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Papadopoulou, Elena, and Athanasios Gregoriadis. "Young children’s perceptions of the quality of teacher–child interactions and school engagement in Greek kindergartens." Journal of Early Childhood Research 15, no. 3 (July 29, 2016): 323–35. http://dx.doi.org/10.1177/1476718x16656212.
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The purpose of this study was to examine young children’s perceptions about the quality of their interactions with their teachers and the possible association of teacher–child relationships with children’s school engagement. Additionally, gender and ethnicity differences were investigated regarding both teachers’ and children’s perceptions. Young Children’s Appraisals of Teacher Support and Teacher-Rated Effortful Engagement were used to evaluate children’s perceptions about their teacher–child relationships and teacher’s assessments about children’s school engagement. In all, 232 preschool children and 39 kindergarten teachers from northern Greece participated in the study. Findings provided interesting information about the profile of teacher–child interactions based on children’s perspectives and about the association between the quality of teacher–child interactions and children’s school engagement. More specifically, findings showed that children mostly describe positive interactions with their teachers and that the quality of teacher–child relationship is associated with children’s school engagement.
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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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Jeon, Heejung, Yooyoung Jeon, and Juhu Kim. "The daycare teachers’ perspectives towards relationship among teacher rights, job satisfaction, and teacher-child interaction." Journal of Korea Open Association for Early Childhood Education 24, no. 5 (October 31, 2019): 19–40. http://dx.doi.org/10.20437/koaece24-5-02.
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Kinard, E. Milling. "Depressive Symptoms in Maltreated Children From Mother, Teacher, and Child Perspectives." Violence and Victims 13, no. 2 (January 1998): 131–47. http://dx.doi.org/10.1891/0886-6708.13.2.131.
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When mother, teacher, and child ratings of depressive symptoms in maltreated and non-maltreated children were compared, agreements between raters were generally low, with the highest correlations between mother and teacher ratings for maltreated boys and girls. Maltreated children were more likely than nonmaltreated children to be rated in the clinical range by mothers and teachers, but not by children themselves. Findings underscore the importance of multiple perspectives in evaluating children’s depressive symptoms. Maternal depressive symptomatology is an important factor to consider when using maternal ratings of children’s adjustment.
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Cuskelly, Monica, and Nicole Detering. "Teacher and Student Teacher Perspectives of School Readiness." Australasian Journal of Early Childhood 28, no. 2 (June 2003): 39–46. http://dx.doi.org/10.1177/183693910302800208.
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Sixty preschool teachers and 75 final year student teachers completed a questionnaire about the importance of a number of child characteristics for school readiness. Significant differences emerged between the two groups in the importance placed on most characteristics, with considerable variance within each group. Teachers were more likely than students to see retention in preschool as a useful option. Personal experience was reported to be a significant influence on teachers' and students' views.
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Zaidman-Zait, Anat, Brenda T. Poon, Deirdre Curle, Janet R. Jamieson, and Nancy Norman. "The Transition to School Among Deaf/Hard-of-Hearing Children: Teacher and Parent Perspectives." Journal of Deaf Studies and Deaf Education 24, no. 4 (August 5, 2019): 396–407. http://dx.doi.org/10.1093/deafed/enz027.
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AbstractAlthough entry into the school system is a major milestone in the lives of young d/Deaf or hard-of-hearing (DHH) children and their families, relatively little is known about parents’ and teachers’ experiences and perspectives of this important transition. The aims of this study were to describe parents’ concerns during their children’s transition from early intervention to school, to describe practices available for families of DHH children, and to explore parents’ and teachers’ perspectives regarding practices that support a smooth transition to school. Parents (N = 40) and teachers (N = 37) of the deaf and hard of hearing completed surveys examining their experiences and perspectives on DHH children’s transition to school. Among concerns expressed among parents was their child’s ability to participate successfully in an inclusive school setting, as well as the level of supports their child would receive. Teachers reported numerous policies and practices that supported the transition to school, emphasizing high-intensity practices often used to gather information about the child and set accommodations in place. Parent and teacher reports on facilitators for the transition are compared and contrasted. Recommendations for research and practice are provided.
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Craig, C. J., L. DePriest, and K. Harnack. "Teachers’ Perspectives on Selecting Literacy Media for Children with Visual Impairments." Journal of Visual Impairment & Blindness 91, no. 6 (November 1997): 539–45. http://dx.doi.org/10.1177/0145482x9709100605.
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Teachers from a residential school and a public school district that serve children with visual impairments read scenarios of five children with various eye conditions and ability levels, chose a primary literacy medium for each child, and presented rationales for their decisions. Although all the teachers cited child-related factors more than mechanical or social factors, the two groups of teachers differed in the weight they placed on different subcategories of these factors and their attitudes toward the use of braille.
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Ocak Karabay, Sakire. "Emotion regulation, teaching beliefs and child–teacher relationships from the perspectives of pre-school teachers." Education 3-13 47, no. 1 (November 21, 2017): 101–15. http://dx.doi.org/10.1080/03004279.2017.1405057.
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Penney, Sharon, and Lorraine Wilgosh. "Fostering Parent-Teacher Relationships when Children are Gifted." Gifted Education International 14, no. 3 (May 2000): 217–29. http://dx.doi.org/10.1177/026142940001400303.
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The specific focus of this study was on parent and teacher relationships, when a child is gifted. The study addressed two interrelated questions. (1) What is the parent's perspective of the relationship between parent and teacher when a child is gifted? (2) What is the teacher's perspective of the relationship between parent and teacher when a child is gifted? Five parents and four teachers were interviewed individually on several occasions, and the interview content was analyzed thematically. For parents, five themes were identified, related to instructional programming, teacher competencies, curriculum needs, parental involvement in their children 's education, and problematic behavior. For teachers, there were also five themes, including identification of giftedness, funding issues, communication issues, partnerships in education, and impact on the children. The parent and teacher themes are reported in greater detail elsewhere (Penney & Wilgosh, 1998). This paper addresses the four overlapping themes derived from a comparison of the parent and teacher themes: funding issues, meeting the children's needs, communication, and impact on the children. Implications for fostering parent and teacher partnerships are discussed.
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GARCIA, VERONICA, WILHEMINA AGBEMAKPLIDO, HANAN ABDELA, OSCAR LOPEZ JR., and RASHIDA REGISTE. "High School Students' Perspectives on the 2001 No Child Left Behind Act's Definition of a Highly Qualified Teacher." Harvard Educational Review 76, no. 4 (December 1, 2006): 698–724. http://dx.doi.org/10.17763/haer.76.4.nu70771132536q86.
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In this article, four urban high school students and their student leadership and social justice class advisor address the question, "What are high school students' perspectives on the 2001 No Child Left Behind Act's (NCLB) definition of a highly qualified teacher?" As the advisor to the course, Garcia challenged her students to examine their high school experiences with teachers. The students offer personal stories that describe what they consider the critical qualities of teachers — qualities not based solely on the credentials and education status defined by NCLB. The authors suggest that highly qualified teachers should cultivate safe, respectful, culturally sensitive, and responsive learning communities, establish relationships with students' families and communities, express their high expectations for their students through instructional planning and implementation, and know how students learn. This article urges educators and policymakers to consider the students' voices and school experiences when making decisions about their educational needs, including the critical issue of teacher quality.
