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Journal articles on the topic 'Early childhood teacher education programs'
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Green, Nicole, Vicki Christopher, and Michelle Turner. "A Content Analysis of Documentation of Nature Play in Early Childhood Teacher Education Program in Australia." Australian Journal of Teacher Education 47, no. 5 (May 2022): 15–32. http://dx.doi.org/10.14221/ajte.2022v47n5.2.
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This study theoretically aligns with research that purports that nature play positively contributes to sustainability stewardship. Early childhood teachers can plan for and nurture children’s capabilities and dispositions for sustainability stewardship. Initial teacher education programs contribute to the professional learning of preservice early childhood teachers’ perceptions regarding nature play. This article details the findings of content analysis to explore and uncover the existence of nature play in online, publicly available documents representing twenty-two early childhood teacher qualifications. In what ways is nature play evidenced in early childhood initial teacher education programs in Australia? The findings highlight potential discrepancies between the values related to nature play in the early childhood field and the content in initial teacher education programming. The article concludes with implications for teacher education programs and proposed recommendations for ongoing research.
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Widiastuti, Yuanita Kristiani Wahyu, Upik Elok Endang Rasmani, and Siti Wahyuningsih. "Early Childhood Education Teachers Consistency of E-Learning Programs." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 5, no. 2 (January 16, 2021): 1799–806. http://dx.doi.org/10.31004/obsesi.v5i2.1010.
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The e-learning program is a new program implemented at the early childhood education level. The teacher of the main character in the application of e-learning has a dilemma in running this program. The focus of the study identified the consistency of early childhood education teachers in implementing e-learning programs during the Covid-19 pandemic. Using quantitative methods with purposive sampling technique. Data obtained through interviews (G-Form) with respondents 50 ECE teachers in the city of Surakarta. Field facts are that there is no teacher consistency in implementing e-learning programs such as the absence of daily or weekly learning plans in implementing e-learning, uncertain teaching schedules, and unsupported learning media. This shows that 80% of ECE teachers implement e-learning and 20% implement mixed learning. Teacher consistency can be improved through training provided by the government, provision of educational facilities by schools, learning innovations according to health protocols and initial motivation to teach
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Miller, Patricia S. "Segregated Programs of Teacher Education in Early Childhood." Topics in Early Childhood Special Education 11, no. 4 (January 1992): 39–52. http://dx.doi.org/10.1177/027112149201100406.
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Bowers, Susan P. "PREDICTING SUCCESS IN EARLY CHILDHOOD TEACHER EDUCATION PROGRAMS." Journal of Early Childhood Teacher Education 19, no. 3 (January 1998): 227–33. http://dx.doi.org/10.1080/0163638980190306.
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Oh, Anna. "Early Childhood Teachers’ Perceptions and Demands about Teacher Personality Education." Korean Society of Culture and Convergence 44, no. 8 (August 31, 2022): 485–500. http://dx.doi.org/10.33645/cnc.2022.8.44.8.485.
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The purpose of this study is to clarify early childhood teachers’ perceptions and demands of teacher personality education. A survey of 224 childhood teachers was conducted, and in-depth interviews were conducted with five other teachers. The collected data were frequency analysis and qualitative analysis. As a result of the survey on the status of personality education, the most common response was that both one’s personality level and teacher education opportunities were ‘normal’. The results of each question showed the most responses to ‘participate for self-regulation and positive self-achievement’, ‘problems of working conditions difficult to participate in training’, ‘self-development affects the personality of teachers the most’, and ‘personality education programs are needed to form desirable self-concept and values’. Next, as a result of the survey on personality education needs, the highest response was “stress management method for psychological-emotional stability with appropriate convergence of theory and practice” methodically. It was summarized that the expectation of creating an educational environment through regular personality education was high, including time for self-awareness and reflection. In conclusion, this study proposed to set the development direction of character education programs for early childhood teachers.
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Boyd, Wendy, Linda Mahony, Jane Warren, and Sandie Wong. "The Design of Early Childhood Teacher Education Programs: Australian Employer Perspectives with International Program Comparisons." Australian Journal of Teacher Education 47, no. 6 (June 2022): 69–84. http://dx.doi.org/10.14221/ajte.2022v47n6.5.
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Provision of quality early childhood education and care (ECEC) supports children’s learning with strong agreement that early childhood teachers (ECTs) are central to quality provision. In many countries, it is mandatory that ECEC services employ ECTs. However, Australian ECT employers report that early childhood graduates are not always well-prepared to work in ECEC settings. This may be because what constitutes optimal early childhood initial teacher education programs (EC ITE) is unclear. To investigate the design of EC ITE programs this research reports on (i) design of EC ITE programs across international contexts; and (ii) 19 Australian ECT employers’ perspectives on EC ITE program design. Findings indicate little consensus on the design of EC ITE programs, with inconsistencies across and within countries. Australian employers identified shortcomings in graduates knowledge. This research highlights recommendations to understand how programs prepare ECTs, by conducting research tracking preservice teachers from EC ITE programs into ECEC teaching.
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Thümmler, Ramona, Eva-Maria Engel, and Janieta Bartz. "Strengthening Emotional Development and Emotion Regulation in Childhood—As a Key Task in Early Childhood Education." International Journal of Environmental Research and Public Health 19, no. 7 (March 27, 2022): 3978. http://dx.doi.org/10.3390/ijerph19073978.
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The following article deals with emotional development and the development of emotion regulation skills in children during early childhood education, focusing primarily on the importance of the early childhood teacher. Emotion regulation is important for success and wellbeing in further life. It is developed in interaction with parents as attachment figures. Teachers can also be important persons for the child in the context of bonding. This leads to the question of how early childhood teachers can support children learning to regulate their emotions. We analyze with the content analysis, four programs for promoting social and emotional skills that are currently used in Germany. The main question is if the programs include elements that increase teachers’ skills in supporting the children in regulating their emotions. The categories to analyze the programs are derived from theories of teacher-child interaction. In addition to programs for promoting emotional and social development, we will discuss aspects of shaping interaction as essential elements in promoting emotion regulation. The conclusion outlines some key implications for educational practice and the importance of developing professional behavior for qualitative teacher-child interactions.
