Thematische Bibliographien / Early childhood teachers

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Zeitschriftenartikel
Dissertationen
Bücher
Buchteile
Konferenzberichte
Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Early childhood teachers“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 30. Juli 2024

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Zeitschriftenartikel zum Thema "Early childhood teachers"

Winy Nila Wisudawati. „PLAYFULNESS AND TEACHER’S SELFEFFICACY OF EARLY CHILDHOOD TEACHERS“. Journal of Southeast Asia Psychology (SAPJ) 12, Nr. 1 (23.05.2024): 15. http://dx.doi.org/10.51200/sapj.v12i1.5053.

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This study aims to determine the relationship between playfulness and self-efficacy among early childhood teachers. Playfulness is a personality trait that underlies an individual's tendency to be intrinsically motivated, have a clear orientation toward pleasure, and participate spontaneously and without restrictions. The method used in this research is quantitative research methods with a correlational research design. The tool to measure playfulness is the Adult Playfulness Traits Scale (APTS), which consists of 19 items and Norwegian Teacher Self-Efficacy Scale (NTSES) to measure teacher’s self-efficacy, which consists of 24 items. The subjects of this study (N=52 people) were early childhood teachers. The correlation statistical test in this study uses Pearson product-moment correlation to measure the relationship between variables through the correlation coefficient. The results revealed a significant correlation coefficient between playfulness and teacher's self-efficacy r = -0.398 and p = 0.003 < 0.01, indicating negative relationship between early childhood teachers’ playfulness and teacher’s self-efficacy. In other words, the higher the playfulness, the lower the teacher's self-efficacy among teachers. Hence, the importance of playfulness for teachers to build warm relationships with students in the classroom so that students feel safe, is inseparable from teacher competence which is based on beliefs about their own abilities or self-efficacy.

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Hwang, Hae Ika, und Hye Kyoungb Chae. „Exploring the Character Strength of Early Childhood Teachers“. Contemporary Social Sciences 27, Nr. 1 (01.01.2018): 25–32. http://dx.doi.org/10.29070/27/57212.

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UNAL, Merve, und Gokce KURT. „Socioeconomic Profile of Early Childhood Education Preservice Teachers“. Eurasian Journal of Educational Research 18 (04.04.2018): 1–20. http://dx.doi.org/10.14689/ejer.2018.74.4.

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Kim, Junghyun, und Hyesoon Kim. „The Effect of the Principal's Leadership Type on the Play Support Effectiveness of Early Childhood Teacher : Focused on the Mediating Effect of Early Childhood Teacher's Empowerment“. Korean Society of Culture and Convergence 44, Nr. 12 (31.12.2022): 497–514. http://dx.doi.org/10.33645/cnc.2022.12.44.12.497.

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This study attempted to investigate the mediating effect of early childhood teacher's empowerment in the effect of the principal's leadership type on the play support effectiveness of early childhood teachers. The subjects of this study included a total of 209 early childhood teachers. The collected data were frequency analysis, reliability analysis, descriptive statistical analysis, correlation analysis, and path analysis using SPSS 26.0 and AMOS 26.0 programs. As a major result, first, there was a significant positive correlation between the director's leadership, the empowerment of early childhood teachers, and the effectiveness of play support. Second, the director's directive leadership had a direct negative effect on early childhood teachers' sense of play support efficacy. Persuasive leadership had a direct effect on early childhood teachers' play support efficacy and an indirect effect through empowerment. Delegated leadership showed an indirect effect on early childhood teachers' sense of play support efficacy through the mediation of early childhood teachers' empowerment. In other words, the partial mediating effect of empowerment was shown in the effect of the director's persuasive leadership on the early childhood teacher's play support efficacy, and the full mediating effect of empowerment was shown in the effect of the delegated leadership on the early childhood teacher's play support efficacy. In conclusion, these results suggest that in order to increase the play support effectiveness of early childhood teachers, an approach effort is needed to understand that the role of early childhood teacher's empowerment varies for each type of leadership of the principal.