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Roubinov, Danielle S., W. Thomas Boyce, and Nicole R. Bush. "Informant-specific reports of peer and teacher relationships buffer the effects of harsh parenting on children's oppositional defiant disorder during kindergarten." Development and Psychopathology 32, no. 1 (November 21, 2018): 163–74. http://dx.doi.org/10.1017/s0954579418001499.
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AbstractHarsh and restrictive parenting are well-established contributors to the development of oppositional defiant disorder (ODD) among children. However, few studies have explored whether interpersonal relationships that develop outside the family environment attenuate the risk for ODD that is associated with harsh parenting. The current study tested multireporter measures of teacher–child closeness and peer acceptance as moderators of the association between harsh parenting and children's ODD as children's social worlds widen during the kindergarten year (N = 338 children, 48% girls, M age = 5.32 years). Harsh parenting interacted with peer nominations of peer acceptance and children's report of teacher–child closeness to predict children's ODD symptoms in the spring, adjusting for fall symptoms. Children exposed to harsh parenting exhibited greater symptom increases when they were less liked/accepted playmates and in the context of lower teacher–child closeness. However, harsh parenting was not associated with symptom change among children with higher levels of peer-nominated acceptance and those who reported closer relationships with teachers. There were no significant interactions using teacher's report of peer acceptance or teacher's report of teacher–child closeness. Findings highlight positive peer and teacher relationships as promising targets of intervention among children exposed to harsh parenting and support the importance of assessing multiple perspectives of children's social functioning.
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Wangid, Muhammad Nur. "The benefits of educational tales in teacher and student perspective." Jurnal Prima Edukasia 6, no. 2 (July 11, 2018): 196–202. http://dx.doi.org/10.21831/jpe.v6i2.21795.
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This study aims to analyze teacher and student perspectives on educational fairy tales as instructional learning materials. The research was involved 20 teachers and 400 students of forth grade of elementary school in Yogyakarta Province. The data collection techniques used were questionnaires and interviews. Researcher used descriptive statistical data analysis techniques. This technique was used to describe the perception of teachers and students about the benefits of educational tales in percentage calculation. The results show that teachers and students have a high positive perspective on the presence of educational fairy tales as learning support teaching materials. It was known the teacher perspective a percentage of 91.50% and 98.00% students in terms of attractiveness of educational fairy tales. While on the aspect of the utilization of educational fairytale books as teaching materials, teachers and students provide a percentage of 92.50% and 93.00%. In its usefulness for build character value, the teacher gives the percentage of 97,75% and the student equal to 86.00% with the category of very good, then on the utilization aspect of educational fairy tale to the development of cognitive ability of the child, the teacher gives the percentage of 92.00% and for the student is 88.75% that mean very good category. This means that teachers and students, both have a high perspective that a fairy tale containing educational elements can generate a sense of interest, usefulness in learning, can be a medium of character values in children and can stimulate the development of cognitive abilities of children.
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Ozola, Aija. "Latvian Teachers’ Perspectives on Early Childhood Educational Practice." European Journal of Social Sciences Education and Research 11, no. 2 (June 10, 2017): 332. http://dx.doi.org/10.26417/ejser.v11i2.p332-339.
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The Education Law of Latvia recognizes early childhood education as an educational level in which multi-dimensional development of the child as an individual, strengthening of health and preparation for the acquisition of primary education takes place. Currently, early childhood education is undergoing considerable transformations and transition to a competence-based approach. Teachers’ perspectives serve as significant indicators for analysis of current educational situation and therefore highlight the core areas for enhancing early childhood educational practice. The design of the study is based on qualitative research using data from a survey and focus group discussions. The aim of the study is to identify and analyse teachers’ perspectives on early childhood educational practice. In accordance to the aim, the following research questions were posed: (1) what is early childhood teachers’ personal meaning of good educational practice; (2) what factors could contribute to enhance the early childhood educational practice in future? To identify teachers’ perspectives, a survey was conducted with early childhood teachers implementing curriculum in municipal early childhood education institutions around Latvia. The answers to two open-ended questions as a part of a larger questionnaire were analysed. The in-depth examination of perspectives was reached by implementing several focus group discussions. Data were analysed using the method of qualitative content analysis. The findings revealed wide diversity in teachers’ personal meaning of good educational practice. The issues related to developmental psychology-based learning outcomes and school-readiness still dominate among teachers’ perspectives. Postmodern views on a child emphasizing children’s diversity and uniqueness were often mentioned as well. The factors contributing to good educational practice were categorized into four main areas such as organization of the pedagogical process, teachers’ competences, environment of an early childhood setting, collaboration with parents. In general, Latvian teachers’ perspectives demonstrate readiness for transition to a competence-based approach in early childhood education. However, identified contributing and hindering factors should be taken into account during the process of transformations.
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Powell, Douglas R., Karen E. Diamond, Kathryn E. Bojczyk, and Hope K. Gerde. "Head Start Teachers' Perspectives on Early Literacy." Journal of Literacy Research 40, no. 4 (October 1, 2008): 422–60. http://dx.doi.org/10.1080/10862960802637612.
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Improvements in early literacy outcomes are increasingly expected of prekindergarten education programs such as Head Start. Although preschool teachers are central to promoting skills linked to subsequent reading and writing competence, their views of early literacy have received minimal research attention. This study employed focus group methodology to examine perspectives on early literacy in two samples of Head Start teachers ( N = 148) representing six different programs serving diverse communities in the Midwest. Analyses of 29 focus group sessions indicated that teachers were generally supportive of the inclusion of literacy goals for children but offered differing views on the relation of literacy to other goals. A dominant view was that growth in other developmental domains, especially social-emotional development, was a requisite to literacy development. Other perspectives included concurrent attention to growth in literacy and other areas, or an emphasis on children's literacy skills as a requisite to progress in other domains. Teachers' conceptions of early literacy emphasized alphabet knowledge with minimal attention to phonological sensitivity skills. Variations in children's literacy skills and interests were attributed to child readiness to a greater extent than to classrooms and families. There were two general patterns in teachers' descriptions of literacy instruction in their classrooms. Some teachers described their primary role as providing literacy materials and activities that children pursue when they are ready. Other teachers described practices that actively seek to ensure that all children engage in literacy learning. Implications for professional development opportunities and guidance on learning outcomes are discussed.
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Lynch, Jacqueline. "Father Reflections on Their Involvement With Primary School Students: Connections to School Literacy Learning." Literacy Research: Theory, Method, and Practice 68, no. 1 (August 18, 2019): 396–416. http://dx.doi.org/10.1177/2381336919870210.
