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1.
A group of six boys is constructing rayguns with large Tinker Toys. Proclaiming themselves Ghostbusters, they creep across the classroom toward the housekeeping area, where several children are quietly playing. A teacher intercepts the boys and asks them to help her set up an art activity. They comply but soon return to Ghostbusters.Susan M. Gottschall is an instructor in early childhood education and a classroom consultant at Chicago City-Wide College. She received psychoanalytic training at the University of Chicago's Orthogenic School under Bruno Bettelheim.  相似文献   

2.
The purpose of this article is to introduce a research design, which aims to find useful pedagogical adaptations for teaching pupils with autism. Autism is a behavioural syndrome characterised by disabilities and dysfunctions in interaction and communication, which is why it is interesting to explore educational processes particularly from an interactional perspective in a class with pupils with autism. The main focus is in exploring teacher’s tacit knowledge and interactional co-regulation between the teacher and the pupils. This study is a part of a larger Finnish project, which involves the education of pupils with autism in the primary school system. In the study described, six video recordings (each about 30?min) were taken under analysis due to the uniqueness in the research context of special education: the videos are rare in that they involve only the teacher and her six pupils with autism; no helpers are present in the classroom. This study explored the phenomenon ethnomethodologically. This study indicated that it is possible to apply a general theory of interaction when exploring people with autism, although the main diagnostic criteria of autism are disabilities in social interaction and communication. It was possible to extract episodes from the behaviour of the teacher that showed her tacit knowledge becoming concrete. These results could be taken into consideration when planning and carrying out teaching in different contexts and in teacher education, too.  相似文献   

3.
Defining teacher characteristics that are associated with effective teaching continues to be a challenging task for the field of early care and education. Much of the research examining classroom quality has focused solely on teacher characteristics such as education and experience; However, teachers’ commitment to the field of early care and education defined as including job satisfaction, perception of the job as a long-term career, education level, years of experience, and membership in a professional organization may be an important characteristic to consider in teachers’ interactions with children in the classroom, especially teachers of very young children. Using the NICHD Study of Early Child Care data at 15, 24, and 36 months, the present paper examines characteristics of early childhood teachers’ commitment to the field and the assessed quality of teacher–child interactions in the classroom. Results indicate that overall, these characteristics significantly predict the quality of teachers’ emotional and cognitive support provided to children as measured by the Observational Record of the Caregiving Environment (ORCE). Characteristics of commitment to the field were stronger predictors of the cognitive support than the emotional support teachers’ provide in classrooms. The current work provides important information to consider in discussions of how characteristics of early childhood teachers influence their interactions with children in classrooms.  相似文献   

4.
The physical, social and temporal dimensions of the classroom environment have an important role in children’s learning. This study examines the level of support for child-centred learning, and its associated beliefs, that is provided by Hong Kong’s pre-service early childhood teachers. Two hundred and seventy-five students from a pre-service early childhood teacher training programme completed a questionnaire; in general, these students believed that teachers should create physical, social and temporal environments which are child-centred in early childhood education settings. Linear regression analyses showed that the students’ perceived importance of fostering children’s social and communication competence in early childhood programmes, and their belief in children’s competence in self-learning, were significant positive correlates of their level of support for all dimensions of child-centred learning environment. Their self-perceived competence in managing children’s behaviours was, however, a significant negative correlate of their level of support for child-centred social and temporal environment. This study then discusses the implications of these findings for pre-service early childhood teacher education.  相似文献   

5.
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   

6.
The advent of computer technology in the classroom raised the issue of its appropriate use by teachers and their students alike. It has been recommended that teacher education programs provide more opportunities for teacher candidates’ use of technology including teaching their own technology-enhanced lessons. With a goal of integrating scholarship into student teaching, a teacher candidate enrolled in a graduate program in childhood education carried out a technology-enhanced research project within a professional development school. Examining the impact of the project on the teacher candidate, this article describes how one’s pedagogical content knowledge and technological competence can be developed through a research-oriented teaching experience. The article also demonstrates the emergence of a community of practice that shares the goal of providing learning spaces for the teacher candidate and young children in the context of mathematics enrichment with computers.  相似文献   

7.
A sample of 52 children across two schools was tracked for the first four years of their school life. Adopting a naturalistic research strategy, relying on classroom observation of children and depth interviews with teachers, the emergence of each child's identity was monitored as it became revealed to their teacher. This investigation into early school careers suggests that children quickly acquire one of two distinct identities: either normal or deviant. The vast majority of children fall into the ‘normal’ category. Within the ‘normal’ category there seems to be a particular type of pupil who is to be found at the core of this socially constructed world of normality: the ‘average’ child. Acquiring an identity as an ‘average’ child seems to have important consequences for the child's experience of schooling. Whereas deviant pupils are conspicuous and continually noticeable, ‘average ‘pupils represent a conformity in classroom life which makes them apparently less visible to teachers. ‘Average’ pupils appear to conform to such an extreme degree that for much of their time in school they become ‘invisible’. This is an apparent anomaly for teachers in the early years when, in spite of a commitment to individualism, and often a tradition of child‐centredness, it seems teachers may be ‘blind’ to certain individuals in their class, especially those for whom teachers have recognised an identity as an ‘average’ child.

