共查询到20条相似文献，搜索用时 754 毫秒
1.
《Early education and development》2013,24(3):347-371
To explore meaningful and effective technology integration in early childhood education, we investigated how kindergarten–first-grade students created and employed digital photography journals to support social and cognitive reflection. These students used a digital camera to document their daily school activities and created digital photo journals to represent their experiences. Ethnographic video data, field notes, and student journals were examined using a grounded theory approach. Results reveal that when students took pictures, they successfully negotiated their dual roles of photographer and participant in other activities. In the process, the children meaningfully integrated technology into their classroom activities, as well as transformed the nature of the social space surrounding the computer where children created their journals. Furthermore, the journals illustrated children's complex and varied types of cognitive and social reflections. Based on these results, we discuss implications for meaningful technology integration in early childhood education. 相似文献
2.
电化教育和传播媒体呈现的生动形象的视频、动听的音乐、美轮美奂的画面,迎合了幼儿不同的感觉器官,符合幼儿的认知规律。信息技术运用于幼儿教育活动中,是时代发展对幼儿教育的要求,可以有效地促进幼儿核心素养的形成和发展,也使幼儿教育焕发出新的生命活力。文章对如何让信息技术助力幼儿核心素养教育进行探讨。 相似文献
3.
Jane M. Leatherman Judith A. Niemeyer 《Journal of Early Childhood Teacher Education》2013,34(1):23-36
Effective collaboration between early childhood teachers and social workers is now considered critical to providing children with adequate psycho-social supports and services in early childhood settings. In order for this interdisciplinary collaboration to be more effective, opportunities for each discipline to learn about each other's knowledge, skills, roles, and responsibilities need to occur well before these professionals enter early childhood settings. This pilot study engaged 2nd-year, preservice, graduate early childhood education and social work students in an interprofessional training and collaborative activity as part of their graduate coursework. Following this training and activity, the early childhood education graduate students and the social work graduate students were invited to participate in uni-professional focus groups as a way to explore their experiences. Findings suggest that although there is general agreement among graduate students that interdisciplinary training and learning activities during coursework provide an important foundation for collaboration, there are several challenges. These challenges include a lack of clarity around professional roles and responsibilities, differences in understandings of children's behavior, and a perception that there will be little opportunity for interdisciplinary collaboration in early childhood settings. Implications are discussed for strengthening relationships between professional preparation programs as a way to improve collaborative teaming and increase early childhood teacher retention. 相似文献
4.
Susan Edwards 《Technology, Pedagogy and Education》2016,25(4):513-532
Technology, digital media and popular culture form an important aspect of young children’s life-worlds in contemporary post-industrial societies. A problem for early childhood educators is how to most effectively integrate these aspects of children’s life-worlds into the provision of play-based learning. Traditionally, research has considered barriers to teacher uptake of technologies in the early years, or teacher beliefs and attitudes about using technologies with young children. An alternative perspective focuses on children’s play as the foundation for early childhood curriculum provision and argues that what is needed instead are ‘new’ concepts of play more appropriate for explaining children’s contemporary play experiences in post-industrial societies. This article examines the influence of a new concept of play called ‘web-mapping’ on teachers’ curriculum practices in early childhood education, and finds that, according to Vygotsky’s ideas about explicit and implicit mediation, new concepts of play are likely to provide a fruitful avenue for addressing the ‘problem’ of technology, digital media and popular-culture integration in early childhood education. 相似文献
5.
Tippett Christine D. Milford Todd M. 《International Journal of Science and Mathematics Education》2017,15(1):67-86
Science, technology, engineering, and mathematics (STEM) in early childhood education is an area currently given little attention in the literature, which is unfortunate since young children are natural scientists and engineers. Here, we outline our mixed-methods design-based research investigation of a pre-kindergarten (Pre-K) classroom where two early childhood educators are incorporating STEM activities. We used a protocol consisting of a list of potential characteristics of effective and appropriate STEM curriculum for young children to structure our classroom observations. We also used semi-structured interviews, focus groups, and a questionnaire to collect data from multiple stakeholders (teachers, students, and parents), to examine how STEM activities were incorporated in Pre-K, to explore students’ engagement with STEM concepts, and to investigate parents’ opinions about STEM in general and STEM as experienced by their children. Our findings provide support for the inclusion of STEM-based learning experiences for young children. 相似文献
6.
兰德公司"T项目"充分探讨了数字化信息与通讯技术(ICT)对学前教育的影响及学前教育应当采取的回应方式,认为信息技术素养对儿童的数字化生存意义重大,学前教育应担负跨越"数字鸿沟"的使命。因此,当以儿童发展为本,从ICT的使用目的、发展适宜性ICT的界定、相应的支持体系、师资准备、家长参与等方面综合建构有效的工作模式。中国学前教育也当直面数字时代的挑战,基于深入研究寻求ICT在儿童生活中的有效整合。 相似文献
7.
