Relevant bibliographies by topics / Sustainability Study and teaching (Early childhood)

Academic literature on the topic 'Sustainability Study and teaching (Early childhood)'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Sustainability Study and teaching (Early childhood)"

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Inoue, Michiko, Lyndal O'Gorman, and Julie Davis. "Investigating Early Childhood Teachers’ Understandings of and Practices in Education for Sustainability in Queensland: A Japan-Australia Research Collaboration." Australian Journal of Environmental Education 32, no. 2 (March 3, 2016): 174–91. http://dx.doi.org/10.1017/aee.2016.4.

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AbstractIn a study undertaken in Queensland, Australia, analysis of a survey that included both qualitative and quantitative questions revealed that, like their Japanese counterparts, early childhood teachers do not have well-developed ideas and practices in education for sustainability (EfS). Instead, they mainly practise traditional nature-based activities, such as gardening or playing outdoors, and teaching about resource conservation through books, posters or fact sheets. Teachers’ understandings of nature education, environmental education, and education for sustainability seem to influence their educational practices. Deeper understandings about sustainability are necessary to extend beyond such traditional practices. Even though national curriculum frameworks and guidelines point to the importance of sustainability within early childhood curriculum, these appear to be insufficient in strengthening early childhood teachers’ ideas of sustainability and how to practise it effectively. We suggest that it would be beneficial for early childhood teachers, both preservice and inservice, to have professional development opportunities that build deeper understandings of sustainability and its implementation in their settings.
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Buil, Pilar, Olga Roger-Loppacher, and Mireia Tintoré. "Creating the Habit of Recycling in Early Childhood: A Sustainable Practice in Spain." Sustainability 11, no. 22 (November 14, 2019): 6393. http://dx.doi.org/10.3390/su11226393.

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Early childhood education on sustainability has been an issue of high relevance in the last decade. In Spain, many different efforts have been made to increase children’s knowledge, skills, and awareness related to sustainability issues. However, uncertainty about the effectiveness of education on sustainable development exists. This research reports on an exploratory study organized by the association that promotes aluminum packaging recycling in Spain (Arpal). Seven teachers were trained on sustainability in general and on aluminum packaging recycling in particular. These teachers defined and implemented a teaching unit with active learning activities that involved three preschools. Fifty-four children under 6 years of age, mainly 2 and 3 years old, along with their parents, participated in the teaching unit. Qualitative and quantitative methods (questionnaires, in-depth interviews, and focus groups) were carried out to assess the impact. The results proved that different partners, such as children, parents, teachers, managers, and associations, can work together with the common goal of improving education on sustainable development in early childhood, and all of them benefit from this collaboration. Moreover, this study confirmed that education on sustainability should be embedded in the daily routine of preschools. Furthermore, after the exploratory study, the teaching unit was implemented in 29 Andalusian preschools.
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Koirala, Amit. "Early Childhood and Education Development Center in Kathmandu Valley." International Journal of Social Sciences and Management 1, no. 3 (July 21, 2014): 103–7. http://dx.doi.org/10.3126/ijssm.v1i3.10585.

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Objectives: the ethnography study was undertaken to assess the situation early childhood education development centre (ECED) based on community and school as per ECED minimum standard and also to explore teaching pedagogy, infrastructure and environment of teaching at ECEDs. Similarly this study also tries to identify the challenges and issues to implement the ECED minimum standards.Method: a qualitative research design was applied for this evaluation research. The primary data were gathered through interview and observation. Conclusion: from the effectiveness perspective learning environment of early childhood development centre for children is satisfactory at home as well early childhood development (ECD) centre due to parental care. From the sustainability, ECD management committee are starting to collect fund for ECD centre (Admission and monthly fee), ECD management committee has clarity of organizational vision. ECD centers have been found to have trained and experienced ECD facilitator and are able to get Government quota for sustainability of center running cost and similarly from the equity, most of ECD parents are belong to marginal families whose children benefit from ECD center and since they cannot afford costly Montessori, children of marginal family can also afford quality education in ECD centers. DOI: http://dx.doi.org/10.3126/ijssm.v1i3.10585 Int. J. Soc. Sci. Manage. Vol.1(3) 2014: 103-107
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Ärlemalm-Hagsér, Eva, Laila Gustavsson, Susanne Thulin, and Neus (Snowy) Evans. "New Initiatives for Building Education for Sustainability in Initial Early Childhood Teacher Education in Sweden – Critical Aspects and Noticeable Needs." Australian Journal of Teacher Education 47, no. 5 (May 2022): 67–79. http://dx.doi.org/10.14221/ajte.2022v47n5.5.