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Bassok, Daphna, Anna J. Markowitz, Laura Bellows, and Katharine Sadowski. "New Evidence on Teacher Turnover in Early Childhood." Educational Evaluation and Policy Analysis 43, no. 1 (January 18, 2021): 172–80. http://dx.doi.org/10.3102/0162373720985340.
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This brief provides a systemwide look at early childhood teacher turnover using data from all publicly funded, center-based early childhood programs in Louisiana, including subsidized child care, Head Start, and pre-kindergarten. It provides new evidence on the prevalence of turnover and explores whether teachers who leave differ from those who stay on a widely used measure of teacher–child interaction quality. Results show that more than one third of teachers leave their program from one year to the next, and the vast majority of teachers who leave are not teaching in another program the following year. Turnover rates are higher among teachers working in child care and with younger children. Compared with teachers who stay, those who leave are rated lower on interaction quality.
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Arias-Castilla, Carmen Aura, and Jaime Alberto Ayala-Cardona. "ICTs as promoters of diversity and the training of child educators." Visión electrónica 1, no. 2 (August 13, 2018): 168–75. http://dx.doi.org/10.14483/22484728.18373.
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This article emerges from the research framework "State of art at a national level of early childhood education in and for diversity", as part of the project "Pedagogical architecture, didactic and technology for teacher-training for diversity" co-financed by COLCIENCIAS and which is also part of the "Alliance of institutions for the development of education and technology in Colombia” AIDETC, seeking to identify national trends of teacher-training in early childhood education to orient training programs for teachers in and for diversity in Colombia. The inquiry has considered of great importance the incorporation of technological resources to support programs regarding diversity, thus this article presents the current trends of use, possibilities, ICT use and appropriation to accept diversity in Colombia, result of inquiry at Colombian universities with early childhood education programs, through the selection of programs, the documentary analysis of their curricula and application of interviews, to interpret the inclination of the programs in the use of technology tools for teacher-training and in this way provide a general look that enriches the processes of appropriation of ICTs within early childhood education programs.
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Saavedra, Cinthya M., and Michelle Salazar Pérez. "Global south approaches to bilingual and early childhood teacher education: Disrupting global north neoliberalism." Policy Futures in Education 16, no. 6 (January 19, 2018): 749–63. http://dx.doi.org/10.1177/1478210317751271.
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Global south onto-epistemologies are rarely part of bilingual and early childhood teacher education programs. Most university courses, even those that are critically oriented, remain embedded in global north conceptualizations of theory and practice. In this paper, we offer critical examinations of how global north colonialism and its latest reiteration, neoliberalism, have produced hegemonic discourses which have shaped the education of teachers in the fields of bilingual and early childhood education. We then share our pláticas about our global south approaches to teacher education. In doing so, we offer ways in which to make sense of our role as teacher educators in challenging and navigating dynamic, and often all-encompassing neoliberal systems of oppression within bilingual and early childhood teacher/education.
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Goodfellow, Joy. "There's a Student Teacher in my Centre: Cooperating Teachers’ Perspectives." Australasian Journal of Early Childhood 23, no. 2 (June 1998): 36–45. http://dx.doi.org/10.1177/183693919802300208.
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Recent research on teacher thinking and on the changing role of early childhood teachers has emphasised the importance of gaining insights into how practitioners themselves view their professional world. This article reports on a study which sought to express the voices of practising teachers who have the responsibility for student teachers during their field placement or practicum experience. The practicum is said to have a powerful influence on developing professionals, yet little is known about the experiences of the cooperating teachers who are responsible for student teachers at the field placement site. What is revealed are issues critical to the enhancement of university-based field experience programs. These issues warrant attention both within university-based field experience programs and within the context of increasing demands being placed on early childhood teachers.
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Junanto, Subar. "Evaluation Model of Expertise Practice Programs for Early Childhood Educator Teachers." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (April 30, 2019): 128–42. http://dx.doi.org/10.21009/10.21009/jpud.131.10.
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This study aims to create a model for developing expertise evaluation programs at the IAIN Surakarta PIAUD Department. The research method used is development research (Research and Development). The results showed that the EPPK model produced had two-dimensional constructs, namely processes and products. The dimensions of the process of publishing instrument planning, implementation and output. The product dimensions are complete instruments of dance ability, musical ability, storytelling ability and artistic ability. This EPPPK model has approved the feasibility of criteria: a. has a good format (average 79.7%), b. has approved the substance of a good evaluation model (average 79.2%), c. has a good evaluation procedure (average 80%). The EPPK model has a very good success rate, it is proven that expertise program lecturers can use the EPPK model easily. The results of the evaluation using the EPPK model can provide a complete and comprehensive description of the program for conducting expertise in the Surakarta IAIN PIAUD Department.
Key Words: Early Childhood Education (PIAUD), Evaluation Model, Expertise Practice Programs for Early Childhood (EPPK)
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Ntuli, Esther, and Lydia Kyei-Blankson. "Teacher Assessment of Young Children Learning with Technology in Early Childhood Education." International Journal of Information and Communication Technology Education 8, no. 4 (October 2012): 1–10. http://dx.doi.org/10.4018/jicte.2012100101.
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Technology integration into the early childhood curriculum has seen some improvement. Many teachers now report using technology in instruction and providing young children the opportunity to use technology as a learning resource or tool in the classroom. While there has been some development in providing children with technological tools, research shows very little is known about how teachers assess what students know and can do with the technology. The current study examines teacher assessment of young children’s learning with technology using early childhood teachers from a Midwestern school district. The study shows a general lack of teacher understanding of assessment strategies and assessment data, hence the inability to verify the progress young children are making with technology in early childhood programs. Recommendations are made regarding how technology-related data may be effectively gathered and interpreted by early childhood educators.