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Father involvement in children’s education is known to have increased over the years, yet less is known about their involvement with children outside of school, particularly after children attend formal schooling. Such information could provide more knowledge of children’s literacy engagement in schools as well as have implications for future teaching practice. Another goal was to gain insight on fathers’ recommendations for schools in order to assist student learning. There were 13 fathers from culturally diverse backgrounds who volunteered for a 30–40 minute interview. Three themes were found: (1) shared father–child interests and practice, (2) importance of student interest and choice in school, and (3) student writing difficulties and self-concept issues. Following father interviews, teachers were invited for a short interview in order to gather knowledge on their perspectives on student engagement and literacy teaching and learning. Two Grade 2 teachers consented, and two themes were revealed: (1) children’s motivation for reading and writing in school and (2) teacher knowledge of father–child interactions. Following father and teacher theme comparisons, recommendations were suggested for both home and in-school learning. Considering the deficiency in current knowledge of fathers’ practices and perspectives, this research offers further insight on father interactions with children and their perspectives for school learning.
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Boyd, Wendy, Sandie Wong, Marianne Fenech, Linda Mahony, Jane Warren, I.-Fang Lee, and Sandra Cheeseman. "Employers’ perspectives of how well prepared early childhood teacher graduates are to work in early childhood education and care services." Australasian Journal of Early Childhood 45, no. 3 (June 29, 2020): 215–27. http://dx.doi.org/10.1177/1836939120935997.
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With an unprecedented number of children in early childhood education and care in Australia, demand for early childhood teachers is increasing. This demand is in the context of recognition of the importance of the early years and increasing requirements for more highly qualified early childhood teachers under the National Quality Framework. Increasingly, evidence shows the value-added difference of university-qualified teachers to child outcomes. Within Australia there are multiple ways to become an early childhood teacher. Three common approaches are a 4-year teaching degree to teach children aged birth to 5 years, children aged birth to 8 years, or children aged birth to 12 years. There is, however, no evidence of how effective these degree programmes are. This paper presents the perspectives of 19 employers of early childhood teachers in New South Wales regarding how well prepared early childhood teacher graduates are to work in the early childhood sector in Australia. Although participants noted the strengths of new graduate early childhood teachers, they also identified several areas in which they were less well prepared to teach in the early years.
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Moon, Jongho, and Dongwoo Lee. "Elementary School Classroom Teachers’ Perceptions of Teaching Physical Education: A Literature Review." Journal of Health, Sports, and Kinesiology 2, no. 2 (July 30, 2021): 17–21. http://dx.doi.org/10.47544/johsk.2021.2.2.17.
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Elementary school physical education (PE) can play a unique role in providing educational experiences to students and may support physical, cognitive, and social-emotional development (Institute of Medicine, 2013). Studies illustrate that PE programs can improve the possibility of achieving student learning outcomes only when appropriately designed and delivered (Rink & Hall, 2008). Research suggests that students' early experiences with PE are mainly led by elementary school teachers (Kirk, 2005). Globally, in several countries, either classroom teachers (i.e., a teacher who teaches every subject; a generalist), or PE specialists (i.e., a teacher who mainly teaches PE), have the responsibility to teach elementary PE (Dyson et al., 2018; Faulkner et al., 2008). For instance, in South Korea's elementary education system, PE is a required subject, and most PE classes are taught by classroom teachers rather than specialists (Jo & Lee, 2012). Classroom teachers are best suited to teach the child-centered, integrated curriculum in elementary schools, and hence often teach PE as one element of that curriculum (Coulter et al., 2009). However, some teachers believe that elementary level PE engagement experiences inadequately prepared children for accomplishing PE learning outcomes and physically active lifestyle (Hardman, 2008; Jess, Keay, & Carse, 2016). In other words, in order for classroom teachers to successfully teach PE, they need to consider a dynamic combination of adaptation in school contexts, teaching various subjects, and understanding different students' developmental characteristics (Tinning & Rossi, 2013). Additionally, classroom teachers’ beliefs that they are not qualified to teach PE adversely affects their PE teaching confidence (Harris, Cale, & Musson, 2012; Morgan & Bourke, 2008). Examination of classroom teachers’ different perspectives on teaching PE is particularly vital as an avenue for developing effective teacher education programs (Hunter, 2006). However, this aspect of elementary PE taught by classroom teachers is still unknown due to a relative scarcity of research studies in this area (Kirk, 2005, p. 247). Therefore, this paper provides an overview and discussion of illustrative findings of research conducted on classroom teachers’ perceptions of teaching PE. The author conducted an exhaustive search of published research articles via three major databases: Google Scholar, Education Resources Information Center (ERIC), and Web of Science. The search terms included elementary school classroom teacher, primary school classroom teacher, generalist, non-specialist, physical education, perception, experience, practice, barrier, belief, and value (see Figure 1). Using the resulting articles, the review is organized into the following themes (Thomas & Harden, 2008): (a) apprehension of teaching PE, (b) different perceptions of value for PE classes, and (c) ecological perspectives in teaching PE.
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Zein, Subhan. "The pedagogy of teaching English to young learners: Implications for teacher education." Indonesian JELT: Indonesian Journal of English Language Teaching 12, no. 1 (May 31, 2017): 61–77. http://dx.doi.org/10.25170/ijelt.v12i1.1469.
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EYL (English for Young Learners) is a global phenomenon, and yet research is laden with reports suggesting teachers’ difficulty in developing appropriate EYL pedagogy (e.g. Butler, 2015; Copland, Garton & Burns 2014; Emery, 2012; Garton, Copland & Burns, 2011; Le & Do, 2012; Zein, 2015, 2016a, 2016b). This chapter reports on a study that investigated the perspectives of twenty-six (26) teachers on the appropriate pedagogy needed to teach in the EYL classroom. Data were collected through semi-structured interviews. The findings demonstrate that in the EYL classroom larger emphasis needs to be given to the young learners rather than the language. The findings show that developing a child-friendly pedagogy in the EYL classroom is of vital importance; it is at the core of EYL pedagogy. This brings implications for TESOL teacher education at pre-service and in-service levels in the sense that TESOL teacher educators need to design courses aimed to foster child-friendly pedagogy. The chapter specifically argues for TESOL teacher education to make stronger emphasis on child individual differences (IDs). This is necessary in order to equip teachers with appropriate working knowledge in second language acquisition (SLA) that is prerequisite to the development of EYL teaching expertise.
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Pawłowska, Beata. "The teacher as a child-rearer or the teacher as an educator. Two views of education workers on the teacher’s role." Acta Universitatis Lodziensis. Folia Sociologica, no. 74 (September 30, 2020): 55–73. http://dx.doi.org/10.18778/0208-600x.74.04.