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Diamond, Karen E. „Supporting Early Childhood Teachers“. Topics in Early Childhood Special Education 21, Nr. 3 (Juli 2001): 150–51. http://dx.doi.org/10.1177/027112140102100302.

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Lee, Jin-Hee. „The Early Childhood Teacher’s Images of Pre-service Teachers, Kindergarten Teachers, and Daycare Center Teachers“. K Association of Education Research 7, Nr. 3 (31.12.2022): 107–24. http://dx.doi.org/10.48033/jss.7.3.6.

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The purpose of this study is to examine the image of teachers for pre-service teachers, kindergarten teachers, and daycare center teachers, and to see if there is a difference in the image of teachers they think. To this end, a survey was conducted from April 11 to April 29, 2022 on students enrolled in the Department of Early Childhood Education at vocational colleges in Gyeonggi-do, Seoul, and kindergarten and daycare center teachers. The mean, standard deviation, and Cronbach α coefficients were calculated for the final 214 out of 250 questionnaires, and the data were analyzed through one-way random analysis and Scheffe post-verification. As a result of the study, first, the overall average for the image of early childhood teachers was found to be moderate or higher, and the average value of the image of teachers considered by prospective pre-service teachers was the highest. Second, the image of pre-service teachers, kindergarten teachers, and daycare center teachers differed according to their educational background, career, and working institution. These research results can provide basic data on how to improve the image of early childhood teachers, and can help early childhood teachers to be recognized as professionals by establishing a desirable teacher image.

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Kim, Yu-Mi, und Sung-Sook Pu. „The Effect of Director's Authentic Leadership on Early Childhood Teacher's Play Teaching Efficacy: Mediating Effect of Early Childhood Teacher Job Crafting“. Korean Association For Learner-Centered Curriculum And Instruction 23, Nr. 15 (15.08.2023): 651–66. http://dx.doi.org/10.22251/jlcci.2023.23.15.651.

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Objectives This study aimed to investigate the mediating effect of early childhood teacher job crafting in the director's authentic leadership influence on early childhood teacher's play teaching efficacy. Methods To this end, an online survey was conducted among 324 early childhood teachers from kindergartens and daycare centers located in Seoul and Gyeonggi-do. In addition, descriptive statistics, frequency analysis, reliability analysis, correlation analysis, regression analysis, and Sobel Test were conducted to analyze the collected data. Results The results of this study are as follows. First, a higher director's authentic leadership was shown to be correlated with increased early childhood teacher's play teaching efficacy and job crafting. Moreover, the play teaching efficacy increased with the early childhood teacher's job crafting. In other words, it was shown that the director's authentic leadership and the early childhood teachers' job crafting and play teaching efficacy had a meaningful correlation. Second, it was demonstrated that early childhood teachers' play teaching efficacy had been positively affected by the director's authentic leadership. Conclusions Furthermore, early childhood teachers' job crafting was found to have a mediating effect that increases the static influence on play teaching efficacy. Therefore, it can be stated that job crafting acts as a variable that can improve play teaching efficacy in the procedure where director authentic leadership impacts early childhood teachers' play teaching efficacy. These findings indicate that in order to improve early childhood teachers' play teaching efficacy, directors and teachers need to collaborate together and make an effort to increase early childhood teachers' job crafting as well as directors' authentic leadership.

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Kim, Eun Jung, und Min Kyung Ha. „The Image of ‘Early Childhood Teachers in Childhood Remote Education’ by Current Early Childhood Teachers“. Korean Association For Learner-Centered Curriculum And Instruction 22, Nr. 11 (15.06.2022): 147–61. http://dx.doi.org/10.22251/jlcci.2022.22.11.147.

