigating early childhood teachers' understanding about their own learning and how they use this knowledge in their practice. 相似文献
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Nancy J. Ratcliff Cathy R. Jones S. Russell Vaden Heather Sheen Gilbert H. Hunt 《Early Years: An International Journal of Research and Development》2011,31(2):163-179
Millions of dollars are expended, in the USA and elsewhere, to provide paraprofessionals or ‘teaching assistants’ for regular early childhood classrooms. However, little consistent information exists related to best practice in the use of paraprofessionals in these early childhood settings. This article describes a study employing the use of 159 teacher and 161 paraprofessional surveys and classroom observations in 23 randomly selected kindergarten and four-year-old classrooms. Paraprofessionals delivered large amounts of group instruction and frequently managed student behavior. Furthermore, it was found that a lack of understanding of specific duties and expectations related to the roles of paraprofessionals was characteristic of both teachers and the paraprofessionals themselves. 相似文献
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Data from the Head Start Impact Study (N = 4442) were used to test for differences between Spanish-speaking Dual Language Learners (DLLs) and monolingual English-speaking children in: (1) Head Start attendance rates when randomly assigned admission; and (2) quality ratings of other early childhood education (ECE) programs attended when not randomly assigned admission to Head Start. Logistic regressions showed that Spanish-speaking DLL children randomly assigned a spot in Head Start were more likely than monolingual-English learners to attend. Further, Spanish-speaking DLLs not randomly assigned a spot in Head Start were more likely to attend higher-quality ECE centers than non-DLL children. Policy implications are discussed, suggesting that, if given access, Spanish-speaking DLL families will take advantage of quality ECE programs. 相似文献
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Measuring quality in inclusive preschool classrooms: Development and validation of the Inclusive Classroom Profile (ICP) 总被引:1,自引:0,他引:1
The purpose of this study was to develop and validate an observation measure designed to assess classroom quality in inclusive preschool programs, the Inclusive Classroom Profile (ICP). Developing the rating scale entailed systematic fieldwork in inclusive settings and review of the literature on preschool inclusion. Results from the validation study showed that the measure has good inter-rater agreement, is internally consistent, and shows a good factor structure. Correlations with other measures of classroom quality provided initial evidence for construct validity. This paper argues that traditional measures used to assess quality in early childhood classrooms are useful but may not be sufficient in capturing dimensions of quality that pertain particularly to the support for children with disabilities included in preschool programs. 相似文献
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在幼儿教育中培养幼儿的阅读能力是遵循幼儿自身发展的需要,也是社会发展的需要。社会的发展需要高素质的人才,人才的培养首先要从幼儿的阅读能力下手,让幼儿形成良好的阅读习惯,为将来更好地学习科学文化知识奠定基础。幼儿由于年龄小,各种知识学习刚刚起步,因而在培养幼儿阅读能力前,首先要帮助他们树立良好的自信心。其次,在日常生活中要坚持引导幼儿阅读,让他们养成良好的阅读习惯。只要这样坚持,就一定能够取得预想的效果。 相似文献
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在当前的幼儿语言教学过程中,情境教学法是一种非常有效的教学策略。教学环境会直接影响到幼儿的语言学习状况,因此在幼儿语言教学活动过程中,语言教学情境的创设是至关重要的。通过教学情境的创设,能够有效感染幼儿,激发幼儿学习兴趣,培养幼儿语言学习能力。本文主要探讨了情境创设在幼儿语言教学中的有效运用策略。 相似文献
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Michelle J. Neuman Corresponding author 《Early Years: An International Journal of Research and Development》2005,25(2):129-141
Since the 1990s, many OECD countries have expanded their early childhood services and developed more coherent and coordinated policies. Through this process, countries have adopted very different approaches to governing their early childhood systems. Drawing from findings of a 12‐country comparative study, this article explores cross‐national approaches to the governance of early childhood systems, as well as some possible implications for future policy development. The article discusses the roles of the national government, the local authorities, the private sector and other stakeholders, such as teachers and parents, in making key decisions about how the system operates in different countries. The article calls for empirical research on the effects of governance on the nature of policies and programmes for young children and their families in different nations. 相似文献
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Suzy Edwards Corresponding author 《Early Years: An International Journal of Research and Development》2005,25(1):67-80
The early childhood curriculum is informed by a complicated array of developmental and learning theories. In recent times these theories have been most readily articulated in approaches to curriculum planning emerging from the Developmentally Appropriate Practice (DAP) guidelines and the project work in Reggio Emilia. Drawing on a common theoretical heritage, each of these approaches places a certain emphasis on ideas emerging from cognitive constructivism and developmental theory. This paper explores the nature of these theoretical informants as they are played out in both DAP and Reggio Emilia. Findings from a study aimed at examining educators' conceptions of cognitive constructivism and developmental theory as utilised by DAP are reported, with the responses by four educators regarding these understandings in relation to their developing awareness of the Reggio Emilia approach detailed. The paper identifies differences in orientation between the educators' conceptions of developmental theory and constructivism relative to DAP and Reggio, and indicates the potential value further research in this area holds for examining how common theoretical informants can be played out to different effect across early childhood curricula. 相似文献