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There is an identified need for research capable of enhancing understanding of effective practice in the embedding of Education for Sustainability (EfS) in Initial Early Childhood Teacher education (IECTE). Research further finds that innovative teaching strategies are needed to build new teachers’ capacity to prepare future citizens to manage critical sustainability challenges. This study meets this need by investigating how EfS is implemented in two IECTE programmes at two Swedish universities where EfS is embedded throughout the years of study, and the learning students demonstrate at the end of the programmes in relation to EfS. Findings reveal that students demonstrate a range of understandings related to EfS and the role of the early childhood teacher in EfS. Findings further suggest there is an overall need to deepen IECTE students’ EfS theoretical and pedagogical content knowledge to enable them to close a gap between the theory and teaching of EfS in early childhood education settings.
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Qian, Yu, Xiurong Gu, and Hui Li. "Is Free Early Childhood Education a Sustainable Solution? Evidence from the Case Study of Nanjing." Sustainability 14, no. 11 (May 27, 2022): 6586. http://dx.doi.org/10.3390/su14116586.

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This case study adopted a mixed methods approach to understanding how and why the free early childhood education (ECE) policy in Nanjing, China, was formulated, implemented, and failed, using the “policy cycle” framework. Many countries have implemented the free ECE policy to solve affordability and accessibility problems without considering policy sustainability; thus, they have to discontinue the policy. Nanjing is no exception. Altogether 232 kindergarten principals and teaching/research staff were randomly sampled and surveyed, and 5 kindergarten principals and 5 teaching/researcher staff were interviewed. The results indicated that there were many obstacles to the policy’s sustainability, including conflict of interest, inefficient policy implementation, insufficient funding, and more social inequality issues. Additionally, the policymakers made mistakes in the five domains of the policy cycle: the context of influence, the context of policy text production, the context of practice, the context of outcomes, and the context of political strategy. Finally, the three important lessons for a more sustainable policy decision process are discussed.
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Campbell, Coral, and Christopher Speldewinde. "Early Childhood STEM Education for Sustainable Development." Sustainability 14, no. 6 (March 17, 2022): 3524. http://dx.doi.org/10.3390/su14063524.

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Early childhood education is crucial for the development of young children’s understanding of the natural world. Children have a role in sustaining a viable environmental and social future. This research interrogated key ideas concerning STEM education for sustainable development, drawing on seminal research and a range of government policy documents to formulate a futures-oriented approach to supporting children to build understandings in early childhood sustainability. Through the use of ethnography, a research methodology that uses both participation and observation of research participants, it became apparent that young children’s play-based learning enabled agentic responses in aligning with early understanding of STEM and sustainability. Using accepted descriptors of international Sustainable Development Goals within an early childhood research study, the research highlights how the development of interactive, learner-centred STEM teaching not only enables investigative, action-adapted learning, but also fosters independent learners who are responsive to their natural environment. The implication of this research is that further development of children’s environmental agency is suggested by the authors. The introduction of a whole-of-kindergarten approach that focuses on the systemic development of quality STEM education is posited as an avenue for educators to build young children’s understandings of sustainable development.
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Costa, Anna Laryssa Do Nascimento, and Francisca Ivoneide Benicio Malaquias Alves. "Sustentabilidade e Reciclagem na Educação Infantil / Sustainability and Recycling in Early Childhood Education." ID on line. Revista de psicologia 15, no. 58 (December 30, 2021): 33–48. http://dx.doi.org/10.14295/idonline.v15i58.3281.