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Objectives The purpose of this study was to examine how incumbent early childhood teachers who have undergone changes due to COVID-19 image early childhood teachers in remote education. Methods In this study, metaphor analysis was conducted to find out the human conceptual system and thoughts from the perspective of experientialism. The subject of the study is 172 early childhood teachers with remote education experience. The researcher distributed the research subject a sentence-completed metaphor analysis questionnaire, “In remote education, the early childhood teacher is ( ). Because it is ( ).” After organizing the collected data in Excel, it was analyzed using the conceptual metaphor method(Gok & Erdogan, 2010) that revealed the metaphor tendency and metaphor type. While the researchers repeatedly read the data, the final results were derived through classification, categorization, and recategory. Results As a result of the study, early childhood teachers perceived early childhood teachers implementing remote education as robots, guides, entertainers, researches, capable of doing anything, leaders, a person who teaches others, and people who would disappear. Conclusions Through the results of this study, it was revealed that early childhood teachers perceived difficulties and limitations in their roles in early childhood remote education, and various implications were also provided for the new role of early childhood teachers for childhood remote education in the post-COVID-19 era

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Kim, Ji-Young. „Early Childhood Teachers' Perception about Early Childhood Music Activity“. Korean Journal of Human Ecology 17, Nr. 3 (30.06.2008): 389–97. http://dx.doi.org/10.5934/kjhe.2008.17.3.389.

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SAHIN, Figen, Muge SEN und Caglayan DINCER. „Early Childhood Preservice Teachers’ Experiences with Reflective Journal Writing“. Eurasian Journal of Educational Research 19, Nr. 84 (03.12.2019): 1–22. http://dx.doi.org/10.14689/ejer.2019.84.5.

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Dissertationen zum Thema "Early childhood teachers"

Gulmez-dag, Gulcin. „Effectiveness Of Early Childhood Teacher Education Programs: Perceptions Of Early Childhood Teachers“. Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614473/index.pdf.

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The purpose of this research study is to identify teachers&rsquo
perceptions on the effectiveness of their teacher education programs in supporting their professional practices. The data to the study were gathered through semi-structured interviews with 17 in-service teachers working in public early childhood institutions in Ankara. The data were analyzed through the emerging codes and themes shaped by the research questions. The results indicated that the 1998 program the study intended to investigate was found to be relatively satisfying in terms of developing professional teach ing competencies. The major weakness was reported to be theory-oriented structure which did not allow for ample practice opportunities both in the courses and in the field experiences. Moreover, due to the infancy ages of the field, the contents of courses offered were perceived to be in line with the essentials of primary and elementary level which contradicts the necessities of early childhood teaching. The findings were further discussed and interpreted.

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Parlak, Rakap Asiye. „In-service Early Childhood Teachers“. Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613250/index.pdf.

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The aim of this research study was to investigate the early childhood teachers&rsquo
perceptions about their roles in the development of self-discipline in children. In order to specify this aim, the research question which asked &ldquo
How do early childhood teachers perceive their role in the development of self-discipline?&rdquo
was investigated. Current study was conducted based on qualitative research methodology. In order to investigate the aim, a case including seven early childhood teachers working at the same institution was reached. The main data collection instrument was an interview protocol consisting of two parts: vignettes and interview questions. The instrument included questions related to the meaning and importance of self-discipline, and how to support it in classroom environment, and was developed according to observations and related literature. Additionally this instrument was pilot tested with six early childhood teachers. The interviews for the main study were conducted between December 2009 and January 2010. According to the findings, early childhood teachers were aware of self-discipline, its importance, and its development. However, some strategies which were being used by the teachers should be discussed with them in terms of relatedness of those strategies with self-discipline.

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Akdag, Zeynep. „Beginning Early Childhood Education Teachers“. Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615312/index.pdf.