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This article will describe an approach to planning and assessment that is designed to support an emergent, play-based curriculum while helping teachers make informed instructional decisions. Using assessment that supports curriculum allows early childhood professionals to infuse early learning content standards into meaningful, relevant and connected topics of study. Through a combined effort among teachers, administrators and university faculty, one demonstration school developed a method of integrating and evaluating content standards and developmental skills into an emergent curriculum model. While this remains a work in progress, it does show promise for being an effective way to address state standards while maintaining recommended developmentally appropriate practices. 相似文献
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An experimental study showed that a video feedback intervention improved the interaction skills of early childhood education and care teachers. The teachers who had received the Video Interaction Guidance training appeared more stimulating in their behavior, were more sensitive and more verbally stimulating than teachers from the control group. The training results were still apparent three months after the training. An analysis of the behavior of teachers at micro-level also revealed positive outcomes. These findings show that video feedback training for early childhood educators is a promising method to increase their socio-emotional support and verbal stimulation in childcare practice. 相似文献
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This study examined the associations of exposure to early childhood education (ECE) services upon 2.5-year-old children's task persistence and enthusiasm and their mothers’ authoritative and authoritarian behavior and support stimulation. Families participated in the Infant Health and Development Program, an eight-site randomized comprehensive ECE to enhance the development of low birth weight, premature infants. Exposure was measured for 269 families who received at least one home visit and 1 day at the Child Development Center (CDC): 131 with lower exposure (64 ± 11.6 home visits and 206 ± 53 CDC days) and 138 with higher exposure (67 ± 9.2 home visits and 301 ± 21 CDC days). These two groups were compared to the follow-up group (540 with no exposure). Compared to no exposure, high exposure was associated with greater child enthusiasm and persistence and maternal support stimulation. Infant and mother test scores and temperament/depression scores, child's sex, and ethnicity were examined as moderators. Compared to no exposure, high exposure was related to maternal authoritative behavior toward girls, less authoritarian behavior for mothers with lower PPVT scores, and greater task enthusiasm from Black children. 相似文献
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Understanding variation in classroom quality within early childhood centers: Evidence from Colorado's quality rating and improvement system 总被引:1,自引:0,他引:1
This study examines variability in quality across classrooms within early childhood centers and its implications for how quality rating systems (QRSs) capture center-level quality. We used data collected for administrative purposes by Qualistar Colorado which includes the environmental rating scale (ERS) collected in all classrooms in the 433 centers participating in Colorado's QRS between 2008 and 2010. We conducted variance components analysis for the ERS and found that between 26% and 28% of the variation in quality captured by the ERS occurred across classrooms within the same center serving children in the same age range. This finding reveals that capturing center-level quality based on average ERS will often miss important within-center quality differences and points to the merits of using “no score below” rules along with rating tier cutpoints in determining center-level ERS. Most QRSs assess center-level quality for a randomly selected subset of classrooms. To test the implications of cross-classroom quality variation for this practice, we simulated four classroom selection strategies in current use: selecting 50% of the rooms, 33% of the rooms, two rooms, or one room. In general, the larger the share of classrooms measured under a selection rule, the lower the chance that a center's rating tier will be misclassified. The error rates under each selection rule also depend on the extent of cross-classroom quality variability, how centers are distributed by size, and the QRS structure. QRS designers, therefore, need to consider the tradeoff between the costs of measuring more classrooms in each center versus the costs of misclassifying centers. The paper quantifies the magnitude of these tradeoffs using the Colorado data and two illustrative QRSs. The implications of our findings for QRS designers, parents, and other stakeholders are discussed. 相似文献
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蒋盈 《贵阳学院学报(社会科学版)》2014,(5):99-101
英国幼儿教育起步较早但发展缓慢。90年代以来,在儿童中心观、自由游戏观、发展主义观的哲学背景下,英国政府重建课程框架,颁布《基础阶段课程指南》,并建立"视导制度"进行教学质量监督,由此明确了早期教育的标准,提高了教育质量,其改革的一系列措施对我国发展学前教育具有借鉴意义。 相似文献
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It is necessary for teachers to consider alternative means of evaluating their students. One method proving to be effective
for gathering and organizing student productivity, growth, and development is the portfolio approach. This article describes
the Early Childhood Portfolio Assessment Preparation (ECPAP) Model that was used to facilitate the use of student portfolios
in two different early childhood education programs. The goals of the model, the six steps followed and the participants'
responses to this project are discussed. This article may serve early childhood directors and supervisors who are preparing
teachers to implement student portfolios as a supplement or an alternative to the existing assessment and evaluation programs.
Also early childhood teacher education students can benefit from the design and implementation of ECPAP. 相似文献