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Resumo: É um estudo que se justifica pela premente necessidade de abordar o tema sustentabilidade e reciclagem cada vez mais cedo no âmbito escolar, aproximando os pequenos estudantes de sua responsabilidade para com a Natureza e o Planeta Terra. O objetivo geral deste estudo é discutir o tema em pauta para aproximá-lo da realidade cotidiana da sala de aula, não só na Educação Infantil, como é a proposta, mas de todos os níveis educacionais. Quanto aos objetivos específicos lista-se: conceituar sustentabilidade e reciclagem, estudar a história da educação ambiental e analisar as forma lúdicas de ensino-aprendizagem. Traz como problema da pesquisa: De que forma aproximar as crianças da Educação Infantil da questão da sustentabilidade e da reciclagem. Sendo uma das hipóteses, despertá-las por meio de uma educação lúdica e atrativa. Em termos metodológicos trata-se de uma pesquisa bibliográfica, qualitativa, elaborada a partir de livros, artigos, periódicos e demais materiais em meio físico e eletrônico. Considera-se ao concluir o estudo que não há dúvida quanto a importância de se abordar o tema em pauta já no início da vida escolar das crianças, pois desta forma se formará cidadãos e cidadãs cônscios de suas responsabilidades e deveres para com o meio ambiente. Palavras-Chave: Sustentabilidade. Reciclagem. Meio Ambiente. Educação Infantil. Abstract: It is a study that is justified by the pressing need to address the issue of sustainability and recycling at an earlier age in the school environment, bringing young students closer to their responsibility towards Nature and Planet Earth. The general objective of this study is to discuss the topic at hand to bring it closer to the everyday reality of the classroom, not only in Early Childhood Education, as proposed, but at all educational levels. As for the specific objectives listed conceptualize sustainability and recycling, study the history of environmental education and analyze the playful forms of teaching-learning. It brings as a research problem: How to bring children in Early Childhood Education closer to the issue of sustainability and recycling. One of the hypotheses is to awaken them through a playful and attractive education. In methodological terms, it is a bibliographical, qualitative research, elaborated from books, articles, periodicals and other materials in physical and electronic media. When concluding the study, it is considered that there is no doubt about the importance of addressing the topic in question at the beginning of the children's school life, as this will form citizens aware of their responsibilities and duties towards the environment. Keywords: Sustainability. Recycling. Environment. Child education.
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Afrin, Tahera. "Desires and doubts on cultural sustainability: A study from Aotearoa New Zealand." European Journal of Sustainable Development 8, no. 4 (October 1, 2019): 452. http://dx.doi.org/10.14207/ejsd.2019.v8n4p452.

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The original research project of this study was aimed to find out the components of culture and their impacts on ako (teaching-learning) within the early childhood teacher education programmes. Ethics Approval was obtained from AUT Ethics Committee. Under a socio-cultural theoretical framework, twelve lecturers from three Tertiary Education Organisations (TEOs) were interviewed. Three cohorts of student teachers from the same TEOs participated in focus groups. Using manual thematic coding, nine broad areas of cultural components were identified. These were bicultural contexts of Aotearoa, ethnicities and multi-culturalism, individual identities, cross-cultural interactions, comfort zone, female majority, socio-economic struggles, spirituality and technology. A recently developed framework for cultural sustainability (Soini and Dessein, 2016) were applied to these areas. Some of these components were identified as more inert and less dynamic, while the rest were recognised at the other end of the framework.The data and the principle findings were contextual to Aotearoa New Zealand. However, the discussion considered the overall global trends in relation to education.Keywords: Cultural diversity, cultural sustainability,
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Kan, Li, Sheila Degotardi, and Hui Li. "Similar Impact, Different Readiness: A Comparative Study of the Impact of COVID-19 on ECTE Practice." Sustainability 14, no. 21 (October 28, 2022): 14078. http://dx.doi.org/10.3390/su142114078.

