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1.
As a part of efforts to evaluate and monitor the increasing public investment in early childhood education, teachers are being asked to assess children's school readiness. In this study, preschool teachers and kindergarten teachers rated children's skills in three areas (kindergarten readiness, academic skills, and communication skills), and these ratings were compared with direct assessments of the children's skills. Ratings by both groups of teachers tended to be more highly related to basic skills, such as counting and number naming, than to abilities such as solving applied problems and using expressive and receptive vocabulary. Preschool teachers' ratings had a lower association with children's observed skills and abilities than kindergarten teachers' ratings. Ratings of children attending Head Start were systematically inflated, but this relationship was mediated to a significant extent by the teachers' levels of education. More educated teachers rated children in a manner consistent with the children's directly assessed skills. Implications of these findings for informing future efforts to assess school readiness by using teacher ratings are discussed. 相似文献
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为了解普通幼儿园工作者对特殊幼儿融合教育问题的态度和意见,本文对174名教师和保育员进行问卷调查,主要发现:(1)幼教工作者对特殊幼儿有一定的了解,但不够深入;(2)幼教工作者以及普通幼儿家长在保障师资、设备以及教育方式的情况下,更乐意接受特殊幼儿进入普通幼儿园;(3)幼教工作者认为学前阶段实施特殊教育最需解决的问题依次为师资问题、设备问题、家长观念、教师观念、经费问题以及专设督导机构问题。 相似文献
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Young Children's Exposure to Mathematics: The Child Care Context 总被引：2，自引：0，他引：2
Four preschool teachers from two preschool settings were observed to explore the contribution of child care experiences on the development of young children's understanding of mathematics. Teachers were also interviewed regarding their attitudes and beliefs about the importance of early education, children's understanding of mathematics prior to formal schooling, and their role in facilitating mathematical knowledge. Although the programs and teachers differed in terms of program orientation, teaching style, student participation, and interactions with students, the programs did not differ in terms of the amount or content of mathematics presented to children. During the classroom observations that were conducted, very little mathematics was presented in any of the classrooms either directly or indirectly to students. In contrast, teachers said that they believed that mathematics was important and that they engaged in mathematical discussions in their classroom interactions. Discussion of the lack of math presented in the classroom and the discrepancy of teachers' beliefs and teaching behaviors are discussed. 相似文献
4.
The controversy over what is an appropriate early childhood curriculum has created a need for research instruments designed to measure classroom practices. This article reports on the development of a new observational measure based on the Guidelines for Developmentally Appropriate Practices of the National Association for the Education of Young Children (NAEYC). The Classroom Practices Inventory (CPI) is a 26-item rating scale tapping the curricular emphasis and emotional climate of programs for 4- and 5-year-old children. The scale demonstrated a high degree of internal consistency. Over half the measure's variance was accounted for by a factor tapping encouragement of curiosity, creativity, and provision of concrete materials. In a study of 10 preschool programs, CPI scores correlated significantly with teachers' and parents' educational attitudes. Modest relationships were found between the CPI scores of children's preschools and measures of academic skills, creativity, and anxiety. The CPI appears to be a promising measure for critically examining the concept of developmentally appropriate practices in early childhood education. 相似文献
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Lessons for Preschool Language Socialization from the Vantage Point of the First Day of Kindergarten
Sharon E. Rosenkoetter 《Early education and development》2001,12(3):325-342
All 12 kindergarten classrooms from a small town/rural Midwestern county were observed for the full session on the first day of school to determine teachers' language and classroom practices. Data collection included completion of a classroom checklist by the investigator and running accounts of classroom events with verbatim notes of teacher language. The findings from this study provide evidence of demands for entering kindergartners to process complex language, organize themselves and their materials, and comply with many new rules and procedures. Based on these data, the author and participating teachers present recommendations for preschool teachers, kindergarten teachers, and researchers. The findings provide convergent validity for previous surveys of teacher expectations for children at kindergarten entry. They can be used by preschool personnel to plan preschool language experiences to assist young children's transition to kindergarten. The method of classroom observation employed here can also help local personnel in varied communities to shape a more seamless system of experiences for the early years. 相似文献
7.