《International Journal of Educational Research》1998,29(3):227-240
This study sought to describe the metaphors entry level preservice teachers bring with them as they begin a teacher education program. One hundred thirty four (134) students certifying in elementary education and 119 students certifying in secondary education completed a questionnaire designed to capture the metaphors they hold on life, children, and teaching. Secondary preservice teachers were more likely to write their own metaphors of life and childhood than their elementary counterparts. No one from the elementary group created his/her own metaphor for life and childhood, while nearly 31% of the secondary group created a metaphor of life, childhood, or both. The metaphors students created to describe teaching revealed four dominant themes: teaching as guiding, teaching as nurturing, teaching as stimulating, and teaching as telling. The chapter closes with a discussion of implications for how changes to the cognitive structure of students’ metaphor entailment patterns occur over time. 相似文献
8.
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
9.
Niki Davis Leona Harris Una Cunningham 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1320-1339
Strategic deployment of the digital world in educational ecosystems inhabited by multilingual children (4–6 years old), their teachers and their families is evolving in some communities. This study reveals the “actors” and communities that mediate the extent and the nature of engagement with new media in contexts of early childhood education, including evidence of partnership with teachers. Teachers and parents were found to be the “keystone species,” with the teacher the most influential mediator for young multilingual children. Empirical research into the interacting learning ecologies of young children in six early childhood centres and five associated schools is based on interviews with teachers and families plus photographs of the linguistic landscapes in these physical and digital ecosystems. Fragmented multiple perspectives on the education of young children and technology adoption are brought together with Davis’ Arena Framework of change with digital technologies in education. One early childhood education centre is mapped in a global arena to expose the co-evolution of education with technology that occurs in all levels, local through global. This clarifies the need for co-construction of policy and practice in these ecosystems so that that emergent bilinguals can have a better start in the digital world. 相似文献
10.
Christine Maynard Karen M. La Paro Amy V. Johnson 《Journal of Early Childhood Teacher Education》2013,34(3):244-261
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
11.
Leigh M. O'Brien 《Journal of Early Childhood Teacher Education》2013,34(2):105-106
This paper explores the process through which a group of preservice early childhood/early childhood special education students examined their own beliefs about quality teaching and learning within the context of multiple practicum experiences in diverse settings. Students' reflections and actions are illuminated through a careful individual and cross-case analysis of field-based journals. For these students, different instructional contexts provoked distinct questions. With increased experiences in early childhood settings, participants became more comfortable with the uncomfortable, considered that there are multiple ways to teach and learn, and realized that their own understandings of quality teaching must be informed by the children they teach. They also learned the process of using critical reflection to refine and adapt teaching practices to meet the needs of young learners continuously. Findings from this study provide a window into the complex and individualized nature of new early childhood teachers' learning processes. By analyzing their journals, we were able to examine how these experiences move new teachers toward understanding concepts that are central to quality performance. 相似文献
12.
Tricia Giovacco-Johnson 《Early Childhood Education Journal》2011,38(6):449-456
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
13.
Feng Wang Mable B. Kinzie Patrick McGuire Edward Pan 《Early Childhood Education Journal》2010,37(5):381-389
Children naturally explore and learn about their environments through inquiry, and computer technologies offer an accessible
vehicle for extending the domain and range of this inquiry. Over the past decade, a growing number of interactive games and
educational software packages have been implemented in early childhood education and addressed a variety of subjects, including
mathematics, science, reading, language, and social studies. However, most software packages have yet to integrate technology
into inquiry-based learning for early childhood contexts. Based on existing theoretical frameworks, we suggest that instructional
technologies should be used in early childhood inquiry education to (a) enrich and provide structure for problem contexts,
(b) facilitate resource utilization, and (c) support cognitive and metacognitive processes. Examples of existing and hypothetical
early childhood applications are provided as we elaborate on each role. Challenges and future research directions are also
identified and discussed. 相似文献
14.
Cynthia D. Biegler 《Journal of Early Childhood Teacher Education》2013,34(2):129-133
A marked difference in the quality of reading lesson plans after early childhood education students were required to use the Unit Builder feature in a web-based productivity tool (TaskStream) prompted the design of a study to measure significant changes. A rubric was created that meshed the qualities of effective teachers of literacy and the elements of an effective lesson plan. Two researchers independently evaluated 32 lesson plans. Statistically significant differences in quality were found across all nine measures of effectiveness. It was concluded that technology, as a cognitive tool, positively scaffolded students as they learned about lesson planning in a content area and increased the effectiveness of their literacy plans. 相似文献
15.
