Relevant bibliographies by topics / Professional roles in preschool

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Academic literature on the topic 'Professional roles in preschool'

Author: Grafiati
Published: 29 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Professional roles in preschool"

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Lushin, Victor, Steven Marcus, Daphney Gaston, Rinad Beidas, Ashlee Lamson, Ilene Goy, Irina Godina, Joanne Rees, Rebecca Rivera, and David Mandell. "The role of staffing and classroom characteristics on preschool teachers’ use of one-to-one intervention with children with autism." Autism 24, no. 8 (July 6, 2020): 2035–45. http://dx.doi.org/10.1177/1362361320932726.

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For preschool children with autism, individual behavioral interventions are among the best-tested treatments. However, they are rarely implemented in special education preschools. We observed one-to-one behavioral interventions formally and informally delivered by staff ( N = 51) in 12 classrooms across three preschools for children with autism, aged 3–6 years, in a major US city. We estimated associations between the use of one-to-one intervention and classroom characteristics including staff-student ratio, professional role composition, and frequency of challenging child behaviors. A small number of classroom characteristics explained considerable portions of outcome variance: 23% for formally delivered one-to-one interventions and 41% for informally delivered interventions. The number of individually assigned personal care aides in the classroom was negatively correlated with less formal delivery of one-to-one intervention. Classroom challenging behavior was positively associated with formal delivery of one-to-one interventions. Interventionist’s professional roles and the number of children in the class accounted for the largest amounts of variance in informal intervention delivery. Staff training, clarifying professional roles, setting performance expectations for personal care aides and other classroom team members, and reducing class size may represent promising implementation targets. Findings suggest caution around task-shifting policies that transfer clinical functions from more highly trained to less highly trained staff. Lay abstract For preschool children with autism, individual (one-to-one) behavioral interventions are among the best-tested treatments. However, they are rarely used in special education preschools. We observed formally and informally delivered one-to-one behavioral interventions use by classroom staff ( n = 51) in 12 classrooms across three special education preschools for children with autism, aged 3–6 years, in a major US city. We estimated the associations between one-to-one intervention use and classroom characteristics including staff–student ratio, professional role composition, and frequency of challenging child behaviors. As a whole, the factors we examined were considerably important for both formally and informally delivered one-to-one interventions. The number of individually assigned personal care aides in the classroom was negatively associated with the use of formally delivered one-to-one intervention. Classroom challenging behavior was positively associated with use of formally delivered one-to-one interventions. Interventionist’s professional roles and the number of children in the class were most important for the use of informally delivered interventions. Staff training, clarifying professional roles, setting performance expectations for personal care aides and other classroom team members, and reducing class size may represent promising implementation targets. Findings suggest caution around task-shifting policies that transfer clinical functions from more highly trained to less highly trained staff.
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Holmberg, Linnéa. "Dirty work och professionalisering." Educare - vetenskapliga skrifter, no. 3 (June 28, 2021): 158–80. http://dx.doi.org/10.24834/educare.2021.3.7.

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The concept of teaching, previously primarily reserved for formal school activities, has today a prominent position in the educational assignment for preschool and school-age educare. The study examines how this concept is managed by preschool- and school-age educare teachers and highlights how talking about teaching seems both troublesome and useful. Analytical interest is directed at how discursive boarder work is staged in order to preserve existing professional territories but also to gain new legitimacy. The use of the concept of teaching risks undermining the specificity of the professional roles and is described as an undesirable task – dirty work. At the same time, the concept serves as a usable resource to enhance the credibility of preschool and school-age educare teachers. Talking of teaching seems appropriate to use outwards, to show that the changes in the professional assignment are complied with. However, it seems inappropriate to apply the concept of teaching in the actual work with children. Therefore, the concept –imposed by educational policy authorities – does not change the work of preschool and school-age educare teachers but, nevertheless. contributes to its professionalization.
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Taravati, Shirin, and Negin Lak. "Knowledge and Attitude of Preschool Children Parents Towards Professional Topical Fluoride Therapy." Journal of Intellectual Disability - Diagnosis and Treatment 8, no. 4 (November 27, 2020): 679–87. http://dx.doi.org/10.6000/2292-2598.2020.08.04.11.

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Purpose: Since various factors such as parents' attitudes and knowledge can affect the use of fluoride, this study aims to assess the relationship between children's parents' attitudes and knowledge towards preventive caries methods with their children's caries experience. Materials and Methods: In this cross-sectional study, 110 parents of preschool children in Ahvaz were randomly selected. Using a questionnaire, parents' knowledge and attitude about fluoride therapy were evaluated, and their children's teeth were examined for dmft. Data were analyzed by Mann-Whitney and Kruskal-Wallis tests. Results: The mean of parents' knowledge about caries prevention methods was 2.22 ±3.23 of 9, and the knowledge of 68% was poor, 21% moderate, and 11% was good. The mean of parents' attitude about caries prevention techniques was 9.5±2.05 of 14, and the attitude of 0% was poor,60% moderate, and 40% was good. There was no significant relationship between parents' knowledge with gender, age, education, source of information, and dmft. There was a direct relationship between knowledge and the experience of professional topical fluoride (PTF). There was no significant relationship between the attitudes of parents with gender, the history of PTF, and the source of information. There was a direct, significant relationship between parents’ attitude and their educational level, age, and child’s dmft. Children's experience of PTF was 18.6%. Conclusion: Parents' knowledge and attitude towards fluoride roles in the prevention of dental caries were low. So, assigning programs to increase parents' knowledge and, subsequently, using caries prevention techniques is suggested.
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Kim, So Jung. "Possibilities and challenges of early critical literacy practices: Bilingual preschoolers’ exploring multiple voices and gender roles." Journal of Early Childhood Research 14, no. 4 (July 24, 2016): 370–88. http://dx.doi.org/10.1177/1476718x14552878.