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Farezhena, Swastika, and Lanny Wijayaningsih. "The Effect of Professional Allowances and Teacher Professionalism on Teacher Performance." Al-Athfal: Jurnal Pendidikan Anak 8, no. 2 (December 28, 2022): 85–94. http://dx.doi.org/10.14421/al-athfal.2022.82-01.
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Purpose – The welfare of teachers as educators must be considered, for example, by providing professional allowances on time, because if they are late, it will hamper teachers' performance. In addition, teacher performance is deficient due to the lack of workshops and the assumption that the teaching profession is only limited to earning income. Therefore, this study aims to determine the effect of professional allowances and teacher professionalism on teachers at the level of early childhood education.Design/methods/approach – This study uses explanatory research with a quantitative approach. Sampling in this study uses a saturated sample technique, which means that all populations are used as respondents. The data collection method used a questionnaire with a Likert scale. The questionnaires were distributed to all early childhood education teachers in Bergas District, Semarang Regency, who received professional allowances to be filled out by respondents. The data that has been collected is then analyzed using multiple linear regression analysis.Findings – The results of the t-test show that the regression coefficient of the professional allowance variable is 0.621, with a significance of 0.001. it means that partially the professional allowance has a positive effect on teacher performance. Then, the variable of teacher professionalism has a regression coefficient of 0.795 with a significance value of 0.000 which means that partially teacher professionalism has a positive effect on teacher performance. Meanwhile, the results of the F-test show that the F value is 20,130 and is significant at 0.000. It means that professional allowances and teacher professionalism can simultaneously affect teacher performance.Research implications/limitations – This research is limited to two independent variables, and the research location is only in one area. Future research is expected to explore more deeply the factors that can affect the performance of Early Childhood Education Programs teachers with a broader research location. Practical implications – This research is expected to provide input to early childhood education teachers, school institutions, and education offices related to teacher performance, especially in Bergas District, Semarang Regency. The implication that needs to be applied to keep teacher performance high and optimal is to pay attention to the professional allowances given to teachers and teacher professionalism.Originality/value – This study adds teacher professionalism as one of the factors that can affect teacher performance. This research also makes Early Childhood Education Programs teachers research respondents.
Paper type Research paper
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Gilbert, Jaesook L. "CAMPUS EARLY CHILDHOOD LABORATORY SCHOOLS: PARTNERS IN TEACHER EDUCATION PROGRAMS." Journal of Early Childhood Teacher Education 20, no. 1 (January 1999): 67–74. http://dx.doi.org/10.1080/0163638990200110.
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McNamee, Abigail, Mia Mercurio, and Jeanne M. Peloso. "Who Cares About Caring in Early Childhood Teacher Education Programs?" Journal of Early Childhood Teacher Education 28, no. 3 (September 21, 2007): 277–88. http://dx.doi.org/10.1080/10901020701555580.
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Sayekti, Tri, Endry Boeriswati, and Elindra Yetti. "Teacher's Educational Knowledge Ability to Implement Holistic and Integrated Learning in Paud Lesson Plan." Journal of World Englishes and Educational Practices 4, no. 1 (March 17, 2022): 15–17. http://dx.doi.org/10.32996/jweep.2022.4.1.3.
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This study aimed to determine the teacher's ability to make lesson plans based on the teacher's pedagogic Knowledge and implement integrative holistic learning. This study used a descriptive method by using a questionnaire on 30 Kindergarten teachers in the city of Serang. Early childhood is the most critical age in children's growth and development. The role of a teacher is needed in order to support the children. Children need stimulation for growing and development. In order to have close interaction and exemplary implementation, a teacher is needed to have great potential, such as the best standard of knowledge quality. Pedagogic Knowledge of teachers is one of support for implementing a holistic and integrative approach in arrangement programs to the early childhood education. The population is selected to be teacher majoring in childhood education who has qualified for the degree. The sample is taken from 30 teachers. The instrument used a collection questionnaire and test that combined with the observation. This research is descriptive. A teacher could discuss stimulation aspects to get the best holistic and integrative.
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Hu, Xinyun, and Nicola Yelland. "Changing Learning Ecologies in Early Childhood Teacher Education: From Technology to stem Learning." Beijing International Review of Education 1, no. 2-3 (June 29, 2019): 488–506. http://dx.doi.org/10.1163/25902539-00102005.
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This review examines the design cycles of innovation in response to changing policy, technological and practical imperatives. It begins with the initial creation of an information and communication technology course in an early childhood teacher education program and describes its evolution into a contemporary topic. Program changes occur because of policy-driven trends, including the expansion of the definition of what constitutes technology and the incorporation of innovations into curricula and pedagogical practices. We characterize these changes in three design cycles. In the first cycle, courses to prepare preservice teachers for early childhood centers focused primarily on computer-based skills. In the second cycle, new technologies were integrated into the curricula and teaching programs and incorporated into the practicum. In the third cycle, the principles and practices inherent to science, technology, engineering and mathematics (stem) education were adopted to extend the role of new technologies in contemporary curricula and pedagogies. These new learning ecologies were characterized by the application of inter-disciplinary knowledge in authentic learning contexts. The reviewed case studies included students in three new technologies course projects in an early childhood teacher education program. The findings revealed that early childhood preservice teachers expected more opportunities to practice and apply new technologies in innovative learning spaces focused on stem learning. Furthermore, they believed that university teacher education courses should be applicable to practice-based contexts. The implications of this review inform the process of change in the design of teacher education programs from technology-based learning to the pedagogical innovations needed to prepare future teachers. It illustrates that new technologies for learning should consider changing learning ecologies in their design and implementation, and should support early childhood teachers in understanding and using child-centered pedagogical approaches.
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Et al., Ahmad. "“ORGANIZATIONAL LEARNING,SOFT SKILLS OR HARD SKILLS: WHICH ARE MORE IMPORTANT TO REINFORCE TEACHERS INNOVATION IN EARLY CHILDHOOD EDUCATION PROGRAMS.”." Psychology and Education Journal 58, no. 1 (January 20, 2021): 5052–76. http://dx.doi.org/10.17762/pae.v58i1.1729.