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Teaching is a learned and practiced profession. In the course of their activities, the teacher influences the formation of attitudes, and the views and awareness of children and adolescents. Teaching should prepare young people “to independently manage the development of their own personality, to undertake valuable goals and to choose responsible life paths”. The teacher’s work situation results from the role that the teacher plays in the process of the socialization and education of children and adolescents. This article addresses the problem of the differentiation of the role of the teacher in the education process in Poland in terms of two variables – education and upbringing (child-rearing). It answers the question of whether and how the perception of the teaching profession has changed in the perception of people practicing this profession. How do teachers who are currently retired teachers see the profession and role of the teacher, and how are teachers currently practicing this profession? Is/was the Polish teacher a child-rearer or rather an educator, understood here as a person imparting knowledge? How does the occupation affect the perception of oneself, from the perspective of two groups of surveyed teachers (currently employed and retired)? All the reflections contained in the article are based on interviews with retired and currently working teachers. These interviews were part of a wider research project conducted in recent years by the author of the article in Polish educational institutions. The research took the form of ethnographic field research.
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Joshi, Arti. "What do teacher–child interactions in early childhood classrooms in India look like? Teachers' and parents' perspectives." Early Child Development and Care 179, no. 3 (April 1, 2009): 285–301. http://dx.doi.org/10.1080/03004430601078610.
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Kupiec, Monika. "Expectations of teachers towards parents and mutual cooperation." Problemy Opiekuńczo-Wychowawcze 581, no. 6 (June 30, 2019): 27–38. http://dx.doi.org/10.5604/01.3001.0013.3743.
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The article presents the results of research, the aim of which was to find ways in which teachers in 4th-grade understand cooperation with parents. From the constructivist perspective, it became important to reveal what kind of model of cooperation dominates in teacher's statements, which constitutes a modus operandi of teaching practice in relationship with parents. Teacher's expectations regarding cooperation with the student’s parents outline a clear framework of mutual relationship within the school, reveal the actual teacher’s contribution to the relationship and the level of his/her professionalism. This article reveals that the model of cooperation with parents adopted by teachers is instrumental. Teacher's expectations towards parents show the image of cooperation based on principles imposed on parents, assuming their effort in undertaking work for which they are not professionally prepared. In this model, the teacher, convinced of the deterministic power of family capital, relinquishes the postulated easement towards the family, condemns the failure of his own actions towards the child, family, does not change their ways, and even remains passive. The model of cooperation with parents adopted by the respondents is a perfect tool for the constantly reproducing social system, which does not meet the needs, possibilities and expectations of the modern family, fulfilling its still-imposed role in it.
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Chadwick, Dawn, and Coral Kemp. "Critical Factors of Successful Transition to Mainstream Kindergarten for Children with Disabilities." Australasian Journal of Special Education 26, no. 1-2 (2002): 48–66. http://dx.doi.org/10.1017/s1030011200024945.
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This study investigated the transition of 314 children with disabilities to mainstream kindergarten classes in state schools in New South Wales from the perspectives of parents, sending service providers and receiving teachers. Results indicated that the majority of parents and kindergarten teachers considered the transition and early integration to have been successful, regardless of the child’s disability or the severity of the disability. The factors that related positively and significantly to teacher perception of successful integration were (a) receiving school attitude and school community acceptance of the integrated child, (b) receiving teacher perception of the adequacy of the support received, (c) preparation of the child for the mainstream school placement, specifically classroom skills and self-help skills, (d) preparation of parents of other children in the class, and (e) receiving teacher perception of the value of liaising with parents. The implications of this research for planning and programming for transition to school for young children with disabilities are discussed.
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Grace, Rebekah, and Cherry Russell. "Tourette’s Syndrome and the School Experience: A Qualitative Study of Children’s and Parents’ Perspectives." Australasian Journal of Special Education 29, no. 1 (2005): 40–59. http://dx.doi.org/10.1017/s1030011200025239.
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This article reports on research exploring the school experiences of 26 children (aged between 8 and 15.5 years) diagnosed with Tourette’s Syndrome. The research adopted a qualitative methodology, and is reported here from the perspective of both the parents and the children themselves. Three different groups of families emerged: those who were moderately satisfied in their experiences with the school system, those who were dissatisfied in their experiences with the school system, and families who were so completely dissatisfied that they removed their child from the school system altogether. There was no participating child or parent who was entirely satisfied in their experiences with teachers and the school. Themes that emerged for each of these groups are discussed. This research stresses the importance of teacher understanding and flexibility, as well as parent/school communication. The facilitation of social acceptance for a child with Tourette’s Syndrome is also extremely important to successful classroom integration.
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Hermansson, Carina. "Images of Writing and the Writing Child." Tidsskrift for Nordisk barnehageforskning 4, no. 2 (August 27, 2011): 41–59. http://dx.doi.org/10.7577/nbf.304.
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This article uses a discursive lens to illuminate how writing and the writing child is constructed in different texts since the nineteenth century. The concept ‘image’ is used as an analytical tool to gain perspective on dominant ideas about children as writers and their educational writing practices. These images are produced in educational practices, theories of writing, societal conceptions and didactic models, which together are referred to as a formation. The article ends by reflecting upon what consequences may be seen if taking a critical child perspective. The article provides an analysis against which writing teachers, teacher educators and researchers can gain a perspective on dominant ideas about young writers and their educational writing practices.Abstract: This article uses a discursive lens to illuminate how writing and the writing child is constructed in different texts since the nineteenth century. The concept 'image' is used as an analytical tool to gain perspective on dominant ideas about children as writers and their educational writing practices. These images are produced in educational practices, theories of writing, societal conceptions and didactic models, which together are referred to as a formation. The article ends by reflecting upon what consequences may be seen if taking a critical child perspective. The article provides an analysis against which writing teachers, teacher educators and researchers can gain a perspective on dominant ideas about young writers and their educational writing practices.
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Nurmi, Jari-Erik, and Noona Kiuru. "Students’ evocative impact on teacher instruction and teacher–child relationships." International Journal of Behavioral Development 39, no. 5 (July 7, 2015): 445–57. http://dx.doi.org/10.1177/0165025415592514.
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Classroom research has typically focused on the role of teaching practices and the quality of instruction in children’s academic performance, motivation and adjustment—in other words, classroom interactions initiated by the teacher. The present article presents a model of classroom interactions initiated by the child, that is, the notion that a child’s characteristics and active efforts may evoke different instructional patterns and responses among teachers. Then follows a review of previous research on the role of children’s academic performance, their motivation and their socio-emotional characteristics in their teachers’ instruction methods and teacher–child relationships. Some of the mechanisms that may be responsible for these “evocative impacts” are discussed. Classroom interactions initiated by the child, and those initiated by the teacher will then be considered from the perspective of the transactional theory of teacher–child interactions. Finally, some conclusions are drawn concerning possible future classroom research.
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Galang, Aljon Delmo. "Filipino Gurus� Perspectives on Philippine Teacher Protection Act and Their Reflections on Student Discipline and Its Present-Day Implementation." Jurnal Inovatif Ilmu Pendidikan 2, no. 2 (February 10, 2021): 92–105. http://dx.doi.org/10.23960/jiip.v2i2.21786.