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Despite the emphasis on the significance of critical literacy, there has been a startling paucity of studies examining how critical literacy pedagogies can be implemented to preschool bilingual settings. In order to address this gap in the research, this qualitative case study examines the possibilities and challenges of critical literacy in bilingual Korean preschool contexts. Based on Freire’s notion that literacy is inherently political, this study focused on six 4-year-old Korean bilingual children’s reading of picture books during a read-aloud session at the Korean Language School in a Midwestern state. The data were collected for 5 months using multiple collection sources such as audio/video recordings, observational field notes, interviews, children’s artifacts, and an informal notebook, including memos and field jottings. Findings suggest that critical literacy helps young bilingual children to explore multiple perspectives and challenge the dominant gender ideologies. For professionals in early childhood education, the study may contribute to our understanding of the significance of critical literacy conversations with bilingual preschool children.
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Tse, Shek Kam, Emily Y. W. Pang, Heiken To, Pik Fong Tsui, and Lu Sai Lam. "Professional Capacity Building of Multicultural Teaching Assistants in Hong Kong Kindergartens with Ethnic Minority Children." Journal of Language Teaching and Research 12, no. 2 (March 1, 2021): 234. http://dx.doi.org/10.17507/jltr.1202.03.

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A professional teaching development programme was established to equip multicultural teaching assistants (MTA) with skills and knowledge to teach non-Chinese speaking (NCS) preschoolers in Hong Kong. To evaluate if MTAs are perceived to be able to perform their intended roles (support Chinese and overall learning, provide pastoral support, bridge the communication between NCS parents and kindergartens, and promote social integration), questionnaires were collected from 18 principals and 74 teachers. To assess if the programme can equip MTAs with necessary skills for the planned roles, questionnaires were collected from 39 MTAs, and a focus group interview with 8 MTAs was also conducted. Results showed that principals and teachers were satisfied with MTAs’ performances in supporting NCS students’ learning. Moreover, the majority of MTAs agreed that the training programme helped them to perform their intended roles in preschools. Most modules taught in the training programme, apart from one exception, were well received by MTAs. The focus group interview revealed that MTAs were satisfied with the programme, though they preferred more training on Chinese writing skills and knowledge in dealing behavioral issues of children. The study shows the possibility of integrating MTAs into multicultural classrooms in Hong Kong to facilitate NCS children’s learning.
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Khasbulatova, Olga A., and Inna N. Smirnova. "Gender stereotypes in digital society: modern tendencies." POPULATION 23, no. 2 (2020): 161–71. http://dx.doi.org/10.19181/population.2020.23.2.14.

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The relevance of this article is determined by the sustainable reproduction of gender stereotypes in various areas of Russian society. It is shown that gender stereotypes act as part of a person’s motivational complex and, under certain conditions, become a barrier to its development. The purpose of the study is to determine the nature, functions and mechanisms of the impact of gender stereotypes on the life strategies of an individual in a digital society. Offering a typology of personal life strategies, the authors consider a system for transmitting gender stereotypes in preschool and school education. They consider two types of life strategies: the development strategy and the strategy of everyday life. The development strategy refers to the behavior of individuals, which corresponds to the rejection of dependent moods, focus on continuing education and professional success, creative use of their personal potential. The strategy of everyday life involves a focus on solving not long-term, but life’s immediate problems, as well as a high degree of dependence of an individual on the social support of the state. Using the example of content analysis of preschool children’s literature, as well as textbooks of primary, secondary and high school, the authors show that the set of professions and family roles represented in the studied content forms and broadcasts gender stereotypes about professions, occupations, and social roles. High degree of the influence of gender stereotypes on the choice of a profession is a barrier to the development of personality and has a negative impact on the quality of women’s human capital. The state and society may face the problem of a significant part of women abandoning the development strategy in favor of the daily life strategy. The results of the study can be used in the work of Federal and local authorities, in implementation of the Federal projects «Digital Economy» and «Education», as well as in scientific works on this issue.
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Houser, Natalie E., Jane Cawley, Angela Kolen, Daniel Rainham, Laurene Rehman, Joan Turner, Sara Kirk, and Michelle Stone. "A Loose Parts Randomized Controlled Trial to Promote Active Outdoor Play in Preschool-aged Children: Physical Literacy in the Early Years (PLEY) Project." Methods and Protocols 2, no. 2 (April 4, 2019): 27. http://dx.doi.org/10.3390/mps2020027.