Research in early years education has understandably given prominence to issues of pedagogical practice, policy formation and curriculum development (Richards, 1982; Blenkin and Kelly, 1988). As in all sectors of education the concerns of educationists as practitioners or policy‐makers have often driven the quest for understanding and provided the dominant ethos of inquiry. In the field of early years education, the issues for debate, and consequently the questions generated for research, have rarely been prompted by the concerns of social scientists in their pursuit of more esoteric domains of theory construction.  相似文献   


8.
Classroom-based experiences, alternatively known as practica, are an integral component of undergraduate teacher preparation programs, which provide students essential opportunities to apply knowledge in practice. Though much is known about student teaching, much less is known about students’ earlier classroom-based experiences. This qualitative study explores how early childhood care and education students describe their early classroom-based experience. Thirty-four students enrolled in a teacher preparation program participated in interviews, submitted journals, and responded to survey questions about their early classroom-based experience. Results are presented in terms of how students talk about their experiences—belonging or not belonging in the classroom—and what students talk about when discussing their experiences, including communication, support, freedom, new learning, and “the children.” These themes are discussed in terms of students’ experiences in the classroom and implications for undergraduate teacher preparation in early childhood education.  相似文献   

9.
This study presents the findings from a qualitative case study of free playtime in a toddler and a preschool classroom. This study explores whether recent understandings of play as a collectively produced improvised activity can shed light on the role of the early childhood teacher. The study found that the teachers and children collectively created a playful classroom environment by engaging in on-going improvised activity. The teachers often served as skilled improvisers, by creating, together with the children in their class, new performances out of whatever was available at the moment. The study concludes with a recommendation that improvisational theatre training be considered as a potentially supportive form of teacher education.  相似文献   

10.
This article presents an empirical study of everyday life in school and a methodological attempt to emphasise children’s views and to find ways other than representation to analyse them. The empirical portion took place in a Finnish elementary school in which the author was the class teacher. The ten-year-olds in the class engaged in an unstructured classroom diary activity in which they freely wrote their observations, thoughts and stories. The study takes a relational materialist approach to the children’s writings focusing on various moments and gatherings in the classroom as assemblages and illustrates how time, things, teacher and pupils are co-produced in them. Temporality and materiality are also considered in relation to research methodologies. Research with children is reconceptualised based on the focus on mattering. The analysis is enacted as a non-linear and nomadic process through retelling and responding to the children’s texts. It highlights particular situations, unstabilities, ‘tiny’ things and the complexities of children’s lives in educational environments.  相似文献   

11.
This article reports on a research project designed to investigate and develop formative classroom assessment in primary schools. The project was a collaborative one, involving two university based researchers and a team of teacher researchers. It used an action research approach to try to bring about changes in classroom assessment practices. The article reports on changes in practice particularly involving the clarification and communication of assessment criteria to pupils.  相似文献   

12.
Researchers have posited that children generally learn to read in environments that are trusting, comfortable, and offer small group or one-to-one adult support, all of which are characteristics of a high quality early childhood education program. This evaluation research study examines the Pre-Kindergarten Incentive Program, an early childhood demonstration program in Washington, DC designed to study several urban community-based sites. The authors facilitate a discourse on how all early childhood education programs can become high quality programs through standardized observations, evaluations, and constructive feedback. The article describes the demonstration program, highlights general findings from standardized classroom observations, discusses areas needing improvement, and presents strategies for addressing areas of challenge. It will reveal to early childhood educators how evaluation findings can improve teaching and learning techniques and environments in early childhood programs. The goal is to promote overall improvement in reading, reasoning, and literacy for children enrolled in early childhood programs and thereby better prepare them for kindergarten.  相似文献   

13.
ABSTRACT

How can early childhood teacher educators at the community college level create opportunities for their students to explore and relate to the natural world? This article discusses three learning opportunities in an early childhood associate-degree program that foster connections between preservice and inservice early childhood teachers and nature education — the Goldsworthy project, a local habitat course, and an animal study project in a curriculum course. Each learning opportunity helped teachers develop effective teaching strategies for engaging children with nature education and also a personal and professional disposition toward valuing nature education as future teachers.  相似文献   

14.
The project reported in this paper addresses the issue of trainee teacher learning with regard to special educational needs and disabilities (SEND) during the school placement element of one-year postgraduate teacher training programmes in England. Through a focus on the university/school partnership, school organisational and classroom pedagogic processes, the project aimed to improve knowledge and understanding about teacher education relevant to the special educational needs and inclusive education fields. Specifically, the project examined and compared the school-based learning and outcomes of postgraduate teacher trainees in primary and secondary programmes that used different approaches to preparing teachers for the special needs aspects of their future teaching. Three kinds of school-based approaches are examined: one that involved a practical teaching task; a second which involved a pupil-focused task (but not practical teaching); and a third where there was no specific pupil-focused SEND task other than class teaching practice.