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COVID-19 lockdowns forced universities to deliver classes wholly online, resulting in various impacts on higher teacher education institutions (TEIs) that were differently prepared for such a change. However, few studies have explored the impact of the pandemic on the shift of early childhood teacher education programs to online delivery, especially from a cross-national comparative perspective. To address this gap, this study compared how early childhood teacher educators (ECTEs) in one Australian and one Chinese TEI viewed and coped with the challenges caused by online teaching during the lockdowns. A total of 14 ECTEs participated in this triangulated qualitative study: six from the Australian TEI and eight from the Chinese TEI. Thematic analysis was used to analyze the research data. The results indicated that the Australian ECTEs were better prepared for online education than their Chinese counterparts regarding proficiency and advance in using online teaching platforms, trying different kinds of teaching styles, and their online teaching skills, literacy, and competence. However, the coded data showed that the participant Australian and Chinese ECTEs shared similar views on the negative impact of the change, such as producing ineffective interaction, broken social-emotional connections, heavier workloads, and drained staff. The findings suggest that TEIs from Australia and China need to develop contextually appropriate strategies and innovative solutions to cope with the lockdown challenges.
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Xie, Sha, Luyao Liang, and Hui Li. "Emotional Labor and Professional Identity in Chinese Early Childhood Teachers: The Gendered Moderation Models." Sustainability 14, no. 11 (June 3, 2022): 6856. http://dx.doi.org/10.3390/su14116856.

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The sustainable development of early childhood institutions in aging China calls for the sustainable development of early childhood teachers, which should attend to the balanced development between male and female teachers. Yet this issue has not been adequately investigated in the literature. To fill this research gap, this study explored the gender differences in Chinese early childhood (EC) teachers’ professional identity (PI) and emotional labor strategies. Altogether, 250 teachers (146 female and 104 male, Mage= 30.28 years, SD = 7.81) from Southern China were sampled and surveyed. First, the independent samples t-tests revealed significant gender differences in teachers’ PI, deep acting, and surface acting. Second, the structural equation modelling results demonstrated that PI fully mediated the relationship between teacher educational attainment, years of teaching experience, and natural and deep acting. Third, multigroup analysis confirmed different mediation paths for female and male teachers. These findings suggest that male and female early childhood teachers differed in their sense of PI and use of emotional labor strategies. Therefore, future policymaking efforts should design and implement teacher professional development (PD) programs and teacher support mechanisms catering to male EC teachers’ needs, characteristics, and difficulties in the Chinese EC workforce.
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Dissertations / Theses on the topic "Sustainability Study and teaching (Early childhood)"

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McArdle, Felicity. "Art in early childhood : the discourse of 'proper' teaching." Thesis, Queensland University of Technology, 2001.