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BACKGROUND: The Physical Literacy in the Early Years (PLEY) intervention is a randomized mixed-methods controlled trial focused on embedding loose parts materials into the outdoor play spaces of regulated child care centres across Nova Scotia. The aim is to evaluate the efficacy of the PLEY intervention versus standard regulated childcare practice in influencing thoughts and behaviors of children, parents, and educators. METHODS: Participating early child care centres (n = 19) were randomly assigned to intervention or control sites. Intervention sites received loose parts kits at the beginning of the project while control sites received kits upon project completion. The kits included items such as rocks, tree cookies, balls, wood planks, tubes, tires, ropes, and pulleys. Children (n = 183 at baseline) had their physical activity (accelerometers) and movement skills (TGMD-3 and PGMQ) measured before and after the intervention. All centres provided responses to environmental surveys (Go NAP SACC and Site Context Questionnaire), and educators in intervention sites participated in focus group and photovoice sessions. Educators were also provided with a full day professional development opportunity (plus ongoing mentoring) focused on physical activity, physical literacy, outdoor play, risk-taking, and loose parts. Parents participated in an interview addressing active outdoor play, physical literacy, and attitudes towards risk taking during play. DISCUSSION: This study will provide a better understanding of how integrating loose parts materials into outdoor play spaces impacts children’s health, and the impact on educator and parent attitudes, beliefs, and understanding around physical literacy, active outdoor play and risk-taking during play.
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Ward, Suzanne F. "Stereotypes of professional roles." AORN Journal 51, no. 1 (January 1990): 298–99. http://dx.doi.org/10.1016/s0001-2092(07)67267-6.

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Kaler, Sandra R., David A. Levy, and Matthew Schall. "Stereotypes of Professional Roles." Image: the Journal of Nursing Scholarship 21, no. 2 (June 1989): 85–89. http://dx.doi.org/10.1111/j.1547-5069.1989.tb00104.x.

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Lankshear, Sara, Michael S. Kerr, Heather K. Spence Laschinger, and Carol A. Wong. "Professional practice leadership roles." Health Care Management Review 38, no. 4 (2013): 349–60. http://dx.doi.org/10.1097/hmr.0b013e31826fd517.

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Dissertations / Theses on the topic "Professional roles in preschool"

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Jonsdottir, Arna H. "Professional roles, leadership and identities of Icelandic preschool teachers : perceptions of stakeholders." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020704/.

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The purpose of the thesis is to investigate how the professional role and leadership of preschool teachers are perceived by them and other stakeholders and what contextual factors affect the preschool teachers' role and leadership. A further purpose is to investigate how preschool teachers see their professional identity and how the stakeholders' perceptions and relevant contextual factors appear to affect this. The research also has a political purpose as it is giving a voice to a profession that has been fighting for many years for acknowledgement whilst a gendered stereotypical view and discourse in society means that working with the youngest children is considered women's work and therefore subordinated. A theoretical framework, emerging from the literature, is used to analyse the findings, including Whitty's (2008) and Oberhuemer's (2005) ideas of 'democratic professionalism'. The theoretical perspective, or the philosophical stance, informing the methodology of the research, is interpretive, or 'symbolic interaction ism', which stems from the pragmatist philosopher and social psychologist George Herbert Mead (1934), and the sociologist Herbert Blumer (1969). The main research tool used is focus group interviews. The main findings of the research reveal that the preschool teachers tend to focus on the educational dimension of their role where they see themselves as professionals and experts. All elements strengthening that dimension are perceived as 'positive'. They hardly mention the preschools' function of social justice and contextual factors related to the economic function, as the number of children in the groups (classes) and the children's long day in preschools are affecting their role and leadership in a 'negative' way and impacting on their professional identity. Leadership within preschools is mainly seen as traditional and the professional identities of Icelandic preschool teachers, or how they see themselves as professionals and leaders, are also affected by prevailing stereotypically gendered perceptions of some of the stakeholders. In fact they are barely differentiated from the laypersons who numerically dominate their field.
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Choflá, Shaun-Adrian. "Preschool Educators' Roles in Creating Supportive Spaces for Gender Exploration and Expression." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2145.

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Children begin to develop their understanding of gender in preschool, yet there is a dearth of research focused on understanding how preschool teachers affect the gender identity development of young children. Guided by Rokeach's belief systems theory, this qualitative case study explored the pedagogical strategies and perceptions of 4 Sacramento County, California preschool educators related to the gender identity development of young children. Interview data were collected and coded to derive 12 participant-specific themes and 3 common intersecting themes, which showed that teachers' perspectives on gender identity development were influenced by social rules, biases, and a lack of pedagogical knowledge related to more expansive definitions of gender. As a result of the lack of pedagogical knowledge, there was only 1 gender-related instructional strategy concerning gender roles, and this strategy was used by only 1 of the 4 respondents. Although they may have shown confusion relating to aspects of gender, these preschool teachers demonstrated a genuine interest in learning how to create safe spaces for gender exploration in the preschool classroom. These findings have led to the creation of a professional development series designed to educate preschool teachers about gender identity development, provide them with opportunities to develop curricula, and allow them to reflect upon their cisgender-related biases. Educators, administrators, and policymakers may find it useful to apply the results of this study and resultant project when creating educational programs and college-level curricula and policies. The results could also help educators create affirmative educational environments for all children, regardless of their biological sex, gender identity, or gender expression.
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Brixing, Alexandra. ""Torka bord, ingår det verkligen i förskollärararbetet?" : En empirisk studie om olika kunskapsformer samt samarbete, ledarskap och ansvar mellan förskollärare och barnskötare på förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-16844.