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When Child Protection Policy (CPP) has been implemented, many teachers strive to maintain discipline and execute the curriculum through instruction. In the worst circumstances, lawsuits related to student discipline and classroom management have been filed against teachers. With this, the Philippine Congress created the bill Teacher Protection Act (TPA) primarily authored by Antonio L. Tinio, France L. Castro, and Ramon H. Durano VI. This act protects the teachers from students of bad behavior, abusing the legal empowerment from CPP. This shift leads to the conduct of this study. This phenomenological study aims to give insights about the bill (the phenomenon) and to gauge how the teacher participants perceive it (the perception). An interview is conducted among five (5) tenured teacher participants. They are asked to assess the house bill content and its future implications to provide insights to the teachers, other stakeholders, and the lawmakers. The investigation identifies that: (a) CPP is a hindrance to student discipline; (b) TPA must be immediately implemented; (c) the act is perceived to be a protection, but must be improved; (d) there are no clear guidelines to implement the act so far; (e) legal assistance in cases related to student discipline and classroom management is one of the best features of the act; (f) equality between students and teachers are perceived to be significant; (g) financial constraint is a consideration to be made to successfully implement the act; and (h) though the participants may single out some points to re-consider, they are still positive towards the act and what it can do for the welfare of the teachers.
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Tao, Xiangyi, and Robyn Ewing. "Images of the child in preschool music education: Case studies in Australia and China." International Journal of Music in Early Childhood 14, no. 2 (December 1, 2019): 147–65. http://dx.doi.org/10.1386/ijmec_00002_1.
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This article explores images of young children in preschool music curricula in an Australian and a Chinese preschool. The ‘images of the child’ relevant to each country are presented by including children’s voices, teachers’ perceptions of children’s personalities and their ways of learning, and children’s roles in learning as designated in official documents on early childhood education. Framed by a sociocultural perspective, this qualitative case study responds to the changing contexts of early childhood music education (ECME) in both countries. Crystallization as a methodological lens is applied to shed light on the variations and complexities from the teachers’ and the children’s perspectives. Data-gathering methods include document analysis, classroom observations, teachers’ interviews and conversations with children. This article particularly reflects the images and experiences of the children through their own lenses and enriches the scope of current ECME research.The main findings suggest the existence of both alignment and gaps, in varying degrees, between the official policy documents, the teachers’ perceptions, and the children’s understandings of their musical experiences. First, images of the child in the policy articles are interpreted differently in Australia and China, and there is a marked difference between the countries in their definitions of child-centred learning in specific contexts. Finally, implications and directions for future research are suggested to facilitate children’s musical exploration in preschools.
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Eriksen, Elisabeth Almaz Berger. "A Child-Centred Discourse in Zambian Kindergartens?" Nordic Journal of Comparative and International Education (NJCIE) 5, no. 1 (April 12, 2021): 34–49. http://dx.doi.org/10.7577/njcie.4148.
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This article aims to identify and discuss the existence and strengthening of a child-centred teaching discourse in Zambian kindergartens. The article is based on the understanding that the teacher-directed approach to teaching is a historically based hegemonic discourse within Zambian kindergartens. This means that the teacher-directed teaching discourse dominates thinking in many ways and is translated into institutional arrangements (Hajer, 1995, in Svarstad, 2005, p. 243). Several studies have pointed to the challenges posed by the teacher-directed teaching discourse in kindergartens in Sub-Saharan Africa as a hindrance of pedagogical quality in such institutions, pointing to a child-centred teaching discourse as an important path towards development (EFA, 2015, p. 208, Temba, 2014, p. 110; Mwaura et al., 2008; 2011). This article includes a positive discourse analysis of the Zambian Education Curriculum Framework[1] and a small-scale qualitative study, based on observations from four classrooms in four kindergartens in the Copperbelt province of Zambia. The article focuses on conducting a positive discourse analysis of the elements of child-centred teaching discourse observed in one of the four classrooms. The findings point to the existence of a child-centred teaching discourse in the Zambian Education Curriculum Framework. However, only one of the four Zambian kindergarten teachers seemed to implement teaching practices that could be identified as a child-centred teaching discourse. he elements of a child-centred teaching discourse identified through the positive discourse analysis were: the kindergarten teachers’ professional decisions, good interaction with children, use of a variety of materials, and children’s participation. The findings are discussed in light of the Zambian Education Curriculum Framework as well as theoretical perspectives on child-centred teaching discourse, argumentation theory and children’s right to participation. Finally, the article includes a critical discussion of how the findings may strengthen a child-centred teaching discourse in Zambian kindergartens.
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Beddoe, Liz, Irene De Haan, and Eileen Joy. "‘If you could change two things’: Social workers in schools talk about what could improve schools' responses to child abuse and neglect." Aotearoa New Zealand Social Work 30, no. 1 (April 3, 2018): 45–57. http://dx.doi.org/10.11157/anzswj-vol30iss1id420.
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INTRODUCTION: Given recent legislative changes to the child welfare system in Aotearoa New Zealand, it was deemed timely to examine the challenges faced by school-based social workers and other school professionals in responding to child abuse and neglect (CAN).METHOD: A qualitative study of school professionals’ responses to CAN included 20 semistructured interviews with school-based social workers. The participants were asked to describe two things that, from their perspective, would improve schools’ responses to CAN. This article reports on this aspect of the study.FINDINGS: Four main themes were identified in social workers’ responses: the necessity for improved training for teachers on CAN; better support for teachers; a more holistic approach to child wellbeing; and enhanced understanding of child welfare.IMPLICATIONS: These findings pose challenges to both initial teacher education and crossagency child protection. School social workers use their relationship skills and knowledge to act as bridges between teacher education, school leaders, teachers and the Ministry for Children Oranga Tamariki and believe they can do more.
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Samadi, Sayyed, and Roy McConkey. "Perspectives on Inclusive Education of Preschool Children with Autism Spectrum Disorders and Other Developmental Disabilities in Iran." International Journal of Environmental Research and Public Health 15, no. 10 (October 20, 2018): 2307. http://dx.doi.org/10.3390/ijerph15102307.
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Background: Iranian children with disabilities invariably attend special schools and many may be excluded from education entirely. Information on preschool education is limited but probably mirrors the situation in schools. There is a lack of information in terms of parental preferences for schooling and teachers’ experiences of inclusion in Iran. Method: Two feasibility studies were undertaken; one with 89 parents of children with autism or intellectual disabilities, and another with the head teachers of two private kindergartens. Results: Two-thirds of parents favored inclusive schools; most parents whose children had autism or were verbally proficient were in favor of their child attending ordinary schools, even if their child had been placed in a specialist preschool facility. The head teachers justified inclusion in terms of children’s rights but identified three main challenges: coping with the diverse level of functioning, the need for special devices and training of teachers, and challenging the negative reactions of parents of non-disabled children. Conclusions: Further exploration of the views of those who have experienced inclusion would further challenge existing practices. Moreover, the training and preparation of teachers is key to reforming schools. However, wider social values and beliefs towards disabilities also need to change.
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Cursino, Emília Gallindo, Elizabeth Fujimori, and Maria Aparecida Munhoz Gaíva. "Comprehensiveness in child healthcare teaching in Undergraduate Nursing: perspective of teachers." Revista da Escola de Enfermagem da USP 48, no. 1 (February 2014): 110–17. http://dx.doi.org/10.1590/s0080-623420140000100014.