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This thesis is a problematisation of the teaching of art to young children. To problematise a domain of social endeavour, is, in Michel Foucault's terms, to ask how we come to believe that "something ... can and must be thought" (Foucault, 1985:7). The aim is to document what counts (i.e., what is sayable, thinkable, feelable) as proper art teaching in Queensland at this point ofhistorical time. In this sense, the thesis is a departure from more recognisable research on 'more effective' teaching, including critical studies of art teaching and early childhood teaching. It treats 'good teaching' as an effect of moral training made possible through disciplinary discourses organised around certain epistemic rules at a particular place and time. There are four key tasks accomplished within the thesis. The first is to describe an event which is not easily resolved by means of orthodox theories or explanations, either liberal-humanist or critical ones. The second is to indicate how poststructuralist understandings of the self and social practice enable fresh engagements with uneasy pedagogical moments. What follows this discussion is the documentation of an empirical investigation that was made into texts generated by early childhood teachers, artists and parents about what constitutes 'good practice' in art teaching. Twenty-two participants produced text to tell and re-tell the meaning of 'proper' art education, from different subject positions. Rather than attempting to capture 'typical' representations of art education in the early years, a pool of 'exemplary' teachers, artists and parents were chosen, using "purposeful sampling", and from this pool, three videos were filmed and later discussed by the audience of participants. The fourth aspect of the thesis involves developing a means of analysing these texts in such a way as to allow a 're-description' of the field of art teaching by attempting to foreground the epistemic rules through which such teacher-generated texts come to count as true ie, as propriety in art pedagogy. This analysis drew on Donna Haraway's (1995) understanding of 'ironic' categorisation to hold the tensions within the propositions inside the categories of analysis rather than setting these up as discursive oppositions. The analysis is therefore ironic in the sense that Richard Rorty (1989) understands the term to apply to social scientific research. Three 'ironic' categories were argued to inform the discursive construction of 'proper' art teaching. It is argued that a teacher should (a) Teach without teaching; (b) Manufacture the natural; and (c) Train for creativity. These ironic categories work to undo modernist assumptions about theory/practice gaps and finding a 'balance' between oppositional binary terms. They were produced through a discourse theoretical reading of the texts generated by the participants in the study, texts that these same individuals use as a means of discipline and self-training as they work to teach properly. In arguing the usefulness of such approaches to empirical data analysis, the thesis challenges early childhood research in arts education, in relation to its capacity to deal with ambiguity and to acknowledge contradiction in the work of teachers and in their explanations for what they do. It works as a challenge at a range of levels - at the level of theorising, of method and of analysis. In opening up thinking about normalised categories, and questioning traditional Western philosophy and the grand narratives of early childhood art pedagogy, it makes a space for re-thinking art pedagogy as "a game oftruth and error" (Foucault, 1985). In doing so, it opens up a space for thinking how art education might be otherwise.
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Gehringer, Jennefer Fry. "A study of developmentally appropriate teaching strategies for teaching writing in the early childhood classroom." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2003. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2003.
Abstract precedes thesis as preliminary leaf i. Typescript. Source: Masters Abstracts International, Volume: 45-06, page: 2770. Includes bibliographical references (leaves 29-31).
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Kim, Soyoung. "A comparative study of early childhood curriculum documents focused on education for sustainability in South Korea and Australia." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/94087/1/Soyoung_Kim_Thesis.pdf.

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This thesis is about a comparative study of early childhood education (ECE) curriculum documents focused on education for sustainability (EfS) in South Korea and Australia. It examined how the national ECE curriculum documents in two culturally different contexts align with contemporary concepts of sustainability and activist early childhood education for sustainability (ECEfS) principles. Drawing on systems theory, Korean and Australian ECE curriculum documents were used as the primary sources for this study within the framework of critical document analysis (CDA). This study offers a step forward in developing culturally inclusive/holistic understandings of sustainability and more contextualised/localised approaches to ECEfS.
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Keller, Rebecca A. "Fostering sustainability| A qualitative interview study exploring how educators work to cultivate nature awareness in young children." Thesis, Mills College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1557349.

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The purpose of this study is to examine how educators are working to foster sustainability through cultivating nature awareness in young children. Data were collected in the form of qualitative semi-structured interviews, which were analyzed using descriptive and deductive coding methods. Findings were viewed through the lens of critical pedagogy and the methods and models of teaching for nature awareness, which included ecological literacy, place based education, and education for sustainable development. There were five major themes and findings that emerged from the interviews with the participants in this study: terms and definitions used, personal stories, strategies for teaching nature awareness and sustainability, barriers, and current issues. This study may benefit those wishing to begin or continue to foster sustainability through teaching nature awareness. The literature review presented in the study aims to address the gap between the practice and pedagogy in teaching for nature awareness and sustainability.

Keywords: teaching, nature awareness, sustainability, educators, young children, elementary, preschool, school, natural world, ecological literacy, place-based education, education for sustainable development, critical pedagogy

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Kirby, Barbara Mary. "Playful sciencing and the early childhood classroom." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2662.

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The purpose of this project is to examine the power of play, guided discovery, and hands-on experiences in the early childhood classroom, specifically as it relates to early childhood science experience. This paper will also propose a science curriculum encompassing a hands-on, guided discovery, play-based approach.
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Adkins, Deborah. "Is Decoding Sufficient to Predict Reading Ability in Kindergarten Through 2nd Grade Students?" PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/178.