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Detta arbete utgår ifrån den diskussion som förts i det svenska samhället vad gäller förskollärarnas ansvar som synliggjorts i den reviderade läroplanen samt införandet av lärarlegitimation. Arbetet syftar på att förstå, genom kvalitativa intervjuer, vad fyra verksamma pedagoger inom förskolan har för tankar omkring arbetets huvudfrågor: Samarbete, ledarskap och ansvar, erfarenhet och praktisk kunskap samt teoretisk kunskap. Vidare finns viss historik omkring förskolan och förskollärarens bakgrund. Målet med denna undersökning är att lyfta upp frågan om samverkan mellan praktisk kunskap och teoretisk kunskap och diskutera samarbetet mellan yrkesgrupperna samt stärka betydelsen av att inneha båda dessa kunskaper. I resultatdelen ämnas de fyra intervjuade pedagogernas åsikter framföras och sedan diskuteras i förhållande till begreppen och tidigare forskning. Samtliga pedagoger är och har varit aktiva i förskolan under minst fem år. Genom studien har resultatet pekat allt tydligare på att de två förskollärarna och de två barnskötarna har olika syn på de olika arbetsrollerna. Sammanfattningsvis menar jag att förskollärarna verkar tycka att ansvar och ledarskap till viss del är deras uppgifter men att arbetslaget, innefattande både förskollärare och barnskötare, bör samarbeta och man kan ana att de inte vill ta hela ansvaret själva. Barnskötarna, å andra sidan, eftersöker mer ledarskap av förskollärarna och vill att de tar det ansvar som de har utbildning och får lön för. De två barnskötarna är inte lika strikta i sin linje vad gäller rollfördelningen, den ena barnskötaren uttrycker att många pedagoger på förskolan gör ett bra arbete oavsett teoretisk kunskap. Som resultat vill jag lyfta fram att det alltså är de som saknar akademisk utbildning som lyfter fram att det är den teoretiska kunskapen är avgörande för ansvarsbiten. Detta trots att samtliga fyra pedagoger menar att den praktiska kunskapen är viktig. Slutligen innefattar arbetet förslag på vidare studier inom ämnet: då särskilt, varför tycker förskollärarna och barnskötarna i denna undersökning så olika beroende av egen utbildningsgrad?
This study departs from the discussion in Swedish society concerning preschool teachers’ responsibilities as visualized in the revised curriculum and the introduction of teacher license registration.The study is aimed at understanding, through qualitative interviews, what four active pedagogues involved in pre-school feels about the changes, which are this study’s main issues: the concept of cooperation, leadership and responsibility, experience and practical knowledge and theoretical knowledge. Further, there is some history about kindergarten and preschool teachers’ background. The purpose of this study is to highlight the issue of interaction between practical knowledge and theoretical knowledge as well as the cooperation of the people involved in preschool.The results section is dealing with the four pedagogues, who are and have been active in pre-school for at least five years, to be presented and then discussed in relation to the concepts and previous research. The study results have indicated more clearly that the two preschool teachers and the two childminders have different views on the differing roles. In sum I believe that preschool teachers find that responsibility and leadership in some way lies on their shoulders, but they’re pointing more to the team, including both preschool teachers and childcare workers, for cooperation. You can sense that they do not want to take full responsibility themselves. Childcare workers are on the other hand looking for more leadership from the preschool teachers and expect that they should take the responsibility they have been educated and are paid for. The two childcare workers are not as strict in the terms of roles. One of them expresses that many teachers in the preschool are doing a good job regardless of theoretical knowledge. As a result, I would highlight that it is the pedagogues without theoretical knowledge that emphasizes that theoretical knowledge is crucial for the responsibility part, despite the fact that all four teachers believe that practical knowledge is important. Finally, this study includes suggestions for further studies in the subject: on particular, why do preschool teachers and childcare workers in this study feel so different depending on their own level of education?
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Roos, Emelie. "”Barnskötare och förskollärare det är för mig samma sak” : Vårdnadshavares uppfattningar om innebörderna i förskolans två yrkesroller." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-85030.