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The purpose of this study was to measure the influence of hard skills and soft skills on teacher of early childhood education through organizational learning as a mediating variable. This study used quantitative methods. Data were collected by distributing questionnaires to all teachers in early childhood schools.Data were collected by using simple random sampling via electronic to theof early childhood education teacher in Jabodetabek. The number of returned and valid questionnaires was 300 respondents. Data were processed by using SEM with SmartPLS 3.0. The results of the study concluded that hard and soft skills had positive and significant influence on teacher innovation capability, both directly and indirectly through a mediating effect of organizational learning.
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Lannak, Jane. "Millie Almy: Nursery School Education Pioneer." Journal of Education 177, no. 3 (October 1995): 39–55. http://dx.doi.org/10.1177/002205749517700304.
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Millie Almy, professor emerita, University of California, Berkeley, entered the field of early childhood education after graduating from Vassar College in 1936. For the next ten years she participated variously as teacher, director, and supervisor in programs which are regarded today as landmarks in preschool education. Examples of such programs include: The Yale Guidance Nursery, a Works Progress Administration (WPA) nursery school, and a Lanham Act child care center. This article presents her recollections of these programs and her insights into her experiences. Almy addresses the critical issues of program quality, teacher qualifications and compensation, and parent involvement. These are issues which continue to challenge early childhood educators today.
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Stagg Peterson, Shelley, Lori Huston, and Roxanne Loon. "Professional Lives and Initial Teacher/Educator Education Experiences of Indigenous Early Childhood Educators, Child Care Workers and Teachers in Northern Ontario." Brock Education Journal 28, no. 2 (June 17, 2019): 17–32. http://dx.doi.org/10.26522/brocked.v28i2.683.
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Analysis of focus group and narrative data, together with a review of initial educator/teacher education programs designed for northern Indigenous educators/teachers, provide implications for culturally appropriate programs that address the unique needs of northern Canadian Indigenous educators and teachers. The professional trajectories and initial teacher/educator education experiences of five Indigenous early childhood educators and teachers provide insight into the challenges of becoming credentialed and the outcomes of accredited programs designed in collaboration with northern Indigenous leaders to respond to the challenges.
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Kusmiyati, Kusmiyati, and Ni Nyoman Sarmi. "Environmentally Friendly Based Educative Game Development Training For Teachers Early Childhood Education Programs." Jurnal Karya Abdi 1, no. 02 (December 21, 2020): 79–94. http://dx.doi.org/10.32520/karyaabdi.v1i02.1159.
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Educational play equipment is something that can be used as a means or equipment for playing that contains educational value and can develop all children's abilities. Knowledge and understanding of educational teaching aids is very important for a teacher, but the understanding and skills of making educational game tools are still lacking, this is influenced by teacher education who is not a teacher education graduate even there are high school graduates, this results in low motivation of the teachers to make educational game tools, for that it is necessary to hold training on the development of educational game tools for educators with the aim of providing knowledge and understanding as well as the skills of teachers to make educational play tools that are creative, innovative and environmentally friendly. The making of this educational game tool comes from unused used materials that are easily obtained from the surrounding environment. This training was attended by early childhood education teachers in Wonokromo Village, Surabaya. The method of implementation is divided into four stages, namely material presentation, discussion, practice of making educational game tools and simulations. As a result of the training, all participants gained knowledge and skills in making educational games that are safe for children and are environmentally friendly. Through community service activities, early childhood education teachers are able to develop educational games that are environmentally friendly and able to increase professionalism in learning activities.
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Madrid Akpovo, Samara, and Lydiah Nganga. "Minority-world professionals in majority-world early childhood contexts: How do international field experiences promote intercultural competence or reinforce “professional” ethnocentrism?" Contemporary Issues in Early Childhood 19, no. 2 (June 2018): 199–205. http://dx.doi.org/10.1177/1463949118778024.
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This colloquium problematizes the use of early childhood international field experiences as a tool for professional development with Euro-Western pre-service and in-service teachers. The authors critique experiences where minority-world educators teach or implement internships within majority-world contexts. It is critical for Euro-Western teacher education programs to provide pre-service and in-service teachers with opportunities to expand their global views of the early childhood professional through international field experiences. But how can this be done when conceptions of the “professional” are constructed in Euro-Western images, ideas, curricula, ideologies, and privilege? The authors make a call for early childhood teacher educators to reconsider, deconstruct, and re-examine themselves and their pre-service and in-service teachers’ rationale for engaging in international field experiences.
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Rub, Majedah F. Abu Al, Lana Alnaser, and Ebtesam Qassim Rababah. "Field Experience Make Difference: Early Childhood Student-Teachers’ Beliefs about Best Practices for Jordanian Kindergarten Children." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 172–82. http://dx.doi.org/10.9756/int-jecse/v14i1.221022.
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The separation between academic knowledge gained from university courses and practical knowledge gained from field experiences is an ongoing problem in teacher education. This research investigated the impact of field experiences on early childhood student-teacher’s’ beliefs regarding the best practices (Developmentally Appropriate Practice [DAP]) at kindergarten setting in Jordan. The quantitative methods utilizing pre-and post-surveys were employed. The respondents consisted of (65) students who agreed to be part of the study and filled out the surveys before and after attending the practicum program at the school of education during the first semester of the (2018/2019) school year. The survey consisted of (48) items that evaluated the early childhood education student-teachers’ beliefs regarding the best practices for kindergarten children. The results revealed that the overall mean of the early childhood student-teachers’ beliefs regarding DAP in the kindergarten setting in Jordan before field experience was (2.79), which means they had a moderate belief level of DAP. Furthermore, the researchers found that there are a “statistically significant differences” (at α = 0.05) in early childhood student-teachers’ beliefs regarding DAP before and after attending the practicum program in all domains favoring the post survey, except the “reciprocal relationships with families” domain. Focusing more on the inclusion of developmental practices in theoretical courses during the teacher education programs in university are recommended.
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Brownlee, Joanne, and Donna Berthelsen. "Personal epistemology and relational pedagogy in early childhood teacher education programs." Early Years 26, no. 1 (March 2006): 17–29. http://dx.doi.org/10.1080/09575140500507785.