Christopher P. Brown Joanna Englehardt 《Journal of Early Childhood Teacher Education》2017,38(1):19-38
The increased use of and demand for technology in early childhood education classrooms and programs creates new challenges for practicing and preservice early educators being asked to employ such technology within their teaching. Early childhood teacher education programs have struggled to meet these demands for teaching their students how to integrate such technology into their instruction with young children. Preservice teachers who do receive such training often fail to develop the skills and/or beliefs required to implement technology effectively into their own classrooms. The study reported on in this article addresses this issue by providing insight into how a sample of early childhood preservice teachers who used iPads and their apps in their coursework and high-stakes early learning field placements made sense of using these devices as teachers. Such findings illuminate instructional opportunities for teacher educators to consider as they seek to assist their students in making sense about how to implement as well as adopt appropriate and effective instructional strategies into their own classrooms. 相似文献
16.
Picture books appeal to readers of all ages for many different reasons. As instructors of child development, we use them as
one strategy to help students conceptualize the physical, cognitive, and socioemotional growth of children. We use picture
books to introduce principles, explain vocabulary, and encourage students to make connections between theory and practice
in early childhood education. In this article, we provide examples of picture books that can be used to understand children
from infancy (birth–2 years) to early childhood (2–6 years). Twenty-four suggested titles accurately narrate and illustrate
early development. 相似文献
17.
Jo Bird 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(1):166-176
Early childhood settings value play as the way young children learn and educators encourage children’s re-enactment of cultural practices in the imaginative play spaces provided. From a cultural-historical perspective, children expect these imaginative play spaces to contain objects from their social contexts, but what happens when technologies are not provided? The aim of this study was to explore children’s imaginative play involving working and imaginative technologies within two kindergartens (the year before formal schooling). Imaginative play spaces are designed to replicate social situations relevant to the cultural context in which they occur and as technologies increase in society, their proliferation is reflected within early childhood settings. Understanding the role that imaginative technologies can play in children’s digital literacy learning is important for the early childhood field. Also, these devices are often absent from literature and overlooked in conversations about children’s digital participation. The findings show how the children engaged with the imaginative technologies and raises questions around the influence of these technologies on children’s imaginative play and their technological understandings. The findings have implications for educators’ understandings of children’s play with technologies and the objects they provide in an era where children’s lives are increasingly immersed in technology. 相似文献
18.
Becoming a history teacher requires the integration of pedagogical knowledge, pedagogical content knowledge, and content knowledge. Because the integration of knowledge from different disciplines is a complex task, we investigated prompted learning journals as a method to support teacher students’ knowledge integration. Fifty-two preservice history teachers participated in the experimental study. They read a text about a historical event, a text about teaching history, and a text about cognitive learning processes. Then they wrote a learning journal entry about the three texts. To support the journal writing, the participants in the experimental condition received four integration prompts, whereas the participants in the control condition received no prompts. In the prompted condition, the students engaged more often in integration strategies at the cost of rehearsal and organization strategies. Rehearsal and integration strategies predicted students’ recall of knowledge and their ability to evaluate learning tasks. Integration strategies as elicited in the journals predicted preservice teachers’ performance when designing a learning task for history education. In solving this task, the prompted preservice teachers used the information from the three texts in a more balanced way than the unprompted students who strongly focused on content knowledge. The study illustrates the potentials of learning journals as a method to support knowledge integration in history teacher education. 相似文献
19.
We are living in a fast-changing, technology-driven world, where technology affects the daily lives of every person, directly or indirectly. While the importance of providing young children with technological knowledge and experience has been well-recognized, how the curriculum should be developed deserves greater study. Using early childhood education in Hong Kong as a case study, this paper argues that to be successful in planning and implementing a technology curriculum, we cannot consider only the technological aspects. We also need to take into consideration the social and cultural factors. Among various social and cultural factors, this paper focuses on: (a) the background of the students and their parents, (b) society’s perceptions of technology, and (c) society’s expectations of children who learn about technology, and (d) the approach and method of teaching and learning technology. 相似文献
20.
一个人的音乐智能发展时期是幼儿期。从幼儿阶段开始,幼儿便对音乐产生了浓厚的学习兴趣。而且在幼儿时期,组织开展各种各样的音乐活动,还可以促进幼儿身体、情感、个性等方面的发展。在信息时代下,将信息技术应用到幼儿园音乐活动中,具有十分重要的意义。基于此,本文重点针对信息技术与幼儿园音乐活动的有效融合进行了详细分析,以供参考。 相似文献