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This qualitative study analyzed, from the teacher’s perspective, if the principle of comprehensiveness is included in child healthcare teaching in nursing education. The participants were 16 teachers involved in teaching child healthcare in eight undergraduate nursing programs. Data collection was performed through interviews that were submitted to thematic content analysis. The theory in teaching incorporates comprehensive care, as it is based on children’s epidemiological profile, child healthcare policies and programs, and included interventions for the promotion/prevention/rehabilitation in primary health care, hospitals, daycare centers and preschools. The comprehensive conception of health-disease process allows for understanding the child within his/her family and community. However, a contradiction exists between what is proposed and what is practiced, because the teaching is fragmented, without any integration among disciplines, with theory dissociated from practice, and isolated practical teaching that compromises the incorporation of the principle of comprehensiveness in child healthcare teaching.
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Caronia, Letizia, and Chiara Dalledonne Vandini. "Assessing a (gifted) child in parent-teacher conference." Dialogue in institutional settings 9, no. 1 (July 5, 2019): 125–48. http://dx.doi.org/10.1075/ld.00035.car.
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Abstract Delivering and acknowledging assessments are the most recurrent institutional activities occurring in parent-teacher conference. This paper reports data from a mother-teacher conference concerning a gifted child. We show how participants’ practices to accomplish and receive assessment in the report-assessment phase of the event: (a) display their relative epistemic and deontic rights, (b) are oriented to participants’ institutional relevant identities, and (c) project or even enact different and quite opposite assessment trajectories. We contend that struggles in assessing the child display participants’ different stances: teachers’ ‘normalizing’ and ‘group oriented’ trajectory vs. the mother’s orientation toward ‘doctorability’ and pressure for individualized treatment. Although typically occurring between routine-case oriented institutions vs. idiosyncratic-case oriented clients, such a struggle displays also the ‘paradoxical injunctions’ that frame teachers’ everyday work: adopting a ‘group-oriented’ perspective while at the same time being accountable for an individualized approach.
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Botö, Kerstin, Annika Lantz-Andersson, and Cecilia Wallerstedt. "Lärares lek och barns arbete." Educare - vetenskapliga skrifter, no. 2 (October 17, 2018): 69–89. http://dx.doi.org/10.24834/educare.2018.2.4.
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The study emanates from the practice at the inter-section between subject-oriented activities and play in a preschool class. The focus on children’s early literacy development is grounded in two views: the bottom-up or phonics perspective (reading and writing primarily as a skill) and the top-down or whole language perspective (communicative function and meaning of written language). The aim is to explore how literacy activities are performed in a preschool class, specifically, how teachers and children interact in a literary activity where an educational TV-program is used as a teaching tool. Theoretically, the study is underpinned by a socio-cultural perspective on learning, and the data is comprised of video recordings of the classroom activities. The analysis focuses on how the interaction is framed by institutionally based perspectives on both learning and play. The results show that play is introduced in the activities, but becomes transformed into an interaction pattern akin to schooling, in which the phonicstradition takes precedence. The teachers solve the dilemma between play and work by framing the activity in a playful way, inspired by the TV-program, while the children’s work develops into accomplishing a task.
Keywords: preschool class, early literacy development, educational television program, teacher-child interaction, play
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Sharkey, Judy. "Imbalanced literacy? How a US national educational policy has affected English learners and their teachers." Colombian Applied Linguistics Journal, no. 11 (April 4, 2011): 48. http://dx.doi.org/10.14483/22487085.153.
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Learning and teaching are always affected by institutional contexts and their policies, ranging from the classroom policies that teachers establish or enact—tacitly or explicitly, to the larger rings of policy set by schools, organizations, districts, states, and/or country. How is policy enacted on a local level? How does such policy affect the needs and realities of students and teachers? How does listening to teacher concerns contribute to valid critiques of policy? This article addresses those questions as they pertain to the US education policy known as No Child Left Behind (NCLB). It is told through the perspectives and experiences of six English language teachers in three public schools in one urban school district in the Northeastern United States. Although teachers’ concerns are often dismissed as anecdotal, they can offer valuable insights into the weaknesses of policiesand/or programs. In the often, dichotomous worlds of policy and practice, this story highlights the critical need to attend to both.
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Malden, Stephen, and Lawrence Doi. "The Daily Mile: teachers’ perspectives of the barriers and facilitators to the delivery of a school-based physical activity intervention." BMJ Open 9, no. 3 (March 2019): e027169. http://dx.doi.org/10.1136/bmjopen-2018-027169.
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ObjectivesChildren spend a significant amount of their time in a school environment, often engaged in sedentary activities. The Daily Mile is a physical activity intervention which aims to increase physical activity and fitness in children through the completion of an outdoor teacher-led walk or run during the school day. This study aimed to explore the barriers, facilitators and perceived benefits of the Daily Mile from the perspectives of teachers through the use of qualitative semi-structured interviews. It also aimed to identify important context-specific factors, which might require consideration for those who intend to adopt the Daily Mile.SettingEight Local Authority primary schools in the City of Edinburgh and East Lothian, UK.ParticipantsThirteen teachers (eleven women) who teach children in primaries one to seven in a school which delivered the Daily Mile.ResultsData were analysed using an interpretative thematic analysis. Teachers were positive and enthusiastic about the Daily Mile and perceived it to be beneficial to children’s health and fitness. A number of barriers to participation were identified including inadequate all-weather running surfaces and time constraints in an already full school curriculum. The perceived impact on learning time was identified as a concern for teachers, while other benefits were also identified including increased teacher–child rapport and perceived enhanced classroom concentration levels.ConclusionThe Daily Mile appears to be a valuable addition to the school day, however important context-specific barriers to delivery of the Daily Mile exist, which should be considered when implementing the Daily Mile in schools.
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Turan, Mehmet, and Eyüp Bozkurt. "Values Education in 4th Grade Social Science Courses from the Perspectives of Teachers." Journal of Education and Training Studies 5, no. 12 (November 2, 2017): 21. http://dx.doi.org/10.11114/jets.v5i12.2686.
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In today's changing and developing world, the most important elements that enable people to live together in society are values. The education of such values start in the family and the social environment that they are in, from the moment a person is born and do continue in school as the child starts to study. Schools teach values to their students through the programs they practice. One of the most important courses that these values are taught is the social sciences. Social sciences, which is formed to prepare the students for social life is also one of the fundamental courses for the education of values. This study was carried out in order to review the values taught in the 4th grade social science course program, from the vantage point of the teachers. In order to realize this, the achievements in the program were determined and a survey form was created. The study is in a screening model and is descriptive. The study group of the study is composed of 199 classroom teachers working in the province of Elazığ in the academic year of 2016-2017. The data obtained from the research is analyzed using "arithmetic mean" "percentage" and "frequency"; The degree of influence of teacher opinions on variables based on demographic data was also tested using independent t test. According to the results of the research, teachers think that levels of most of the values taught in social sciences course fit the level of understanding of the students. Again, the vast majority of the teachers participated reported that they face a small amount of problems during the teaching of these values to student.