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Brown, Carmen Sherry, Tracy N. Cheddie, Lynell F. Horry, and Julia E. Monk. "Training to Be an Early Childhood Professional: Teacher Candidates’ Perceptions about Their Education and Training." Journal of Education and Training Studies 5, no. 6 (May 12, 2017): 177. http://dx.doi.org/10.11114/jets.v5i6.2308.
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Professionalism in the context of early care and education has received considerable attention in recent years (Caulfield, 1997; Harte, 2011; Tigistu, 2013). According to the 2010 National Association for the Education of Young Children (NAEYC) Standards for Initial & Advanced Early Childhood Professional Preparation Programs, teacher candidates prepared in early childhood degree programs should identify and conduct themselves as members of the profession, know and use ethical guidelines and utilize other professional standards related to early childhood practice (NAEYC, 2012). In their final journal entry for a student teaching practicum course, teacher candidates in an accredited early childhood program reflected on what it means to be an early childhood professional. In alignment with the 2010 NAEYC Standards, teacher candidates appeared to recognize that being an early childhood professional means having an understanding of the specialized knowledge required to be effective in early childhood education. They also appeared to be aware that providing responsive, supportive curricula, which acknowledges and respects the whole child and family and their cultural backgrounds, is an integral aspect of the early childhood profession. Implications from this inquiry suggest that the early childhood program should ensure the fidelity to the NAEYC Standards by aligning assignments that incorporate the language and expectations of the Standards.
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Lucero, Leanna, Blanca Araujo, and Michelle Salazar Pérez. "Standardizing Latinx early childhood educators: (Un)intended consequences of policy reform to professionalize the workforce." Policy Futures in Education 18, no. 6 (April 30, 2020): 725–38. http://dx.doi.org/10.1177/1478210320921990.
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The field of early childhood and its teacher education programs, globally, have experienced intensified policy reforms to “professionalize” the workforce. This has had (un)intended consequences of standardizing how Latinx preservice educators in the United States have learned about engaging in early years education and care. To discuss the impact of these (un)intended consequences, we first describe the historical context around standardized testing and the policies that support their use for teacher licensure in the United States and New Mexico, where our teacher education program resides. We then problematize these policies and provide examples of approaches used to counter the (un)intended consequences of such reforms. Finally, we make recommendations for future policy reforms that rethink teacher education and licensure programs, so that they value and centralize the often-marginalized knowledge of Latinx early childhood educators and teacher educators.
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Baglama, Basak, and Mukaddes Sakalli Demirok. "Determination of preservice special education teachers’ views on early childhood intervention." Cypriot Journal of Educational Sciences 11, no. 4 (December 29, 2016): 213–22. http://dx.doi.org/10.18844/cjes.v11i4.1297.
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Experiences in early childhood have a great influence on a child's physical and mental development. Early childhood interventions are widely accepted as an effective way to prevent learning difficulties and to promote healthy development for children with special needs. For this reason, it is important for teachers who will work with children with special needs or children who are at risk to have sufficient knowledge about early childhood intervention and be competent in this area. Therefore, the present study aims to determine the views of preservice special education teachers about early childhood intervention. This study used quantitative research method and a questionnaire form was used to collect the data. The results are discussed in detail with reference to relevant literature. Implications and recommendations for further research are also provided in order to improve the quality of education policies, programs and practices related with early childhood intervention and increase awareness and knowledge related with early childhood interventions among teacher candidates.
Keywords: Early childhood, early intervention, preservice special education teachers, views.
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Kusen, Kusen. "Analysis of the Need for Development of Blended Learning Model in Early Childhood Education Programs in the Rejang Lebong Region." AL-ISHLAH: Jurnal Pendidikan 14, no. 1 (April 28, 2022): 611–18. http://dx.doi.org/10.35445/alishlah.v14i1.1198.
Full textAbstract:
This study aims to conduct a conditions analysis on developing a composite knowledge model in early childhood education programs in the Rejang Lebong area to grow character values and pupil literacy provocation. This disquisition is part of the RD (Research and Development) disquisition with the ADDIE model (analysis, design, development, performance, and evaluation). However, this research is only limited to the analysis stage, which is to analyze the need for the development of blended learning models in early childhood education programs education to grow character values and student learning motivation. The population in this study were all early childhood education programs teachers in the Rejang Lebong area. The samples taken were 75 people with the probability sampling technique. The study was conducted in October 2021. The instrument used in this study was a needs questionnaire made using a modified Likert scale with 4 answer choices, namely strongly agree, agree, disagree, and strongly disagree. The results of this study are the blended learning model is a learning model needed by early childhood education programs teachers in the Rejang Lebong Regency area, especially during the covid-19 pandemic. This is evidenced by the percentage obtained from the teacher needs questionnaire analysis process, which reached 89.78%, which was categorized as strongly agree. For this reason, further research is needed to develop a blended learning model in early childhood education programs education in the Rejang Lebong area to grow character values and student learning motivation.
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Toyba Humaida, Rifka, and Erni Munastiwi. "Manajemen Kompetensi Guru Dalam Meningkatkan Daya Saing Lembaga Pendidikan Anak Usia Dini Di Era Pandemi COVID-19." Al Tahdzib: Jurnal Pendidikan Islam Anak Usia Dini 1, no. 1 (May 5, 2022): 39–52. http://dx.doi.org/10.54150/altahdzib.v1i1.70.
Full textAbstract:
Competitive Early Childhood Education Management is a systemic and systematic activity carried out by the head to improve the performance of educators through various Early Childhood Education activity programs that are in accordance with the standards and development of children. The approach used in this research is a qualitative approach using the case study method. The data collection techniques used are observation, interviews, and documentation studies. The results of this study are that the planning carried out by the principal and educators of Thoyyibah Kindergarten is divided into three stages, namely long-term, medium-term and short-term planning, the implementation follows include teachers in education and training programs, while development is to provide supporting facilities. The conclusion of this study is that teacher education and training is an alternative in increasing competence, it is recommended that the problem is that teachers lack competence. The solution is teacher education and training.