Frances McCarty Martha Abbott-Shim Richard Lambert 《Early education and development》2001,12(2):225-238
Within early childhood research considerable emphasis has been placed on examining teachers' beliefs about developmentally appropriate practices in the classroom. The purpose of this study was to describe Head Start teacher beliefs and self-reported practices as they relate to classroom quality and examine the potential differences in the beliefs of those teaching in high, average, and low quality classrooms. Scores on two subscales, appropriate and inappropriate, for both self-reported beliefs and practices were used as the dependent variables. Analysis of variance was used to examine differences between the self-reported beliefs and practices of teachers in classrooms of differing quality. The results for both the appropriate beliefs and appropriate activities subscales were statistically nonsignificant. However, the results for the two inappropriate subscales were statistically significant. These results would seem to indicate that teachers in the low quality group tended to respond more favorably to statements about inappropriate beliefs and practices than did those teachers in either the high or average quality classrooms. These findings provide important information about offering professional development opportunities for Head Start teachers that focus on providing theoretical perspectives on children's development and instructional practices aimed at changing beliefs about teaching practices. 相似文献
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《Early childhood research quarterly》2006,21(2):174-195
To date, few studies of state-funded pre-kindergarten have fully addressed questions about the association between teachers’ education, major, and credentials with classroom quality or children's academic gains. The current paper uses data from the National Center for Early Development and Learning's (NCEDL) Multi-State Study of Pre-Kindergarten, involving 237 pre-kindergarten classrooms and over 800 children, randomly selected from six states with well-established state-funded pre-kindergarten programs. The study includes multiple days of classroom observation, direct child assessments of children's early academic skills in the fall and spring of the pre-kindergarten year, and questionnaires from teachers. For the current paper, teachers’ education has been operationalized in three different ways (years of education, highest degree, and Bachelor's versus no Bachelor's). Additionally, the paper considers the role of college major, state teaching certification, and CDA credential. Consistent with findings in the K-12 literature, this study finds few associations between any of the measures of education, major, or credentials and classroom quality or children's outcomes. Teachers’ education, regardless of how it is operationalized, is linked to gains in children's math skills across the pre-k year, and the CDA credential is linked to children's gains in basic skills; however, education, training, and credentialing are not consistently related to classroom quality or other academic gains for children. 相似文献
9.
Developmentally appropriate music education is often unintentionally neglected in many preschool, kindergarten, and primary grade programs. Some early childhood teachers may fail to take advantage of opportunities to support children's musical development because they are insecure with their own musical abilities. Other teachers devote relatively little time to music activities because they are unable to locate good quality, age appropriate music tapes, books, and records. This neglect is particularly acute in kindergarten and primary grades, where the current emphasis on basic skills instruction forced on classroom teachers relegates the music curriculum to about thirty minutes of instruction a week from a specialist music teacher. This short dose of music study, removed from the context of classroom and group activities, is not enough to give children an understanding and appreciation of music in their lives. Early childhood teachers themselves must take a more active role in teaching music if children are to develop knowledge, skills, and positive attitudes about music.Kathryn Woodson Barr is a Graduate Assistant at the Barbara K. Lipman Early Childhood School and Research Institute. Memphis State University. John M. Johnston is an Associate Professor of Early Childhood Education, Department of Curriculum and Instruction, Memphis State University. 相似文献
