Relationship between developmentally appropriate beliefs and practices of pre‐service teachers     

Saigeetha Jambunathan  Kenneth P. Counselman 《Journal of Early Childhood Teacher Education》2013,34(2):103-108

Abstract

This article explores the meaning of professionalism as it relates to early childhood teacher education. The poignant need for such professionalism is timely within the context of contemporary policies that have the potential to de‐skill educational professionalism as well as minimize the breadth and depth of early childhood education. After exploring problems/issues associated with a number of specific policies with such potential, an action plan and strategies for implementing such a plan are proposed. Now that early childhood teacher certification has been receiving increased attention in several states, the author concludes with what she feels is a problem worthy of immediate attention—greater school administrator preparation in early childhood curriculum.  相似文献   

Alfred Wegener—From continental drift to plate tectonics     

A F Saigeetha  Ravinder Kumar Banyal 《Resonance》2005,10(6):43-59

What is the nature of the force or mechanism that moves massive continents thousands of miles across? What causes violent earthquakes to displace huge landmasses abruptly? How could great mountain ranges like Himalayas and Alps rise to such incredible heights? What makes earth's interior so restless? Answers to some of these questions may lie in understanding the Earth's interior itself.  相似文献   

Financial literacy and classroom practices among early childhood and elementary teachers in India and the US     

J. D. Jayaraman  Saigeetha Jambunathan  Regina Adesanya 《Education 3-13》2019,47(6):746-759

This study compared the financial literacy and teaching practices of 82 early and elementary teachers in India and US using a 43-item survey. Analysis showed that financial literacy of Indian teachers was lower than their American counterparts. Teachers in India enjoyed teaching financial literacy more than teachers in the US. Indian teachers received more professional development training than American teachers. Indian teachers reported using the school store, children’s literature and pictorial worksheets while American teachers reported using learning centres, play money, fake credit cards, technology and games to teach financial literacy.  相似文献   

Perception of self‐competence among Asian Indian preschoolers living in the USA and India     

Saigeetha Jambunathan 《International Journal of Early Years Education》2004,12(1):17-24

Past research has indicated that it is imperative to promote a feeling of positive self‐competence at a younger age. Forty‐eight preschoolers (living in the USA = 26; living in India = 22) between the ages of three and five years participated in the study. The children attended preschools in either the USA or India. The children’s perception of self‐competence was measured using the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (Harter & Pike, 1984 Harter, S and Pike, R. (1984). The pictorial scale of perceived competence and social acceptance for young children. Child Development, 55: 1969–1982. [Crossref], [PubMed], [Web of Science ®] [Google Scholar]). The scale has four subscales: Cognitive Competence, Physical Competence, Peer Acceptance, and Maternal Acceptance, each composed of six items. A one‐way (2: country of domicile) ANOVA was conducted on each of the self‐competence subscale scores. Results showed significant differences in the perception of self‐competence depending on whether the Asian Indian preschoolers were living in the USA or in India: Cognitive Competence F(1,46) = 9.59, p < .003; Peer Acceptance F(1,46) = 10.33, p < .002; and Physical Competence F(1,46) = 5.06, p < .03. No significant differences were found in the Maternal Acceptance F(1,46) = 1.48, p < .23 subscale. Post hoc analysis indicated that compared with Asian Indian children living in India those living in the USA had higher perceptions of Cognitive and Physical Competence, and Peer Acceptance. Several factors influence the perception of self‐competence among children, and their cultural and environmental background is one of the most important. As children are constantly striving to become part of the larger society, they try to fulfill the cultural expectations required of them, and this is reflected in their perception of self‐competence. However, more research is needed within children of similar ethnicities to better understand the role of cultural influences and acculturation in children’s development.

Les recherches déjà faites ont indiqué qu’il est impératif de favoriser un sentiment de compétence individuelle positive à un âge plus jeune. Quarante huit élèves du cours préparatoire (vivant aux Etats‐Unis = 26, vivant à l’Inde = 22) entre les âges de 3 et 5 ans ont participé à l’étude. Les enfants assistaient aux préscolaires soit aux Etats‐Unis ou à l’Inde. La perception des enfants de la compétence individuelle a été mesurée en utilisant l’Echelle Imagée de la Compétence Perçue et de l’Acceptation Sociale pour les Enfants en Bas âge (Harter et Pike, 1984 Harter, S and Pike, R. (1984). The pictorial scale of perceived competence and social acceptance for young children. Child Development, 55: 1969–1982. [Crossref], [PubMed], [Web of Science ®] [Google Scholar]). L’échelle a quatre sub‐échelles: La Compétence Cognitive, la Compétence Physique, l’Acceptation de pair, et l’Acceptation Maternelle, chacune composée de 6 points. Une analyse unidirectionelle ANOVA (2: le pays de domicile) a été conduit sur chacun des points des sub‐échelles de la compétence personnelle. Les résultats ont montré des différences significatives dans la perception de la compétence personnelle selon si les élèves indiens asiatiques du cours préparatoire habitaient aux Etats‐Unis ou à l’Inde: Compétence Cognitive F (1, 46) = 9.59, p < 003; Acceptation de Pair F(1,46) = 10.33, p < 002; et Compétence Physique F(1,46) = 5.06, p < 03. Aucune différence significative n’a été trouvée dans la sub‐échelle de l’Acceptation Maternelle F(1,46) = 1.48, p < 23. L’analyse post‐hoc a indiqué que comparé aux enfants indiens asiatiques qui habitent à l’Inde, ceux qui habitent aux Etats‐Unis ont des perceptions plus élevées de la compétence cognitive et physique, et de l’acceptation de pair. Plusieurs facteurs influencent la perception de la compétence individuelle parmi les enfants, et leur fond culturel et environnemental est un des plus important. Pendant que les enfants tâchent constamment de devenir une partie de la société plus large, ils essayent d’accomplir les espérances culturelles exigées d’eux, et ceci est reflété dans leur perception de la compétence individuelle. Cependant, plus de recherche est nécessaire chez les enfants des appartenances ethniques semblables pour comprendre mieux le rôle des influences culturelles et de la acculturation sur le développement des enfants.