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Suprihatin, Suprihatin. "Pedagogic competency management: Improving teacher performance in early childhood education programs." Journal of Advanced Islamic Educational Management 1, no. 1 (July 31, 2021): 43–50. http://dx.doi.org/10.24042/jaiem.v1i1.9407.
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Pedagogic competence is a fundamental competency in the framework of children's educational practices. Pedagogic competence is required as a system of knowledge about children's education that will become the basis or basis in children's educational practices and become the standard of success of children's educational practices. This research was conducted to analyze how pedagogic competence in improving the performance of PAUD teachers in the Gadingrejo Sub-district. The method used in this study is the qualitative research method by conducting observations, interviews, and documentation. The source of information is obtained through interviews with the head of the foundation, educators, and students. The results of research on pedagogic abilities of PAUD teachers in Qurotta Ayun and PAUD SPS Latifah Learning Group in organizing various aspects of child development according to age, designing child development activities according to age-based on curriculum, organizing educational development activities in children according to age, organizing and making assessment reports, evaluation of processes and evaluation of learning outcomes in children according to age, analyzing the theory of play according to aspects and stages of development, needs, potential talents and interests of children according to age, in general, is good enough. However, there needs to be an improvement in pedagogic management through the improvement of educational qualifications and competencies of educators through training activities, technical guidance, and workshops.
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Sumsion, Jennifer. "Early Childhood Teacher Education Programs: Is a 0‐8 Focus Feasible?" Early Child Development and Care 129, no. 1 (January 1997): 129–41. http://dx.doi.org/10.1080/030044397012901011.
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Jones, Ithel, Vickie E. Lake, and Ummuhan Dagli. "Integrating mathematics and science in undergraduate early childhood teacher education programs." Journal of Early Childhood Teacher Education 24, no. 1 (January 2003): 3–8. http://dx.doi.org/10.1080/1090102030240103.
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Lange, Alissa A., Laura Robertson, Qiuju Tian, Ryan Nivens, and Jamie Price. "The effects of an early childhood-elementary teacher preparation program in STEM on pre-service teachers." Eurasia Journal of Mathematics, Science and Technology Education 18, no. 12 (December 9, 2022): em2197. http://dx.doi.org/10.29333/ejmste/12698.
Full textAbstract:
The increasing interest in early and elementary STEM education comes with a need to increase training and support for teachers of children in the early grades. Early and elementary pre-service teacher preparation in science, math, and integrated STEM can play a critical role in enhancing teachers’ self-efficacy and pedagogical content knowledge in these areas. However, few quantitative research studies have been published on this topic, especially involving early childhood and elementary programs. Because few STEM courses are typically offered in these programs, we need courses and experiences that can be transformational. This study evaluates the short- and long-term impacts on pre-service teachers who participated in our STEM Collaboration approach (n=164), which was created to meet this goal through an innovative early childhood and elementary collaboration. Analyses of mixed methods data collected from surveys, tests, open-ended feedback, and a focus group revealed immediate, long-term, and positive impacts on science, math, and integrated STEM self-efficacy and pedagogical content knowledge. Participation in STEM education experiences in pre-service programs that include innovations such as collaboration across colleges and professionalization opportunities made a difference, and one that persisted.
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Spiteri, Jane. "Early Childhood Teachers’ Perceptions of Environmental Sustainability: A Phenomenographic Investigation." Australian Journal of Teacher Education 47, no. 5 (May 2022): 50–66. http://dx.doi.org/10.14221/ajte.2022v47n5.4.
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Early childhood teachers’ environmental perceptions can influence young children’s learning about environmental issues. Yet, to date, there is minimal research focusing on the perceptions of environmental sustainability held by early childhood teachers. This qualitative phenomenographic study collected data via individual semi-structured interviews with five early childhood teachers and one head teacher, in Malta. Preliminary findings revealed that the participants perceived environmental sustainability in terms of environmental concerns; environmental responsibility; and environmental protection. A mismatch between the participants’ environmental concerns and their pro-environmental behaviour emerged. The data also show that any environmental activities at school were done so uncritically. These findings hold importance for the reorientation of in-service and pre-service early childhood teacher education programs towards sustainability to ensure that systems thinking around critical environmental issues are introduced in the early years by addressing gaps in knowledge and supporting educators' development at the earliest stage (i.e., pre-service).
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Fuadat, Fu'ad Arif Noor, Zubaedah Nasucha, Ihda A’yunil Khotimah, and Shomiyatun. "Outstanding Educator Performance: Professional Development in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 379–400. http://dx.doi.org/10.21009/jpud.142.15.
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Early childhood education as the main foundation of one's education is determined by the quality of teachers who can be seen through the performance of teachers and teachers, so the discourse of professional development is important. This study aims to determine how the performance of superior early childhood teachers and performance measurement as performance standards for outstanding teachers. Qualitative research is carried out with a psychological approach that is carried out directly on the object under study, to obtain data relating to aspects of teacher performance so that increased performance becomes an example for other teachers. Research data collection techniques using interviews, documentation, and observation. The results showed that the performance of outstanding early childhood teachers always tried to hone and control themselves by participating in outstanding teacher competitions to monitor their professional condition and performance. Early childhood teachers who have extraordinary grades also have strong scientific insight, understand learning, have broad social insights, are positive about their work, and show work performance according to the required performance criteria. The teacher's performance in the extraordinary category is the success and ability of the teacher in carrying out various learning tasks. Measuring the performance of early childhood teachers with achievement has two tasks as measurement standards, tasks related to the learning process and tasks related to structuring and planning learning tasks. Referring to these two tasks, there are three main criteria related to teacher performance in early childhood teacher professional development literacy, namely processes, teacher characteristics, and outcomes or products (changes in student attitudes). In the learning process, the performance of early childhood teachers who excel can be seen from the quality of work carried out related to professional teacher learning activities.