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Leigh M. O'Brien 《Early education and development》1993,4(1):5-19
This paper condenses a case study designed to explicate teacher values as evidenced by practice in one Head Start classroom. To make sense of the classroom culture, five domains were considered: the use of space, the use of time, patterns of teacher-child interaction, materials and activities used, and the nature of parent-teacher interactions. Findings include the program's approximately even balance between the use of a cultural transmission model and a "developmental" model-and the conflicts around maintaining that balance; the differences existing between the teachers despite surface similarities; and the less-than-positive views the teachers had of program parents. Practice and policy implications revolve around the establishment and maintenance of separate programs for compensatory early education. The dichotomous nature of the programming reflected the teachers' perception that they had to remedy "deficient" home environments and prepare children for an academic kindergarten, in addition to utilizing mainstream early childhood education (ECE) practices. Implications for teacher-parent relations are likewise linked to assumptions behind compensatory education. A discussion of our two-tiered early education system leads to the recommendation for a more universalistic conception of early care and education. 相似文献
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Cary A. Buzzelli 《Early childhood research quarterly》1996,11(4):515-534
The ways teachers engage children in discourse during teaching-learning activities have profound moral implications for children's learning and development. The goals of this article are (1) to explicate how teachers' control over classroom discourse patterns during teaching-learning activities influences the types of knowledge children create and acquire; (2) to examine the relationship between two types of teacher-child discourse commonly used in early childhood classrooms and the semiotic tools children appropriate through participation in each type of discourse; and (3) to outline the moral implications each has for children's learning and development. A framework for considering the moral implications of the ways teachers engage children in discourse during teaching-learning activities in early childhood classrooms is presented. 相似文献
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Sabrina F. Sembiante Jaclyn M. Dynia Joan N. Kaderavek Laura M. Justice 《Early education and development》2018,29(1):14-30
Research Findings: This study examined preschool teachers’ literal talk (LT) and inferential talk (IT) during shared book readings in early childhood education (ECE) and early childhood special education (ECSE) classrooms. We aimed to characterize and compare teachers’ LT and IT in these 2 classroom contexts and determine whether differences in LT and IT are predicted by classroom type, teachers’ educational background, or children’s average language skills. We examined the shared book reading activities of 52 teachers (26 ECE classrooms, 26 ECSE classrooms). Results revealed that ECSE teachers used significantly more LT and showed more variability in their LT and IT than ECE teachers. ECSE classroom type predicted teachers’ use of LT when we controlled for teacher education and children’s language skills, whereas teacher education predicted teachers’ use of IT when we controlled for classroom type and children’s language skills. Practice or Policy: These findings have implications for best practice guidelines and policies, particularly for ECSE environments. 相似文献
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Becky F. Antle Andy Frey Anita Barbee Shannon Frey Jennifer Grisham-Brown Megan Cox 《Early education and development》2013,24(4):560-573