The paper reports on what and how trainees learned about teaching pupils with SEND and on differences related to the use of SEND tasks. Findings indicate that what trainees learn about teaching pupils with SEND is strongly interlinked with what they learn about teaching in general. The pedagogic knowledge learned from undertaking planned pupil-focused SEND tasks, however, centres on pupils’ personal learning needs, something that was less likely to be learned from only whole-class teaching experience. Implications for schools, initial teacher education (ITE) providers, national and international policy are presented as evidence-informed questions with possible options.  相似文献   

15.
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   

16.
Teachers can integrate discussion and writing about photographs into the early childhood curriculum to build speaking, reading, and writing skills in any language. Although little available research focuses on photography and early childhood education as related specifically to English Language Learners, several current teacher resources do focus on uses of photography in classrooms for young children. What is lacking, however, is substantial reference to the planned use of language along with image creation through photography for the language development of English Language Learners (ELLs) in the early childhood classroom. Teacher training, too, devotes insufficient attention to either visual literacy or visual communication. This article provides a discussion of the role of the visual in English language development as a basis for a sample photography project that can be incorporated into a course for pre-service teachers in methods of teaching ELLs. Pre-service teachers thus experience the project first-hand in terms of image creation and the planning of appropriate content, language, and visual literacy objectives. The resulting visual products then function as teaching resources themselves; however, effective visual learning for ELLs requires that teachers possess such an informed understanding of the techniques that structure and assist language development.  相似文献   

17.
Prompt strategies have been used to increase the compliance of preschool-aged children to teacher directives. This paper describes two experiments conducted to determine if classroom teachers could learn to use the LtM prompt hierarchy and if child compliance would increase in response to teacher behavior. This study builds on the current literature base by using prompting, specifically LtM with the additional requirement of teacher-child proximity and teacher-child eye level prior to beginning the prompt sequence, which is consistent with recommended practice in early childhood (Copple and Bredekamp, Developmentally appropriate practice in early childhood programs (revised edition), National Association for the Education of Young Children, Washington, DC, 2009). The participants consisted of 6 preschool teachers, with varying levels of education and experience, across 2 different early childhood classrooms. Teacher prompts and children's completion of teacher directives were measured during free choice center time. Results were consistent with previous research in that compliance to teacher directives increased in preschool children with the implementation of the LtM.  相似文献   

18.
This paper reports an analysis of the classroom management concerns of pre-service early childhood education (ECE) teachers prior to beginning their career and further examines the difficulties they experienced in classroom management in their first year of teaching and their coping strategies. Sixteen pre-service ECE teachers enrolled in the same teacher education programme were interviewed immediately before graduation, and were again interviewed at the end of the first and second semesters after they started to work in public schools. Phenomenological analysis was utilized for the data analysis. The findings revealed that all of the participants had a fear of being unable to manage their classes before starting their careers because they felt unprepared. However, they experienced fewer problems than expected after they started to teach. The teachers first tried to build trusting and close relationships with the children to create a peaceful classroom climate, while also attempting to empower the children by involving them in decision-making processes. In this way, the children became aware of the class rules and felt free in their actions within the limits of the rules.  相似文献   

19.
This project explores how one early childhood preparation program integrated applied ethics in introductory coursework. Recognizing that students enter teacher education with well-formed values and beliefs regarding children and teaching, carefully planned learning experience and encounters in real life learning contexts expand their understanding of the complexity of ethical decision-making in early care and education programs. This project documents students’ perspectives toward their role as meaning-makers through the analysis of assignments intended to promote reflection on values. As students engage with course content and gain practical experience, their knowledge and beliefs regarding teaching evolve together demonstrating the power of ethical thinking in enhancing early childhood teacher education. The findings indicate that students draw on their image of children, social justice, and self-awareness in their development of a professional ethical identity.  相似文献   

20.
In most strategy research the focus is on ready-made models provided by the teacher or textbook. However, in this research project the effects are described of an experimental program in primary math education, concerning the construction and use of models by pupils in guided co-construction. This field experiment with an experimental group and a control group involved 238 grade-5 pupils. In a series of experimental lessons, pupils were taught to design models as a tool in the learning of percentages. The results of the experimental program were compared with the outcomes of a program in the control group, based on the teachers' strategy of “directly providing models” to the pupils. The conclusion, then, is that children in the experimental condition significantly outperform children in the control condition.  相似文献   

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