Keywords: Early Childhood Education, Outstanding Educator Performance, Professional Development
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Elindra Yetti, Mulyati, Tjipto Sumadi,. "Analysis Of Constructive Learning Models In Forming Religious Characters Of Early Childhood." Psychology and Education Journal 58, no. 2 (February 20, 2021): 6399–403. http://dx.doi.org/10.17762/pae.v58i2.3167.
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The purpose of this study is to provide an overview of the development of learning models that can stimulate students to interpret every learning activity in shaping the character of early childhood. The research method is a qualitative method in which the researcher captures the phenomenon of the development of religious and moral values of early childhood is only limited to habituation and the discovery of data that the teacher does not compile a special program of character development in learning. The study was conducted in Jakarta with 60 samples consisting of University students Open early childhood education programs majors who are early childhood education programs teachers in DKI Jakarta. Data analysis techniques from interviews, observation and questionnaire distribution and also documentation. The results of the study stated that a constructive learning model is needed that is able to give meaning to the learning process in character development
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Abdoellah, Abdoellah. "MEWUJUDKAN GURU DAN TENAGA KEPENDIDIKAN PAUD DAN DIKMAS YANG MULIA, PROFESIONAL, DAN SEJAHTERA UNTUK MEMBENTUK INSAN INDONESIA YANG BERKARAKTER." JIV-Jurnal Ilmiah Visi 12, no. 1 (June 28, 2017): 1–8. http://dx.doi.org/10.21009/jiv.1201.1.
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Educational practitioner and educational staff play an important role in reaching the nationaleducation objectives, including in non-formal education. Teachers of Kindergarten, Early ChildhoodEducation, and Community Education are expected to provide all level of society with quality educationalservices. The purpose of this article is to describe various efforts which have already done and to be doneby The Directorate of Teacher Development for Kindergarten, Early Childhood Education, and CommunityEducation, particular in 2017. The article presents in detail priority programs such as (1) strengthening theroles of teachers and supporting educational staff, (2) developing the teachers and supporting educationalstaff of Early Childhood Education and Community Education, and (3) improving the quality of managementof teachers and supporting educational staff of Early Childhood Education and Community Education.In addition, considering the exisiting and the future condition, a number of problems and threats are alsomentioned with some alternative solutions suggested.
Keywords: educationist, supporting educational staff, competence
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Harris, Kathleen I. "Teaching Metaphors: Supporting Professional Growth and Shaping Teacher Identity." Journal of Education and Training Studies 9, no. 8 (August 25, 2021): 17. http://dx.doi.org/10.11114/jets.v9i8.5301.
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A phenomenological study was conducted to further a better understanding, and inquire a new awareness, on how metaphors can support professional growth and shape teacher identity for early childhood education students. Examining teaching metaphors might be another strategy for teacher preparation programs to help early childhood education students in identifying their pre-existing values about teaching and learning. Teaching metaphors may guide students to reflect on values and beliefs that make an important impression on their individual teaching journey.
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ÜNVER, Gülsen. "Connecting Theory and Practice in Pre-Service Early Childhood Teacher Education Programs." Cukurova University Faculty of Education Journal 45, no. 2 (September 1, 2016): 243–64. http://dx.doi.org/10.14812/cuefd.283345.
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Prioletta, Jessica. "Patriarchy in the preschool classroom: Examining the effects of developmental ideologies on teachers’ perspectives and practices around play and gender." Contemporary Issues in Early Childhood 21, no. 3 (February 21, 2019): 242–52. http://dx.doi.org/10.1177/1463949119831461.
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Child development ideologies have long informed early childhood education, shaping teachers’ perceptions of children and their classroom practices through teacher education programs and education policies. Following the rise of post-developmental perspectives in the early childhood literature, the author uses a critical feminist lens to examine the gendered implications child development ideologies have had on teachers’ perspectives and practices in a Canadian metropolis. Drawing on data collected in four preschool classrooms, the author argues that the preschool teachers’ reliance on child developmental logics inadvertently perpetuated a patriarchal culture in their classrooms, as gendered power dynamics went unnoticed and unaddressed in children’s play. The author concludes by exploring the possibilities that MacNaughton’s concept of the feminist pedagogic gaze may afford early learning practices and future directions for research.
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Syafril, Syafrimen, Devi Kurniawati, Agus Jatmiko, Ida Fiteriani, and Cahniyo Wijaya Kuswanto. "Early Childhood Teacher Professionalism Based on Academic Qualifications and Work Experience." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 5, no. 2 (December 30, 2020): 1655–66. http://dx.doi.org/10.31004/obsesi.v5i2.937.
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This study aims to analyze the professionalism of early childhood teachers in mastering the material based on academic qualifications and work experience. The approach to research sequential explanatory mixed methods design; The first phase using descriptive quantitative involving 57 teachers, data were collected through a questionnaire, analyzed descriptively and inferentially assisted by SPSS version 26.0. The second phase used a holistic multi-case study involving six school principals, data were collected through in-depth interviews and analysis documents, analyzed interactively with the assistance of Nvivo 12.0. The results showed that there was no difference in teacher professionalism based on academic qualifications and work experience. The second phase finds; teacher professionalism is not only influenced by academic qualifications and work experience, teacher professionalism is also influenced by various professional trainings that have been attended, and prospective teachers who choose the early childhood education programs major do not fully understand the substance of the lecture program related to their professionalism.
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Powell, Douglas R., and Karen E. Diamond. "Approaches to Parent-Teacher Relationships in U.S. Early Childhood Programs during the Twentieth Century." Journal of Education 177, no. 3 (October 1995): 71–94. http://dx.doi.org/10.1177/002205749517700306.
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The nature of parent-teacher relationships in early childhood programs, including interventions for children with disabilities, is examined within a sociopolitical context across five eras of the twentieth century. Two general approaches are discerned: practices that view parents as learners in need of expert information and advice about child rearing, prevalent through the 1950s, and strategies involving parents as partners with educators in program decision-making, which began to surface in the 1960s. Attention is given to the influence of the Parent Teacher Association in the early 1900s as a response to societal changes stemming from the Industrial Revolution; contributions of the child study movement of the 1920s to parent education activities; effects of the Great Depression on ideas and practices related to individuals with disabilities; the growth of parent advocacy on behalf of children with disabilities; and the influence of the civil rights movement of the 1960s and widespread demographic changes of the 1970s on parent-teacher relationships. Current issues in forming and sustaining parent-teacher partnerships in early childhood programs are identified.