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I denna studie är syftet att synliggöra, och på så sätt bidra med mer kunskap kring, vilka uppfattningar vårdnadshavare till barn i förskolan har kring yrkesrollerna barnskötare och förskollärares olika ansvar och innebörder, samt hur dessa relaterar till de mål och riktlinjer kring ansvar och arbetsfördelning som skrivs fram i förskolans läroplan. Fem vårdnadshavare från tre olika kommuner i västra Sverige har deltagit i den kvalitativa studien där metodansatsen är diskursanalys. Kvalitativa semistrukturerade intervjuer har använts för datainsamling och en diskursanalys vid analysering av materialet. Resultatet visar att det finns en diskurs som handlar om att vårdnadshavare uppfattar att barnskötare innefattas av arbetet med barnen och ansvarar för deras omsorg, och en annan diskurs som handlar om att förskollärare uppfattas som den av rollerna som ansvarar för barnens utbildning och organisering av förskolans verksamhet. Det framkommer även att vårdnadshavarna i studien visar sig ha lite kännedom om hur förskolans läroplan relaterar till yrkesrollernas ansvar och arbetsuppgifter. Den uppgift som förskolans personal har ålagts gällande att upplysa vårdnadshavare om dess innehåll verkar därav inte prioriteras i den dagliga kommunikationen. Detta då studien visar att vårdnadshavares uppfattningar om förskolans yrkesroller skiljer sig åt från hur barnskötare och förskollärare beskrivs utifrån Skolverket (2018), vilket kan ge konsekvenser för samverkan mellan förskola och hem.
The purpose of this study is to visualize what perceptions parents of children in preschool have about the professional role’s childcare workers and preschool teacher’s different responsibilities and meanings, and how these relate to the goals and guidelines regarding responsibility and division of work that are written in the preschool curriculum. Five parents from three different municipalities in western Sweden have participated in the qualitative study where the method approach is a discourse analysis. Qualitative semi-structured interviews were used to collect data and a discourse analysis for analyzing the material. The results show that there is a discourse regarding to how parents perceive childcare workers as included in the work with the children and are responsible for their care, and another discourse about how preschool teachers are perceived as those responsible for the children’s education and the organization of the preschool. It also emerges that the parents in the study appear to have little knowledge of how the preschool curriculum relates to the professional role’s responsibilities and tasks. The assignment that are required by the preschool staff as to inform parents about its content, do therefore not seem to be prioritized in the daily communication. This as the study shows that parent’s perceptions of the professional roles in preschool are different from Skolverket’s (2018) description of childcare workers and preschool teachers, which can have consequences for the collaboration between preschool and home.
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Myrman, Blomgren Åsa. "Ansvarets osäkerhet : En essä om den praktiska kunskapen förskollärare har av ansvar i förskolan." Thesis, Södertörns högskola, Centrum för praktisk kunskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-46459.

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This essay concerns practical knowledge and examines preschool teachers experience of responsibility in preschool. The material is obtained through four interviews with preschool teachers. Data have been analysed with a hermeneutic approach and the discussion is based on reasoning about responsibility. My questions are: How do preschool teachers reason about responsibility concerning their professional role in preschool? How do preschool teachers experience joint responsibility for their childcare colleagues and the work team in the preschool? The results show that preschool teachers develop strategies for taking responsibility, but feel uncertain about childminders’  responsibility in preschool. This results in preschool teachers taking more responsibility for compensating for this uncertainty.
Denna uppsats är en studie i praktisk kunskap och undersöker förskollärares erfarenheter av ansvar i förskolan. Materialet erhålls genom fyra intervjuer med förskollärare. Data har analyserats med en hermeneutisk metod och diskuteras utifrån resonemang kring ansvar. Mina frågor är: Hur erfar förskollärare sin yrkesrolls ansvar i förskolan? Hur erfar förskollärare sina banskötarkollegors och arbetslagets gemensamma ansvar i förskolan? Resultatet visar att förskollärare utarbetat strategier för ansvarstagande men känner en osäkerhet kring vilket ansvar barnskötare har i förskolan. Detta resulterar i att förskollärare tar mer ansvar för att kompensera för denna osäkerhet.
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Rådh, Lotta. "Hur synliggör man de tysta barnen i förskolan : En essä om om hur vi som pedagoger ska kunna stärka de "tysta" barnen." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30355.

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Jag har i mitt skrivande reflekterat kring min egen kunskap och erfarenhet samt har genom mina tankar kopplat till relevant litteratur. Reflektionerna har till större del varit runt mitt dilemma men även kring mycket annat som rör den dagliga verksamheten. Jag har även reflekterat kring hur jag ser på mig själv som pedagog och min egen yrkesroll. I min essä har jag utforskat kring mitt dilemma om hur jag ska kunna synliggöra de barn som hamnar utanför ramarna i barngruppen, och som inte tar lika stor plats som de barn som hörs och syns mest. Jag tar upp några situationer i min berättelse som tydligt visar detta då Pelle som mitt dilemma handlar om mer eller mindre exkluderar sig själv från den övriga barngruppen och från verksamheten i helhet. Pelle isolerar sig från de andra barnen och vill hellre leka för sig själv, om inte Sofia är på förskolan, för då vill han bara leka med henne. Att Pelle inte heller pratar med någon av vare sig pedagoger eller kompisar, utöver Sofia, gör inte situationen enklare. Mitt dilemma handlar om min osäkerhet och min frustration som blivande förskollärare över att inte veta hur jag ska förhålla mig till eller lyckas kommunicera med barn som Pelle. I min uppsats har jag använt mig av olika metoder som skrivande och reflektion. Genom att pendla mellan olika tolkningar, reflektioner samt upplevelser har jag försökt göra egna tolkningar, och skapa förståelse kring dem, för att sedan kunna lägga dem till mina erfarenheter. Med hjälp av min handledare och min arbetsgrupp har jag arbetat fram min text och har haft mycket nytta av gruppens gemensamma men även min och handledarens enskilda reflektionssamtal. Det har varit lärorikt och jag tycker själv att jag har både kunnat och vågat se på mig själv med kritiska ögon, men också fått merförståelse kring ämnet. Syftet med den här essän är att jag söker efter svar på frågor om hur jag som pedagog hur jag som pedagog ska kunna synliggöra de tysta barnen och få dem att känna sig inkluderade i grupp och verksamhet. Till min hjälp har jag studerat litteratur och reflekterat kring det jag läst för att på så sätt finna svar på mina frågor. Jag tar även upp och poängterar vikten av begreppet "bygga broar" då förskolan ska ha ett gott samarbete med föräldrar och andra anhöriga.
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Rydén, Hannah. "Specialpedagogens yrkesroll, ur ett handledningsperspektiv - en intervjustudie i förskolan. Special educator´s professional role, from a coaching perspective - An interview in preschool." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28936.