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The aim of this study was to scrutinize perceptions, expectations and concerns of pre-service early childhood education (ECE) teachers before they start their careers and their challenges in their first year as they became beginning teachers. This study also focused on documenting public school contexts where beginning teachers have been either supported and given the opportunity to develop as successful teachers or discouraged and left alone with the challenges in their first year of teaching. In order to investigate this phenomenon, 16 pre-service early childhood education teachers studying at the same teacher education program were interviewed about their perceptions, expectations and concerns on their future profession immediately before their graduation. Participating teachers started to teach in public schools at different cities after their graduation. They were interviewed at the end of the first and the second semester they taught about their experiences and difficulties, and positive aspects of working in public schools. Moustakas&rsquo
s phenomenological analysis was utilized to analyze data from interviews in which beginning teachers reflected on their experiences in teacher education program and of being new teachers in public school context in Turkey. Findings have revealed that pre-service teachers were aware of many difficulties in public schools and ready to contend with those difficulties, yet some of the challenges they faced were beyond their initial anticipation. All those challenges were originated from teacher education program, Ministry of National Education&rsquo
s system itself, and local condition where beginning teachers were appointed. Suggestions for teacher education programs, Ministry of National Education, and administrators were proposed.

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Freshwater, Amy. „Early childhood teachers : characteristics, attitudes and behaviors /“. free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060098.

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McKenzie, Patricia Jay. „Early childhood : special education“. Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26874.

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This study examines the growth and development of a program for the preparation of special education teachers in Early Childhood Education, Following an overview of historical perspectives in Early Childhood and Special Education, including international influences, models which would aid in the development of such a program are discussed. The Provincial Child Care Facilities Licensing Board and the Ministry of Education, of British Columbia expressed a wish for the development of post-basic special education programs in Early Childhood Education and their willingness to fund several programs in the province. Their critieria and support is included in a description of the development, implementation and evaluation of the Early Childhood: Special Education Program at Vancouver Community College? Langara Campus. The purpose of this study is, therefore, to provide information on the development of such a program and to examine the needs and possible future directions of teacher preparation in special education for Early Childhood Education.
Education, Faculty of
Graduate

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Sherwood, Frances R. „Listening to early childhood preservice teachers“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21634.pdf.

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Gunn, Lynette M. „Initial teacher education for early childhood teachers: A rhizomatous inquiry“. Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/112362/8/Lynette_Gunn_Thesis.pdf.

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This project is a study of how initial teacher education works for early childhood preservice teachers and what it does. It brings to light some of the multidimensional dynamics that operate in initial teacher education. Using a rhizomethodological approach the inquiry found that the politics of belonging; border crossing; and, respecting the alterity of an Other; offer new ways for thinking about how initial teacher education works. Initial teacher education program, policy and pedagogy implications are generated by this inquiry and future research pathways are proposed.

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Riffin, Catherine. „Educational trajectories of teachers and teacher's aides : what motivates early childhood educators to pursue higher education?“ Connect to online version, 2008. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2008/283.pdf.

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Zhulamanova, Ilfa. „EARLY CHILDHOOD EDUCATION PRESERVICE TEACHERS’ PERCEPTIONS ON PLAY“. Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1563193941118516.

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Alasimi, Amal A. „Saudi Early Childhood Teachers' Attitudes About The Use Of Technology In Early Childhood Classrooms“. Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1542321673302025.

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Bücher zum Thema "Early childhood teachers"

Peggy, DaHarb, und Axton Janelle, Hrsg. Tips for teachers: Early childhood. Cincinati, Ohio: Standard Pub., 1995.

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N, Saracho Olivia, und Spodek Bernard, Hrsg. Studying teachers in early childhood settings. Greenwich, Conn: Information Age Pub., 2003.

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Virginia. Dept. of Social Services. Division of Child Care and Development., Hrsg. Competencies for early childhood professionals. [Richmond, Va: Virginia Dept. of Social Services, Division of Child Care and Development, 2007.

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O'Sullivan, Barbara. Staff orientation in early childhood programs. St. Paul, MN: Toys 'N Things Press, 1987.

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Dunekacke, Simone, Aljoscha Jegodtka, Thomas Koinzer, Katja Eilerts und Lars Jenßen. Early Childhood Teachers' Professional Competence in Mathematics. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003172529.

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Simpson, Cynthia G. Successful inclusion strategies for early childhood teachers. Waco, Tex: Prufrock Press, 2010.