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Choiriyah, Ninda Lutfiani, Alfiah Khoirunisa, Adam Faturahman, and Efa Ayu Nabila. "Science Literacy in Early Childhood: Development of Learning Programs in the Classroom." Aptisi Transactions on Technopreneurship (ATT) 3, no. 2 (September 10, 2021): 31–36. http://dx.doi.org/10.34306/att.v3i2.187.
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The importance of science literacy in early childhood greatly influences the development of scientific thinking ability. Early childhood is the most critical learning goal that can be done with a student-centered approach to the classroom. This article discusses the needs of science literacy at an early age. Various investigative processes have been carried out by uncovering qualitative methodology. The interview method was conducted to five early childhood teachers. Teknik data analysis using Heurmeutical analysis and Miles and Huberman models. The results showed that early childhood in the application of science literacy as a learning development program in the classroom requires three aspects that need to be considered, namely: attitude, skills, self-competence in children's cognitive ability, and participation in classroom strategies mapped by teachers. While the needs of learning in the classroom are very important to be done as an effort to improve the competence of teachers to the quality of teaching. In the long term, this research has implications in the field of education, namely the development of teacher competencies on the ability to manage science literacy at an early age.
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Baum, Angela C., and Margaret A. King. "Creating a Climate of Self-Awareness in Early Childhood Teacher Preparation Programs." Early Childhood Education Journal 33, no. 4 (January 19, 2006): 217–22. http://dx.doi.org/10.1007/s10643-005-0050-2.
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Lee, Eunji, and Jihyun Kim. "A Study on the Teacher-Related Predictors about the Early Childhood Teacher’s Autonomy in the Implementation of Early Childhood Curriculum." Korean Journal of Child Studies 43, no. 3 (August 31, 2022): 263–74. http://dx.doi.org/10.5723/kjcs.2022.43.3.263.
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Objectives: This study aimed to identify the level of autonomy early childhood teachers have in implementing the curriculum. Furthermore, the study aimed to find variables that predict early childhood teachers’ autonomy in curriculum implementation. These include “play sensitivity,” “organizational health,” and “professional knowledge and skill perception.”Methods: This study was conducted on 375 early childhood teachers. The teachers responded to questionnaires on “their autonomy in the implementation of early childhood curriculum,” “play sensitivity,” “organizational health,” and “professional knowledge and skill perception.” The collected data were analyzed using descriptive statistics, t-test, partial correlations, and multiple regression analysis.Results: First, early childhood teachers’ showed a high degree of autonomy in the “support for child-centered play environments and interactions” and “flexible daily management.” They showed low autonomy in “cooperation and participation with the family and local community” and “use of learning community”. Second, it revealed variables predicting the degree to which early childhood teachers’ had autonomy in curriculum implementation. This included areas such as “play sensitivity,” “organizational health,” and “professional knowledge and skill perception.”Conclusion: This study confirms the autonomy status of early childhood teachers in curriculum implementation reflecting the 2019 revised Nuri curriculum. The study offers potential for revitalizing research on various autonomy-related factors in curriculum implementation. Educators can utilize these findings to develop teacher education programs emphasizing the importance of autonomy in curriculum implementation. Furthermore, the results are expected to contribute to the correct understanding of early childhood education and realize the necessary autonomy of early childhood teachers’ in curriculum implementation.
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Alelaimat, Ali M., Fathi M. Ihmeideh, and Mustafa F. Alkhawaldeh. "Preparing Preservice Teachers for Technology and Digital Media Integration: Implications for Early Childhood Teacher Education Programs." International Journal of Early Childhood 52, no. 3 (December 2020): 299–317. http://dx.doi.org/10.1007/s13158-020-00276-2.
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Kemple, Kristen M., Lynn C. Hartle, Vivian I. Correa, and Lise Fox. "Preparing Teachers for Inclusive Education: The Development of a Unified Teacher Education Program in Early Childhood and Early Childhood Special Education." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 17, no. 1 (January 1994): 38–51. http://dx.doi.org/10.1177/088840649401700105.
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Hidayat, Kurniawan Catur. "MEMBERDAYAKAN TENAGA KEPENDIDIKAN ANAK USIA DINI MELALUI PROGRAM SIMBIOSIS." JIV 5, no. 1 (June 30, 2010): 99–104. http://dx.doi.org/10.21009/jiv.0501.9.
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Symbiotic programs provide alternative solutions to improve the quality of educators and teachers of non-formal education through the cooperation of mutual assistance between them. The programs provide a positive reciprocity between students majoring in Early Childhood Education and the teachers of Early Childhood Education in schools. The programs are conducted in the form of exchanging the theory and application of various knowledge of child education, media development, and "how to teach" development. Symbiotic programs provide a lot of positive value in improving the quality of teachers of early childhood education to increase their knowledge, skills, abilities, and expertise as educators as well as early childhood
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Walkington, Jackie. "Mentoring Preservice Teachers in the Preschool Setting: Perceptions of the role." Australasian Journal of Early Childhood 30, no. 1 (March 2005): 28–35. http://dx.doi.org/10.1177/183693910503000106.
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The success of professional experience for preschool preservice teacher learning is valued and based very much on the relationship developed between all stakeholders. What motivates the preschool-based teachers and how they see their role in this relationship is integral to achieving effective outcomes for both themselves and the preservice teachers. Recent data collected from preschool teachers has identified their perceptions of what participating in the preservice relationship adds to their personal and professional self-concept. Findings from this data provide an insight and a challenge for those designing and implementing early childhood teacher education programs, indicating the need to give greater emphasis to understanding the personal and professional motivation of the mentoring teachers when establishing and maintaining these programs. They too are key learners in an effective relationship of professional growth.