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This research considers the predictive utility of 10 decoding skills on a student's ability to read. The 10 skills are Consonant Blends/Digraphs, Decode Multi-Syllable Words, Decode Patterns/Word Families, Letter Identification, Manipulation of Sounds, Matching Letters to Sounds, Phoneme Identification, Phonological Awareness, Syllable Types: CVC, CVCe, R-Control, and Vowel Digraphs/Diphthongs. The research also examines the nature of the relationships between the decoding skills and reading ability. Furthermore, the research decomposes reading ability into segment 1 assessing decoding, and segment 2, assessing comprehension. Specifically, the study assesses the manner in which each of the 10 skills contributes to the variance in the two segment scores. The literature is limited to efficacy studies related to programs used to teach reading, and prior studies addressing skills have failed to extend examination beyond correlations between phonological and phonemic awareness, and a student's ability to read. These issues were examined in the present research using assessment records of 541 kindergarten, first, and second grade students who had each been administered the 10 aforementioned decoding skills tests as well as a reading assessment administered in two parts (decoding and comprehension). All records reflected assessments occurring within the same school year for each student assessed. The dependent variables are scaled scores with a valid range from 100 to 350 and represent the combined reading score plus each of the two segment scores. Multiple regression analysis was employed to consider the predictive utility and examine the correlations between the variables. Hierarchical regression was employed to further scrutinize the variance accounted for by each decoding skill. As a group, the 10 decoding skills indicated that students scoring higher overall on decoding also scored higher on overall reading ability, segment 1, and segment 2 (p < .001). However, the coefficient of variation indicates the grouped decoding skills may not be useful for prediction purposes for the segment 1 assessment (CV = .103). Correlations between all independent variables and the dependent variables were moderate to high (.617 to .880), with the exception of Letter Identification and Matching Letters to Sounds which were low to moderate (.248 to .500). The correlation between Letter Identification and Matching Letters to Sounds was moderate (.579). Post hoc analysis indicated the inclusion of Letter Identification and Matching Letters to Sounds did not account for any statistically significant additional variance in the combined reading score (p = .459), the segment 1 score (p = .261), nor in the segment 2 score (p =.749). By itself decoding does not sufficiently predict reading ability. This study brings to light the nature of the relationship between discrete decoding skills and reading ability for early learners. The research identifies additional information for consideration by educators providing early literacy instruction which may help them zero in on difficulties students may be having as they advance in their literacy.
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Tselentis, Colleen McDonald. "Effective teaching practices in a preschool music and movement program: An observational study." Thesis, The University of Arizona, 2000. http://hdl.handle.net/10150/291902.

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This study examines the behavior and actions of one music and movement teacher, coupled with a look at one little boy's participation and reactions. It focuses on the following questions: What music and movement activities create opportunities for social, motor, cognitive, and language development? In what ways would a child having difficulty in the classroom respond to the teacher and activities in a music and movement enrichment program? What teacher qualities make a positive impact on the child's behavior and development? The study showed that the music and movement activities promoted positive experiences for the subject. It also found that the skillfulness of the teacher was one of the most important factors in the successful music and movement program. The study led to several recommendations including the following: ECE teachers need support, education, and resources; classes should be small; and young children need to music and movement to maximize development.
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Sheek, Lesley E. "A phenomological study of the impact of National Board for Professional Teaching Standards on early childhood teachers." Birmingham, Ala. : University of Alabama at Birmingham, 2007. http://www.mhsl.uab.edu/dt/2007p/sheek.pdf.

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Moore, Wendy M. "Clever talk : using literature to boost vocabulary through explicit teaching in early childhood." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/685.