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Simpson, Cynthia G. Successful inclusion strategies for early childhood teachers. Waco, Tex: Prufrock Press, 2010.

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1941-, Warner Laverne, Hrsg. Successful inclusion strategies for early childhood teachers. Waco, Tex: Prufrock Press, 2010.

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Edith Cowan University. Faculty of Education. Assistant Teacher Programme. Assistant Teacher Programme: Early childhood, primary, secondary : guidelines for principals, teachers, assistant teachers. Perth, W.A: Edith Cowan University, 1993.

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Inc, XAMonline, Hrsg. ICTS 107 early childhood education: Teacher certification exam. 2. Aufl. Boston: XAMonline, Inc., 2008.

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Buchteile zum Thema "Early childhood teachers"

Pupala, Branislav, Zuzana Petrová und Tata Mbugua. „Early Childhood Teachers in Slovakia“. In Common Characteristics and Unique Qualities in Preschool Programs, 127–37. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4972-6_12.

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Avgitidou, Sofia. „Supporting Early Childhood Teachers' Play Pedagogy“. In Teacher Education and Play Pedagogy, 82–94. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003149668-7.

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Broaden, Samuel. „What About Teachers?“ In Gender Expression and Inclusivity in Early Childhood, 77–83. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003434351-8.

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Dunekacke, Simone, und Sigrid Blömeke. „Early mathematics education“. In Early Childhood Teachers' Professional Competence in Mathematics, 119–31. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003172529-7.

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Roth, Wolff-Michael, Maria Inês Mafra Goulart und Katerina Plakitsi. „Preparing Teachers for Early Childhood Science Teaching“. In Cultural Studies of Science Education, 161–80. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5186-6_8.

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Thiel, Oliver. „How pre-service teacher training changes prospective ECEC teachers' emotions about mathematics“. In Early Childhood Teachers' Professional Competence in Mathematics, 63–78. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003172529-4.

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Clarke, Sharryn, und Sivanes Phillipson. „Facebook mentoring of beginning teachers“. In Policification of Early Childhood Education and Care, 6–22. Abingdon, Oxon ; New York : Routledge, 2020. |: Routledge, 2019. http://dx.doi.org/10.4324/9780203730539-2.

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Marpinjun, Sri, und Patricia G. Ramsey. „Feminism and Early Childhood Education in Indonesia: Teachers’ Reflections“. In Feminism(s) in Early Childhood, 149–63. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3057-4_12.

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Pramling, Niklas. „Educating Early Childhood Education Teachers for Play-Responsive Early Childhood Education and Care (PRECEC)“. In Teacher Education and Play Pedagogy, 67–81. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003149668-6.

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Shallwani, Sadaf. „Conceptualizing Early Schooling in Pakistan: Perspectives from Teachers and Parents“. In Early Childhood and Development Work, 133–52. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91319-3_7.

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Konferenzberichte zum Thema "Early childhood teachers"

Kim, Kyung-chul, Seong-joo Lee und Jin-young Go. „Recognition for Early Childhood Software Education in Early Childhood Teachers“. In Advanced Science and Technology 2018. Science & Engineering Research Support soCiety, 2018. http://dx.doi.org/10.14257/astl.2018.150.67.

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Waluyo, Edi, und Dr Diana. „Early Childhood Education Standard: Towards Euality Early Childhood Education Services in Indonesia“. In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.78.

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Yoo, YungEui, BoKyoung Cho, SunHee Yang und MyeongHa Lee. „PROCESS OF EXPLORING CRITERIA FOR OBSERVING CHILDHOOD PLAY TO SUPPORT EARLY CHILDHOOD TEACHERS“. In SSHRA 2024 –Social Science & Humanities Research Association International Conference, 18-19 January, Tokyo. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/icssh.2024.7071.