Las investigaciones ya efectuadas han indicado que es imprescindible promover una sensación de capacidad personal positiva a una edad temprana. Cuarenta y ocho pre‐escolares (viviendo en los Estados Unidos = 26, viviendo en la India = 22) entre las edades de 3 y 5 años participaron en el ­estudio. Los niños atendían centros pre‐escolares en los Estados Unidos o en la India. La percepción de la capacidad personal de los niños fue medida usando la Escala Ilustrada de la Capacidad Percibida y de la Aceptación Social para los Niños Pequeños (Harter y Pike, 1984 Harter, S and Pike, R. (1984). The pictorial scale of perceived competence and social acceptance for young children. Child Development, 55: 1969–1982. [Crossref], [PubMed], [Web of Science ®] [Google Scholar]). La escala tiene cuatro sub‐escalas: La capacidad cognoscitiva, la capacidad física, la aceptación del par, y la aceptación maternal, cada uno compuesta de 6 puntos. Un análisis unidireccional ANOVA (2: el país de domicilio) fue conducido en cada uno de los puntajes de las subescalas de la capacidad personal. Los resultados demostraron diferencias significativas en la opinión de la capacidad personal según si los pre‐escolares indo‐asiáticos vivían en los Estados Unidos o en la India: Capacidad cognoscitiva F(1, 46) = 9.59, p < 003; Aceptación del par F(1,46) = 10.33, p < 002; y Capacidad Física F(1,46) = 5.06, p < 03. No se encontró ningunas diferencias significativas en la sub‐escala de la Aceptación Maternal F(1,46) = 1.48, p. < 23. El análisis post‐hoc indicó que comparados con los niños indo‐asiáticos que vivían en la India los que vivían en los Estados Unidos tenía opiniones más altas de la capacidad cognoscitiva y física y de la aceptación del par. Varios factores influencian la opinión de la capacidad personal entre los niños y sus antecedentes culturales y ambientales son unos de los más importantes. Mientras que los niños se están esforzando constantemente para formar parte de la sociedad en general, ellos intentan satisfacer las expectativas culturales requeridas de ellos, y esto se refleja en sus opiniones sobre la capacidad personal. Sin embargo, es necesario hacer más investigaciones entre los niños de pertenencias étnicas similares para entender mejor el papel de las influencias culturales y de la aculturación en el desarrollo de los niños.  相似文献   

Developmentally appropriate practices and children's perception of self-competence in Head Start classrooms     

Saigeetha Jambunathan 《Education 3-13》2013,41(3):271-279

The present project studied the relationship between the use of developmentally appropriate practices and children's perception of self-competence in Head Start classrooms. Self-competence is defined as children's confidence in succeeding in certain tasks. Developmentally appropriate practices (DAP) as proposed by the National Association for the Education of Young Children (NAEYC) are teaching practices that are age appropriate, individually appropriate and culturally appropriate. Seventy-two children attending six Head Start centres participated in the study. Trained researchers filled out the Rating Scale to assess the use Developmentally Appropriate Practices in Early Childhood Classrooms. The participating children's perceived self-competence was measured using the Pictorial Scale of Perceived Competence and Social Acceptance. Correlational analysis showed that some of the subscales assessing the use of developmentally appropriate practices were correlated with two of the subscales of the children's perception of self-competence. The above results provide some insight into the importance of the use of developmentally appropriate practices and their effects on children.  相似文献   

BEGINNING PREKINDERGARTEN AND KINDERGARTEN TEACHERS’ BELIEFS AND PRACTICES: SUPPORTS AND BARRIERS TO DEVELOPMENTALLY APPROPRIATE PRACTICES     

Lynda D. Jones  Diane C. Burts  Teresa K. Buchanan  Saigeetha Jambunathan 《Journal of Early Childhood Teacher Education》2013,34(3):397-410

This study explores the beliefs and practices of nine beginning prekindergarten and kindergarten public school teachers and identified the sources of supports and barriers to their teaching. The teachers were graduates from one university's early childhood education program. Data were gathered using surveys, observations, and interviews. Overall, teachers professed to believe in and to use developmentally appropriate practices; they were also observed using more developmentally appropriate practices than developmentally inappropriate practices. Teachers reported a variety of sources of support and barriers to their teaching. Sources that were both supports and barriers were administration, co‐workers, curriculum requirements, parents, resources, and other. Sources reported only as supports were previous experiences, self, and continued education. Sources of barriers were class composition and school duties. In addition, teachers provided information about their teacher education program and on their expectations about teaching. The teachers suggested that teacher education programs needed to provide more field experiences and courses on classroom management. Some of the expectations the teachers had about teaching were unrealistic.  相似文献