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En viktig aspekt i specialpedagogens roll är att hennes uppdrag skall vara av en tydlig karaktär. Genom att rollen är tydlig kan energi och kompetens läggas på att utveckla verksamheterna på grupp och organisationsnivå. Handledning är ett kompetensutvecklande arbetssätt som specialpedagogerna använder sig av för att kunna utveckla en kunskapstillväxt i verksamheten för att kunna möta alla barn.
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Forssén, Linn. "Varför tvivlar jag? : En essä om att omsätta vetenskapliga teorier med praktisk kunskap." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-19154.

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This essay is about the development process I have undergone during my experience-based preschool teacher education. I write about my internal process, about how I as a childcare worker go from assertiveness and believing in myself into fighting doubts, thoughts and feelings as a preschool teacher. The purpose with this essay is to make the difficulties with managing new knowledge and practicing it in real life visible, and at the same time overcome your uncertainty in a new professional role. The essay is based on two stories from my professional life where I, in the first one portray my actions and behavior as a childcare worker and in the second one as a preschool teacher. Based on my stories I try to answer questions as what does the individual learning process look like when going from one professional role to another in the same profession? What impact does theoretical knowledge have on practical knowledge? I have used reflection and writing as methods for my paper. I have reflected through dialogues together with fellow students and colleagues, but I have also reflected in my thoughts by having an internal dialogue. I base my essay on phenomenology and hermeneutic theory which both are experience based and evolve from interpretations and understandings of phenomena that arise in one`s mind. To be able to visualize my thinking the reflection has been an important part of my writing and also for being able to take different perspectives and examine myself critically. In this essay I discuss different kinds of knowledge and I base it on Aristotle´s three forms of knowledge. I begin my paper with describing my non doubting period and by using scientific theories I try to deepen my knowledge about why I go from being confident to having doubts.  The core of the story is the part about my doubting period where I discuss the importance of theoretical knowledge. I reflect upon and highlight different dilemmas in which a person`s knowledge is invisible and I discuss whether a uniform would make any difference to what knowledge you possess in the eyes of a beholder.
Den här essän handlar om min utvecklingsprocess jag har genomgått under min erfarenhetsbaserade förskollärarutbildning. Jag skriver om min inre process, om hur jag som barnskötare går från självsäkerhet och att tro på mig själv till att kämpa med tvivel, tankar och känslor som förskollärare. Syftet med denna essä är att synliggöra svårigheterna med att förvalta vetenskaplig kunskap och praktisera den i verkligheten, och samtidigt övervinna sin osäkerhet i en ny yrkesroll. Essän bygger på två berättelser utifrån min verksamhet där jag i den första delen gestaltar mitt handlande och agerande som barnskötare och i den andra delen som blivande förskollärare. Utifrån mina berättelser försöker jag att svara på frågor som, hur kan den individuella lärprocessen se ut när man går från en yrkesroll till en annan inom samma verksamhet? Vilken betydelse har teoretisk kunskap för det praktiska kunnandet?    Jag har använt mig av reflektion och skrivande som metod. Tillsammans med klasskamrater och kollegor har jag reflekterat genom dialog, men jag har också haft en inre dialog då jag har reflekterat i tankarna. I min essä utgår jag från teorier som fenomenologi och hermeneutik vilka utgår från erfarenheten och som bygger på tolkningar och förståelse av fenomen som uppstår i ens medvetande. Reflektionen har varit en viktig del i mitt arbete för att synliggöra mina tankegångar och för att kunna inta olika perspektiv och granska mig själv kritiskt. I essän diskuterar jag olika sorters kunskap och utgår ifrån Aristoteles tre kunskapsformer. Jag börjar med att beskriva min icke tvivlande period och med hjälp av teorier försöker jag fördjupa min kunskap genom att bli medveten om varför jag går från självsäkerhet till att börja tvivla. I den tvivlande perioden finns essäns kärna, där jag ingående diskuterar vikten av kunskap. Jag reflekterar över och belyser olika dilemman då kunskapen inte syns, och funderar över om en uniform har någon avgörande betydelse för vilken kunskap man besitter, i en betraktares ögon.
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Lundqvist, Moberg Caroline. "När sitt bästa inte är bra nog : En essä om att stå mellan kollegor och chef på förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-27823.

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Syftet med den här essän är att synliggöra svårigheter i förskolans värld. I förskolan är man omgiven av människor med olika bakgrunder, kunskaper och erfarenheter. Jag som pedagog, ska kunna förhålla mig professionellt till medarbetare, föräldrar och ledning. Men när man uppfattar brister i barnsäkerheten uppstår flera svårigheter. I essän undersöker jag en fråga utifrån två arbetsroller. Dels mot min kollega och dels mot min chef. Hur ska jag som kollega förhålla mig till min medarbetares förmåga att ta ansvar och beslut som kan vara en fara för barnen, utan att kränka henne? Min chef och jag delar inte samma åsikt om vad lösningen på problemet är. Hur ska jag som anställd förhålla mig till att min chef inte tar det beslut som jag uppfattar som ”rätt” beslut, utan att kritisera henne som ledare? Berättelsen utgår från en barngrupp och två pedagoger som gör en utflykt till en närliggande park. Vid avfärd och vid hemgång uppmärksammar jag flera säkerhetsbrister i en kollegas handlingar. När detta vid ett senare tillfälle påpekas för ledningen så tas det inte på det sätt som jag hade förväntat mig. Detta skapar massor av tvivel hos mig. Jag tvivlar på mig själv och mitt sätt att ifrågasätta. Jag tvivlar på min kollega och hennes sätt att ansvara för barngruppen. Samt att jag tvivlar på min chefs förmåga att leda arbetslaget. Med utgångspunkt i min berättelse har jag undersökt hur olika ledarskap kan se ut hos en förskollärare och hos en förskolechef, samt kritiskt reflektera över min egen roll och mina erfarenheter.
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Miller, Leah Fowlkes. "The Impact of Child Teacher Relationship Training for Early Childhood Educators: The Role of the Relationship." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538685/.