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Crisostomo, Anita Tvedt, and Anne B. Reinertsen. "Becoming Child and Sustainability—The Kindergarten Teacher as Agency Mobiliser for Sustainability Through Keeping the Concept of the Child in Play." Sustainability 13, no. 10 (May 17, 2021): 5588. http://dx.doi.org/10.3390/su13105588.
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In this article, we seek to theorize the role of the kindergarten teacher as an agency mobiliser for sustainability through keeping the concept of the child in play, ultimately envisioning the child as a knowledgeable and connectable collective. This implies a non-dialectical politics of multiplicity ready to support and join a creative pluralism of educational organization and teacher roles for sustainability. Comprising friction zones between actual and virtual multiplicities that replace discursive productions of educational policies with enfoldedness, relations between bodies and becomings. This changes the power, position and function of language in and for agency and change. Not through making the child a constructivist change-agent through language but through opening up the possibilities for teachers to explore relations between language and matter, nature and culture and what might be produced collectively and individually. We go via the concepts of agencement expanding on the concept of agency, and conceptual personae directing the becoming of the kindergarten teacher. Both concepts informed by the transformational pragmatics of Gilles Deleuze (1925–1995) and Félix Guattari (1930–1992). The overarching contribution of this article is therefore political and pragmatic and concerns the constitution of subjectivity and transformative citizenships for sustainability in inter- and intra-generational perspectives.
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Klein-Tasman, Bonita P., Ernesto N. Lira, Kirsten T. Li-Barber, Frank J. Gallo, and Natalie G. Brei. "Parent and Teacher Perspectives About Problem Behavior in Children With Williams Syndrome." American Journal on Intellectual and Developmental Disabilities 120, no. 1 (January 1, 2015): 72–86. http://dx.doi.org/10.1352/1944-7558-120.1.72.
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Abstract Problem behavior of 52 children with Williams syndrome ages 6 to 17 years old was examined based on both parent and teacher report. Generally good inter-rater agreement was found. Common areas of problem behavior based both on parent and teacher report included attention problems, anxiety difficulties, repetitive behaviors (e.g., obsessions, compulsions, picking nose or skin), and social problems, reflecting a robust behavioral phenotype in Williams syndrome present across contexts. Some rater differences were observed; most notably, parents reported more attention and mood difficulties than did teachers, while teachers reported more oppositionality and aggression than did parents. Relations to intellectual functioning, age, and gender were examined. The implications of the findings for understanding the behavioral phenotype associated with Williams syndrome are discussed.
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표미숙 and Jin-Hee Lee. "Listening to Voice from Teachers and Mothers: Stakeholder Perspectives of Quality in Child Care Centers." Journal of Life-span Studies 7, no. 2 (June 2017): 1–22. http://dx.doi.org/10.30528/jolss.2017.7.2.001.
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Quaglia, Rocco, Francesca Giovanna Maria Gastaldi, Laura Elvira Prino, Tiziana Pasta, and Claudio Longobardi. "The Pupil-Teacher Relationship and Gender Differences in Primary School." Open Psychology Journal 6, no. 1 (October 18, 2013): 69–75. http://dx.doi.org/10.2174/1874350101306010069.
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In the perspective of multiple attachment bonds, the teacher-child relationship is considered as one of the fundamental ways to express a crucially relevant bond for the child's emotive and cognitive development. The contextualist approach underlines how the dynamics of interaction between the individual and micro-sociocultural contexts play a mediating role on developmental processes. Studies by Pianta, in particular, ascribed to the teacher-pupil interaction a crucial developmental function in the adaptation of the child, both in preschool age children and in the subsequent years of primary school. The purpose of this study is to examine the characteristics of the teacher-pupil relationship when the teacher is male in the primary school setting. There were 310 children involved, equally distributed by gender, with their 52 teachers, of whom 42 were female and 10 were male. The analyses carried out reveal statistically relevant differences between the two groups of teachers on the issue of the way male teachers assess their relationship with female pupils. More than their male colleagues, female teachers tend to evaluate girls in a significantly different way as far as closeness and dependency are concerned. The data that emerges calls for careful consideration of the effect that the gender imbalance marking the teaching population in the early stages of schooling can have on aspects of child development.
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박은혜 and Seonhye Park. "An analysis on the tendencies of perspectives about teaching of in-service kindergarten teachers and child care center’s teachers in Korea." EARLY CHILDHOOD EDUCATION & CARE 12, no. 2 (April 2017): 27–49. http://dx.doi.org/10.16978/ecec.2017.12.2.002.
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Pierzchała, Anna. "New technologies in education – challenges for teachers in the perspective of transactional analysis." Problemy Opiekuńczo-Wychowawcze 573, no. 8 (October 31, 2018): 19–26. http://dx.doi.org/10.5604/01.3001.0012.7469.
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The transactional analysis concept assumes that everybody has specific areas of themselves: Parent ego-state, Adult ego-state and Child ego-state. In this approach, Parent and Child have two separate, in a sense, opposing aspects. In the case of the first one, it is a Controlling Parent and a Nurturing Parent, and in the case of Child – a Free Child and an Adapted Child. Entering into a relationship with another human being, we do it from the particular level of ourselves. In a traditional Polish school – already at the early education stage – relations between the teacher and the child usually take place between Controlling Parent and Adapted Child. On the other hand, the use of new technologies in education forces, in effect, the system to change to Adult–Adult with simultaneous involvement of a Free Child of both parties. The article concerns the analysis the difficulties resulting from the change of the said system (especially on the part of teachers) and the search for the reasons of this situation.
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Ibeziako, Patricia, Tolulope Bella, Olayinka Omigbodun, and Myron Belfer. "Teachers' perspectives of mental health needs in Nigerian schools." Journal of Child & Adolescent Mental Health 21, no. 2 (December 2009): 147–56. http://dx.doi.org/10.2989/jcamh.2009.21.2.6.1014.
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Al-Dababneh, Kholoud Adeeb, and Eman K. Al-Zboon. "Understanding Impulsivity Among Children With Specific Learning Disabilities in Inclusion Schools." Learning Disability Quarterly 41, no. 2 (August 24, 2017): 100–112. http://dx.doi.org/10.1177/0731948717726497.
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Impulsive behavior is a characteristic of children with specific learning disabilities (SLD), and is related to learning ability. The present study aims to identify impulsivity behavior in children with SLD who attend inclusion schools, from their resource room teachers’ perspectives. A 31-item questionnaire that addressed four subscales was designed, and the study sample consisted of 103 resource room teachers of children with SLD from various inclusion schools in Al-Zarqa city in Jordan. The results revealed that the main problem was related to lack of premeditation, followed by lack of perseverance and urgency. The results also indicated that there were statistically significant differences only for the Lack of Perseverance subscale, with regard to level of disability, whereas there were no differences attributed to teacher gender, child gender, and age. Based on these findings, implications and recommendations are discussed.