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The purpose of this study is to investigate the process of exploring criteria for observing childhood play to support early childhood teachers. This study was conducted using a convergent design among mixed methods. ‘Literature research’ and ‘Delphi survey technique’ were used as methods of quantitative data collection, and ‘participation observation’ was used as a method of qualitative data collection. As a result of the study, observation criteria for a total of 21 questions in 3 areas were derived, including 7 questions on ‘play flow’, 7 questions on ‘play motivation’, and 7 questions on ‘peer play behavior’. This criteria for observing childhood play helps early childhood teachers to understand childhood play in depth from the children's perspective. In addition, it is expected that this standard can be used as a standard for observing childhood play with increased objectivity by reducing cases where each early childhood teacher who uses this standard interprets it differently due to subjective opinions. Furthermore, It is expected that this criterion will help early childhood teachers in kindergartens accurately understand childhood play and support childhood play.

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Rosyid, Ainur. „Motivations to be School Teacher: an Examination of Student Teachers' Reasons“. In 3rd International Conference on Early Childhood Education (ICECE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icece-16.2017.5.

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Hodijah, Siti, und Leli Kurniawati. „Teachers’ Understanding on Music for Early Childhood“. In 5th International Conference on Early Childhood Education (ICECE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.034.

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Rahmat, Stephanus, Fransiskus De Gomes, Ignasius R. Bora und Elfrida Tari. „Analysis on Difficulties of Early Childhood Teachers in Assessing Early Childhood Development“. In First International Conference on Humanities, Education, Language and Culture, ICHELAC 2021, 30-31 August 2021, Flores, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.30-7-2021.2313630.

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Ambarwati, Restu Sinta, Harti Kartini und Sa’dun Akbar. „Perceptions of Elementary School Teachers in Malang on the Preparation and Analysis of HOTS Questions“. In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.012.

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Thaariq, Zahid Zufar At, Ence Surahman, Lindawati, Ryandini Dwi Puspita, Nurul Faiza und Fidyah Nur Khumairoh. „Professionalism of Primary School Teachers in Selection of Learning Models and Media to Achieve Instructional Goals“. In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.030.

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Sutama, I. Wayan, und Ika Al Mumtahanah. „Science Learning in Early Childhood Education“. In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.66.

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Nurabadi, Ahmad, Ibrahim Bafadal, Endah Tri Priyatni und Juharyanto. „Analysis of the Ratio of Teachers, Staff, and Students as an Effort to Accelerate Quality Improvement of Primary Schools“. In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.003.

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Berichte der Organisationen zum Thema "Early childhood teachers"

Yun, Cathy. Preparing Transitional Kindergarten to 3rd Grade Educators Through Teacher Residencies. Learning Policy Institute, Juni 2022. http://dx.doi.org/10.54300/139.797.

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In California, 2021 legislation expanded transitional kindergarten (TK) to be universal for all 4-year-olds by 2025–26. This expansion will require an additional 11,900 to 15,600 credentialed teachers. Given projected workforce needs and historic investments in teacher preparation, early childhood–focused residencies can help districts strategically build TK teacher workforces. This brief describes two early childhood residency programs—Fresno’s Teacher Residency Program and UCLA’s IMPACT program—to help inform the development of strong early learning–focused residencies.

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Watson, Sophie, Sally Boyd und Teresa Maguire. Supporting early career teachers and kaiako: Experiences of mentoring, induction, and PLD. NZCER, 2023. http://dx.doi.org/10.18296/rep.0035.

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This report explores the support that early career teachers | kaiako (ECT|K) in English-medium early childhood education, primary, and secondary centres need. It includes an examination of aspects of the mentoring process that are working well for both ECT|K and their mentors and suggests ways this support could be improved.

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Melnick, Hanna, Emma García und Melanie Leung-Gagné. Building a Well-Qualified Transitional Kindergarten Workforce in California: Needs and Opportunities. Learning Policy Institute, Juni 2022. http://dx.doi.org/10.54300/826.674.