Research Findings: Previous research has documented conflicting results on the relationship between program quality and the percentage of children receiving subsidized child care (subsidy density) in early childhood centers. This research examined the relationship between subsidy density and the quality of infant and preschool classrooms in child care centers, taking into consideration teacher education and salary as well as other structural variables associated with quality. A multimethod evaluation was conducted with 110 child care centers utilizing an interview of center directors as well as classroom observations using standardized measures of quality and language/literacy in the classroom. Regression analyses indicate that subsidy density does not predict the quality of infant classrooms. However, subsidy density is a significant predictor of the quality of preschool classrooms. Teacher education is predictive of some quality indicators, but teacher salary is not. Practice or Policy: Practice and policy implications are discussed to promote the quality of child care centers that serve low- income children. Statewide initiatives should target centers with higher subsidy density for quality improvements. Local programs and state policy should provide teachers with opportunities to obtain additional education and then offer incentives to remain in their current early childhood settings. 相似文献
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随着社会的不断发展,幼儿教育开始受到广泛关注",教学做合一"理念也开始被各个教师有效应用。对幼儿教育来说,应用这一理念,更加尊重幼儿在学习活动中的主体地位,更符合他们的天性,尤其可以促进幼儿动手能力、操作意识的提高,符合实践教学目标。本文便对其具体运用展开了探讨。 相似文献
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This study explored preschool teachers' beliefs about the appropriateness of early literacy and mathematics education. In all, 60 teachers of 4-year-olds, half working with low-socioeconomic status (SES) children at publicly funded preschools and the other half with middle-SES children at private preschools, were randomly assigned to read either the mathematics or the literacy versions of written vignettes describing issues related to teaching these subjects. Teachers were interviewed individually concerning the vignettes. Analyses showed that teachers of middle-SES children tended to support literacy and mathematics education that respects individual children and their preferences and to oppose classroom use of computers; overall they emphasized nonacademic areas. Teachers of low-SES children tended to focus on literacy and mathematics to prepare children for kindergarten and to support computer use; they showed concern about their students' underdeveloped readiness to learn, particularly literacy. Analyses comparing subject matter showed that for literacy, teachers preferred to gear a curriculum toward children's interests and to allow children to follow their interests in a literacy-rich classroom to promote social competence and positive dispositions toward literacy. For mathematics, teachers preferred to embed mathematics into everyday routines to promote the learning of key knowledge and skills throughout the day. These findings have significant implications for professional development. 相似文献
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学前教育是由家长及教师利用各种方法、实物,有系统、有计划而且科学地对幼儿的大脑进行刺激,使大脑各部位功能逐渐完善而进行的教育.它属于教育学中一项非常重要的内容,是教育学发展过程中所形成的一个流派,其研究和教育的对象是幼儿.随着时代的发展,幼儿教育越来越受到重视,学前教育的理论性指导也显得格外重要.文章结合教学实践,对学... 相似文献
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随着全球化竞争的加剧,美国社会对早期保育与教育项目的期待不断更新和提升,美国传统的幼教价值观和幼教系统受到了挑战。美国早期教育领域未来的发展趋势是:在促进儿童发展适宜性实践的框架里定义和提升儿童学业成就;在保持早期教育独特性的前提下与初等教育有效合作;在提升早期教育质量中促进儿童学习机会的公平。借鉴美国的经验,我国学前教育的发展要注意通过对话保持社会期待和儿童适宜发展间的平衡;将树立现代儿童观作为首要任务;把提升教师专业水平作为合理回应社会期待的关键。 相似文献
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幼儿教师工资待遇不仅关系到幼儿教师个体的生活质量,更关系到学前教育系统的供给质量,OECD(经济合作发展组织)始终把幼儿教师工资作为提高学前教育质量的一项重要杠杆。我国幼儿教师工资待遇政策经历了四个阶段:“教师身份与工资待遇的初步确定”“教师工资制度开始正式确立”“教师工资待遇政策的规范发展”“教师工资待遇的细化完善”。其政策呈现出“以公办园在编教师为主要保障对象的政策目标体系”“以多部门多层级形成联合保障主体的政策协同体系”“以公办园教师对标公务员、民办园教师对标公办园教师的政策参照体系”三大基本特点。放眼未来,幼儿教师工资待遇政策的变迁趋势将朝着“多样化财政拨款方式,完善对各类幼儿教师工资待遇的保障”“优化教师准入的政策设计,捋顺不同身份教师职称评定制度”“建立多元主体协同的经费保障机制,实现对幼儿教师工资待遇的综合治理”的发展路径推进. 相似文献
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文章通过对当前幼儿教师专业化发展的制度操作、实践操作、观念意识三个制约层面的分析,提出"健全幼儿教育政策法规;加大国家对幼儿教师教育的投入,提升幼儿教师生存质量;采用‘开放型’幼儿教师培养、培训模式;去除幼儿教师在思想观念上的模糊认识"四大应对策略。 相似文献
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21世纪以来,追求高质量学前教育已成为世界各国的共识,国际社会均将高质量学前教育视为构筑国家财富的重要标志之一。在我国,《中国教育现代化2035》也明确提出了“普及有质量的学前教育”这一发展目标。融合“客观主义”和“相对主义”的质量内涵,本文阐析了我国学前教育质量的三重价值诉求及五维核心要素,提出了政府、机构、家庭对话联动,课程和师资、制度和监测等要素系统建设的质量框架体系;从学前教育质量的可负担、公平均衡和持续活力三方面梳理了我国“有质量”学前教育发展的现实困境;并从儿童发展目标重构、课程和师资提升、公共服务体系完善三方面为未来的实现进路提出了建议。 相似文献