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Cepeda Escobar, Angie Alejandra, Maria Angélica Arias García, Karent Yubeli Castañeda López, Diana Johana Forero Mendonza, Tatiana Geraldine Ramírez Bello, Sandra Adriana Useche, and Diego Andrés Pinzón González. "Estrategias pedagógicas y didácticas desde los enfoques pedagógicos de María Montessori y Reggio Emilia para la construcción de un currículo emergente en Educación Infantil / Pedagogic and didactic strategies from the approaches María Montessori and Reggio Emilia for the construction of an emergent curriculum in childhood education." Revista Internacional de Educación y Aprendizaje 6, no. 1 (July 5, 2018): 35–42. http://dx.doi.org/10.37467/gka-revedu.v6.1501.
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El artículo muestra los resultados de la investigación realizada por maestras licenciadas en educación preescolar de la Fundación Universitaria Monserrate en Bogotá, Colombia. Se pretendió buscar rutas metodológicas y didácticas adecuadas en la educación infantil, con el fin de potenciar de las dimensiones del desarrollo de los infantes, con base en enfoques pedagógicos de María Montessori y Reggio Emilia, vinculando perspectivas del desarrollo infantil, la pedagogía y la didáctica pertinentes en contextos urbanos vulnerables. Se muestra una concepción de currículo emergente, proporcionando así una nueva mirada al rol de maestro y el papel del niño en la educación infantil. The article shows the results of the research carried out by teachers in pre-school education at the Fundación Universitaria Monserrate, in Bogotá, Colombia. The aim was to search for appropriate methodological and didactic routes in early childhood education, in order to enhance the developmental dimensions of infants, based on pedagogical approaches of Maria Montessori and Reggio Emilia, linking perspectives of child development, pedagogy and didactics relevant in vulnerable urban contexts. It shows a conception of emergent curriculum, thus providing a new look at the role of the teacher and the role of the child in early childhood education.
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BĄK-ŚREDNICKA, ANNA. "In search of reflective techniques in preservice teacher education: Collaboration with parents inspired by school placements." Glottodidactica. An International Journal of Applied Linguistics 46, no. 2 (January 8, 2020): 7–24. http://dx.doi.org/10.14746/gl.2019.46.2.01.
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This paper addresses a problem which has been central in teacher education for several decades: how to encourage critical reflectivity in prospective EFL1 teachers. This problem is set within the larger context of the field of school, family and community partnerships. The rationale behind choosing this context is that there is a gap between the significance of various types of such partnerships for the well-being of the whole child, and a lack of deeper understanding of the issue among prospective teachers. The overwhelming majority of research in the matter, conducted mainly in the USA, covers the areas of pre-school, early school and special education (e.g. Lindberg 2014). Additionally, there are few research-based articles related to building the partnership skills of preservice EFL teachers. Therefore, in this paper we attempt to describe the cases of three prospective EFL teachers involved in the process of preparing small scale empirical projects related to the parents’ perspectives. As shown in the paper, engagement in such long term and complex enterprises does not automatically develop the subjects’ deeper understanding of the important role of various types of parent involvement in the (academic) success of children.
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Nawawi, Jumriani. "Perlindungan Hukum Terhadap Guru Dari Kriminalisasi." Al-Adalah: Jurnal Hukum dan Politik Islam 4, no. 2 (October 10, 2019): 159–72. http://dx.doi.org/10.35673/ajmpi.v4i2.395.
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This study focused on how legal protection for teachers from criminalization. This study aims to determine the problem of criminalization of teachers which is still a problem in society. This type of research is normative juridical research. The research was conducted qualitatively based on library research. The results of the study indicate that legal protection of teachers from criminalization in a positive legal perspective has been realized with the existence of several rules that can be a legal umbrella for the teaching profession in carrying out their duties and obligations as educators. Criminalization of teachers in Indonesia occurs because of differences in perceptions of parents and the school, especially teachers as educators. Penalties that provide deterrent effects such as pinching, tweaking and other disciplinary actions are considered human rights violations based on the child protection law according to the perceptions of parents. While the teacher still considers the sanctions to be included in the education category. Criminalization of teachers raises an attitude of lack of confidence in teachers in educating so that in carrying out their duties the teacher is only a teacher not as an educator.Keywords: teacher; criminalization; protection.
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Fregola, Cesare. "TA, relationship with one’s own learning process and strategic studying." International Journal of Transactional Analysis Research & Practice 4, no. 1 (January 1, 2013): 67–79. http://dx.doi.org/10.29044/v4i1p67.
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Life-long learning is an increasingly relevant need of our time. Educational perspectives currently tend to focus - beside the single subjects (Foreign Languages, Maths, History) - on how, while learning, you can learn to learn. Considering this perspective, we have been integrating Transactional Analysis in the training for future Primary School Teachers. Our objectives are both more traditional applications intended to improve the relationship between teachers and teachers, teachers and families, and to observe, study and intervene in the relationship which children create with their learning process. The writing on emotional drivers, which we presented on IJTAR – International Journal of TA Research - for didactics of Mathematics, has proved very helpful for other subjects and in learning how to learn.
Our experimentation involved 10 classes of a primary school, and enabled us to create several tools (interviews to identify drivers, egogram interview, check lists for the observation of transactions during the lessons). The learning outcomes have been analysed by the teachers according to some against indicators of learning and didactic objectives established within a systematic frame of reference. This model for didactics in TA clearly contributes to the construction of a learning environment, enhancing both the expression of the Free Child and Self-efficacy.
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Quesenberry, Amanda C., Mary Louise Hemmeter, Michaelene M. Ostrosky, and Kira Hamann. "Child Care Teachersʼ Perspectives on Including Children With Challenging Behavior in Child Care Settings." Infants & Young Children 27, no. 3 (2014): 241–58. http://dx.doi.org/10.1097/iyc.0000000000000012.
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Wium, Anna-Marie, and Brenda Louw. "The South African national school curriculum: Implications for collaboration between teachers and speech-language therapists working in schools." South African Journal of Childhood Education 5, no. 1 (September 4, 2015): 23. http://dx.doi.org/10.4102/sajce.v5i1.348.
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This critical review addresses the implications of the Curriculum and Assessment Plan Statement (CAPS) for collaboration between teachers and speech-language therapists (SLTs) in schools. A historical perspective on changes in the roles and responsibilities of SLTs is provided, reflecting a shift from supporting the child to supporting the teacher. Based on the role of SLTs and audiologists in schools, an innovative approach to the support of teachers is conceptualized. The curriculum content and methods support learners who experience challenges and barriers to learning in main stream classrooms. The implementation of the curriculum necessitates close collaboration between teachers and SLTs in order to ensure the best possible outcomes for all learners. This collaboration is reviewed by identifying the benefits of, and barriers to, the process, as well as crucial areas of collaboration. Inclusive education is mandated by White Paper 6, and collaborative support of teachers by SLTs is presented from the learners’ perspective within the context of the curriculum. An example of teacher support through the response to intervention (RTI) approach is described.