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In 2021, California committed to making transitional kindergarten (TK)—a school-based preschool program initially designed for older 4-year-olds—available for all 4-year-olds by 2025–26. As TK becomes universal, California will need to greatly expand the early learning workforce. This brief provides estimates of how many TK teachers California will need; describes the potential supply pools that could meet this demand; outlines pathways into the profession; and offers recommendations to help stabilize, support, and expand the entire early childhood workforce.

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Dabrowski, Anna, und Pru Mitchell. Professional learning modes. Literature review. Australian Council for Educational Research, Juni 2021. http://dx.doi.org/10.37517/978-1-74286-695-6.

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This literature review summarises evidence from education research to describe and compare different modes of professional learning. It applies the findings to the question: ‘what works best, and for whom’ in terms of modes of professional learning for Australian teachers, with particular focus on early childhood teachers, casual relief teachers and teachers in rural and remote teaching contexts. A key professional learning challenge common to these teachers is isolation – which can be physical, pedagogical, technological and/or social isolation. The review sought to identify research on modes of professional learning and in particular any studies that compared different modes of professional learning. The reviewers were interested in evidence pointing to the circumstances in which a particular mode of professional learning might have the most impact on teaching practice or school culture, as well as whether particular modes, or combination of modes, had greater impact for specific cohorts of teachers.

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Villines, Meredith. Early Childhood Inclusion: Teacher Perception of the Supports Needed to Fully Include Children with Special Needs. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.425.

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Statman-Weil, Katie. The Interplay Between Early Childhood Education and Mental Health: How Students in an In-Service Early Childhood Teacher Education Program Experience Children with Mental Health and Behavioral Challenges in the Classroom. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.6522.

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Mateo-Berganza Díaz, María Mercedes, Emma Näslund-Hadley, Margarita Cabra und Laura Felizia Vélez Medina. Socioemotional Learning in Early Childhood Education: Experimental Evidence from the Think Equal Program’s Implementation in Colombia. Inter-American Development Bank, Mai 2023. http://dx.doi.org/10.18235/0004877.

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In this article we experimentally evaluate Colombias Think Equal program, which teaches socioemotional skills to children ages 3 to 6. Given the context of COVID-19, the original design was adapted as a hybrid model, alternating in-person and remote instruction and engaging families in the implementation of the curriculum. We found that the program had positive effects on childrens prosocial behavior, self-awareness, and cognitive learning. The intervention also had an impact on education centers personnel (community mothers) and caregivers implementing the activities. Treated community mothers had higher levels of empathy, lower negative health symptoms, better pedagogical practices, and a closer relationship with the childrens caregivers compared with those in the control group. Treated caregivers had better stimulation practices and lower negative health symptoms compared with those in the control group. These findings suggest that a well-designed intervention has the potential to develop socioemotional skills in children at an early age and, at the same time, to develop capacities in those who implement the activities. Our results have important implications for the design, implementation, and evaluation of early childhood socioemotional learning programs and provide novel evidence about the challenges faced by interventions combining face-to-face and remote learning.

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Promoting Children’s Participation Rights in Early Childhood Education and Care: Self-Assessment Tool for Professionals. 2019-1-PT01-KA202-060950: Professional Development Tools Supporting Participation Rights in Early Childhood Education, Mai 2021. http://dx.doi.org/10.15847/cisparticipa.sat01.2021.05.

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This self-assessment tool was designed to support early childhood education and care (ECEC) professionals in enhancing participatory practices based on their organizations’ resources. We define participation as children’s right to be heard, to express their perspectives in matters and situations affecting them, and to have them considered and given due weight (i.e., as defined by the United Nations Convention on the Rights of the Child, in 1989). The tool consists of three versions taking into account the work specificity of ECEC assistant, teachers and coordinators. It is intended to be used in both the individual and group context. This self assessment tool was elaborated in Europe in a participatory process to allow for its cross-country application. We call this process participatory as it considered the voices of key actors – ECEC professionals at all stages of the elaboration of the tool by the international team of researchers and teacher trainers. Children’s participation was conceptualized following the Lundy model (Lundy, 2007).

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