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In this qualitative study, I explored the lived experiences of eight early childhood educators implementing a play-based teacher professional development intervention, child teacher relationship training (CTRT), in an affluent Christian based preschool. Through the building of relationships, CTRT provided the teachers a person-centered approach to develop skills to establish relationships and to attend to the intentional emotional and relational development of young children. The research questions addressed the impact on teachers with children exhibiting challenging behaviors utilizing CTRT experienced before, during, and after the implementation of the play-based consultation intervention. Thematic analysis of the pre-intervention interviews, observation journals, reflexive journal, and post-intervention interviews revealed two clusters and seven distinct themes. The first cluster described the learning experiences of teachers while implementing CTRT with four identified themes: (a) changes in their views about children; (b) changes in their views about their personal abilities and performance; (c) a deeper understanding of theory (Reggio Emilia and CTRT); and (d) teacher skill development. The second cluster concerned the impact of CTRT before, during, and after the implementation of CTRT with three identified themes: (a) relationships; (b) support systems; and (c) the transfer of CTRT skills outside the classroom. The emerging themes indicated that the participants found CTRT to be a useful intervention for skill development to address challenging behaviors in young children, increased the teachers' abilities to manage classrooms, and professional and personal growth.
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Books on the topic "Professional roles in preschool"

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Oakley, Justin. Virtue ethics and professional roles. Cambridge: Cambridge Uiversity Press, 2001.

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Gretchen, Reynolds, ed. The play's the thing: Teachers' roles in children's play. 2nd ed. New York: Teachers College Press, 2011.

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Gretchen, Reynolds, ed. The play's the thing: Teachers' roles in children's play. New York: Teachers College Press, 1992.

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1951-, Rothwell William J., and American Society for Training and Development., eds. The ASTD reference guide to professional training roles & competencies. New York: Random House Professional Business Publications, 1987.

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May, Cheryl A. Managed care and case management: Roles for professional nursing. Washington, DC (600 Maryland Ave., SW, Washington, DC 20024-2571): American Nurses Pub., 1996.

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1947-, Crow Gary Monroe, ed. The principalship: New roles in a professional learning community. Upper Saddle River, NJ: Pearson, 2010.

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Radiographers, College of, ed. Inter-professional roles and responsibilities in a radiology service. London: Royal College of Radiologists, 1998.

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Sredl, Henry J. The ASTD reference guide to professional training roles & competencies. Amherst, Mass: Human Resources Development Press, 1987.

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Sredl, Henry J. The ASTD reference guide to professional training roles and competencies. New York: Random House Professional Business Publications, 1987.

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Gerald, Corey, ed. Boundary issues in counseling: Multiple roles and responsibilities. Alexandria, VA: American Counseling Association, 2014.

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Book chapters on the topic "Professional roles in preschool"

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Friedes, Harriet. "Professional Associations." In The Preschool Resource Guide, 187–89. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-6315-4_12.

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Hutchison, Christine, and Neil Hickman. "Professional Roles." In Mental Health, 16–36. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-44741-8_2.

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Pickett, John, Margaret R. Oates, and Peter R. H. Barbor. "Professional Roles." In Understanding Child Abuse, 126–33. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-18667-9_10.

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Levenson, Esther, Dina Tirosh, and Pessia Tsamir. "Tasks in the Professional Development of Preschool Teachers." In Preschool Geometry, 119–28. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-600-7_9.

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McGuire, James, and James McGuire. "Professional Roles: Assessing Offenders." In Forensic Psychology, 401–28. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-36826-3_18.

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McGuire, James, and James McGuire. "Professional Roles: Reducing Reoffending." In Forensic Psychology, 429–54. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-36826-3_19.

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Goestenkors, Donna, and Georgia Day. "Converging Gender Roles." In The Executive Medical Services Professional, 67–73. Boca Raton : Taylor & Francis, 2020.: Productivity Press, 2020. http://dx.doi.org/10.4324/9780429852886-8.

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Wolfendale, Jessica. "Virtue Ethics and Professional Roles." In Torture and the Military Profession, 28–46. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230592803_3.

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Salloway, Jeffrey C., Frederic W. Hafferty, and Yvonne M. Vissing. "Professional Roles and Health Behavior." In Handbook of Health Behavior Research II, 63–79. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4899-1760-7_4.

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Dickerson, Faith B. "Hospital Structure and Professional Roles." In Handbook of Behavior Therapy in the Psychiatric Setting, 133–41. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-2430-8_7.

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Conference papers on the topic "Professional roles in preschool"

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Lino, Dalila, Rita Friães, Cristina Parente, Fátima Vieira, Clara Craveiro, and Brigite Silva. "PRACTICAL LEARNING AND PROFESSIONAL DEVELOPMENT OF PRESCHOOL TEACHERS: THE ROLE OF PRACTICUM." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1424.

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Kozhevnikova, Inna Anatolevna, Ekaterina Kakhramanovna Andreeva, and Natalia Vladimirovna Belinova. "The Role of Professional Competence Improvement in the Teaching Training of a Teacher of Preschool Educational Institution." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-85939.

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Vujičić, Lidija. "PRESCHOOL TEACHER AS A REFLECTIVE PRACTITIONER AND THE ROLE OF DOCUMENTATION IN THE DEVELOPMENT OF REFLECTIVE PRACTICE: TOWARDS THE RESEARCH FEATURE OF PROFESSIONAL DEVELOPMENT." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1401.

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Đorđević, Jovana. "Preschool Teachers’ Competencies for Identifying and Fostering Giftedness for Visual Arts Expression in Preschool Children." In PROFESSIONAL COMPETENCES FOR TEACHING IN THE 21ST CENTURY. Faculty of Education in Jagodina, 2020. http://dx.doi.org/10.46793/pctja.19.92dj.

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Sherayzina, R. M. "Diversification Of Additional Professional Programs For Preschool Educators." In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.68.

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Chinsangthip, Sirithida, and Sasilak Khayankij. "PARENTAL ROLES IN SUPPORTING SMOOTH TRANSITION FROM HOME TO PRESCHOOL." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2366.

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Liu, Yanjin. "Philosophic Reflections on Professional Development Connation of Preschool Teachers." In Proceedings of the 2017 5th International Education, Economics, Social Science, Arts, Sports and Management Engineering Conference (IEESASM 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ieesasm-17.2018.14.

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Liu, Xiaoxiang. "Research on the Reform of Preschool Professional Art Teaching." In Proceedings of the 5th International Conference on Arts, Design and Contemporary Education (ICADCE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icadce-19.2019.209.

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Shcherbakova, Daria Vasilievna. "Circus-Themed Activities Of Preschool Children." In PCSF 2019 - 9th PCSF Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.11.

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Suparto, Tirta Adikusuma, Budi Somantri, Septian Andriani, Asih Purwandari Wahyoe Puspita, Slamet Rohaedi, Linda Amalia, Syifa Syihab, and Aurora Trika Sari. "Parents’ Roles in Overcoming the Impact of Hospitalization on Preschool Children." In 4th International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.200214.039.

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Reports on the topic "Professional roles in preschool"

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Pebly, Melissa. Impact of Professional Development on Accessible Early Literacy Content for Preschool Children with Disabilities in Public Library Storytime. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6881.

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Des Camp, B. Michael. An Analysis of Professional Roles & Career Patterns of Portland State University School of Social Work graduates, 1964-1975. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1923.

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Orning, Tanja. Professional identities in progress – developing personal artistic trajectories. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.544616.

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We have seen drastic changes in the music profession during the last 20 years, and consequently an increase of new professional opportunities, roles and identities. We can see elements of a collective identity in classically trained musicians who from childhood have been introduced to centuries old, institutionalized traditions around the performers’ role and the work-concept. Respect for the composer and his work can lead to a fear of failure and a perfectionist value system that permeates the classical music. We have to question whether music education has become a ready-made prototype of certain trajectories, with a predictable outcome represented by more or less generic types of musicians who interchangeably are able play the same, limited canonized repertoire, in more or less the same way. Where is the resistance and obstacles, the detours and the unique and fearless individual choices? It is a paradox that within the traditional master-student model, the student is told how to think, play and relate to established truths, while a sustainable musical career is based upon questioning the very same things. A fundamental principle of an independent musical career is to develop a capacity for critical reflection and a healthy opposition towards uncontested truths. However, the unison demands for modernization of institutions and their role cannot be solved with a quick fix, we must look at who we are and who we have been to look at who we can become. Central here is the question of how the music students perceive their own identity and role. To make the leap from a traditional instrumentalist role to an artist /curator role requires commitment in an entirely different way. In this article, I will examine question of identity - how identity may be constituted through musical and educational experiences. The article will discuss why identity work is a key area in the development of a sustainable music career and it will investigate how we can approach this and suggest some possible ways in this work. We shall see how identity work can be about unfolding possible future selves (Marcus & Nurius, 1986), develop and evolve one’s own personal journey and narrative. Central is how identity develops linguistically by seeing other possibilities: "identity is formed out of the discourses - in the broadest sense - that are available to us ..." (Ruud, 2013). The question is: How can higher music education (HME) facilitate students in their identity work in the process of constructing their professional identities? I draw on my own experience as a classically educated musician in the discussion.
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‘CAMH professionals multi-dimensional role as clinician scientists’ In Conversation with Dr. Aisha Sanober Chachar. ACAMH, November 2020. http://dx.doi.org/10.13056/acamh.13998.

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In this podcast, Dr. Aisha Sanober Chachar, recent ACAMH Awards 2020 Winner (Clinical) Trainee of the Year, talks about the many different roles a CAMH professional has, be it researcher, clinician, carer, and even storyteller.
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