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Vocabulary knowledge is an important predictor of literacy and broader academic outcomes. Children’s literature is a rich source of sophisticated vocabulary, and this study investigated the efficacy of boosting word learning by incorporating explicit instruction approaches into story-book read-aloud sessions. This design-based research study sought to compare two models: teaching a greater number of word meanings more briefly and teaching fewer words in greater depth. Six schools from low SES areas participated, with the main intervention program running for three 6 week blocks. Overall, both of the explicit approaches were more effective in improving word learning for Grade One students than a traditional, student-centred or constructivist approach. Teaching more words briefly (greater breadth) was just as effective overall as teaching fewer words in a robust manner (greater depth). Students made larger gains on more difficult words than on simpler words, although the pattern of word learning was affected by the students’ vocabulary knowledge at the outset. Students with the highest initial vocabulary scores made greater gains, and learnt more of the most difficult words, than students with lower initial scores. While the intervention resulted in large effect size gains on target vocabulary words as assessed by researcher-developed measures, there was no impact on standardised vocabulary measures (PPVT and EVT) when compared to a control group. Explicit instructional approaches have not been widely used in Western Australian classrooms, so the study used group interviews to investigate teachers’ responses to the programs. Mitigating and facilitative factors influencing the adoption of vocabulary instruction practices in schools were explored. Student engagement, ease of use, time efficiency and the provision of prepared materials were important factors in teacher responsiveness to the programs.
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SUMSION, Jennifer. "EARLY CHILDHOOD STUDENT TEACHERS' REFLECTION ON THEIR PROFESSIONAL DEVELOPMENT AND PRACTICE: A LONGITUDINAL STUDY." University of Sydney, -, 1997. http://hdl.handle.net/2123/379.

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During the past fifteen years there has been increasing interest in the role of reflection in professional development, especially amongst teacher educators. Yet although many preservice programs now place considerable emphasis on encouraging and assisting student teachers to reflect on their practice, reflection remaings a problematic notion. There is little consensus, for example, about what constitutes reflection, how it might be identified, and whether it can be promoted. This thesis reports a longitudinal study conducted over four years which explored the above issues within the context of an early childhood teacher education program, in Sydney (NSW), Australia. The specific purpose of this study was to investigate changes in student teachers' reflection on their professional development and practice during their enrolment in the Guided Practice component of their preservice program. A strength of this study is its focus on reflection as a multidimensional phenomenon involving far more than the processes of analytical thought typically addressed by most previous research in this area. Drawing on an eclectic range of literature, this thesis argues that emotion, imagination, intuition, and contemplation can also play an integral role. As such, it asserts that reflection can be seen, in effect, as a complex and holistic search for meaning. Conceptualising reflection in this holistic manner raises numerous methodological challenges. These challenges and the methodological decisions made in response to them are outlined prior to developing profiles of the participants' reflection. These profiles indicated that there was little consistent change in the reflection of eight of the 18 participants. For four student teachers, on the other hand, there was some change, while for six, there was considerable change. Several factors which appeared instrumental in hindering or promoting these student teachers' reflection are identified. These include commitment (or lack of) to teaching and to reflection; an epistemological perspective of received or constructed knowing; and the extent to which the learning environment was perceived as supportive. The study concludes with a discussion of some of the implications for teacher educators and for those intending to undertake further research into reflection.
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Books on the topic "Sustainability Study and teaching (Early childhood)"

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Davis, Julie M. Young children and the environment: Early education for sustainability. Cambridge: Cambridge University Press, 2010.

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Davis, Julie M. Young children and the environment: Early education for sustainability. Melbourne: Cambridge University Press, 2010.

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Davis, Julie M. Young children and the environment: Early education for sustainability. Cambridge: Cambridge University Press, 2010.

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Early childhood mathematics. 5th ed. Boston: Pearson, 2013.

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Herberholz, Barbara J. Early childhood art. 3rd ed. Dubuque, Iowa: W.C. Brown, 1985.

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Herberholz, Barbara. Early childhood art. 5th ed. Madison,Wis: WCB, Brown and Benchmark, 1995.

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Herberholz, Barbara J. Early childhood art. 4th ed. Dubuque, Iowa: William C. Brown, 1990.

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Lee, Hanson, ed. Early childhood art. 5th ed. Madison, Wis: Brown & Benchmark, 1995.

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Early childhood mathematics. Boston: Pearson/Allyn and Bacon, 2006.

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Smith, Susan Sperry. Early childhood mathematics. Boston: Allyn and Bacon, 1997.

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Book chapters on the topic "Sustainability Study and teaching (Early childhood)"

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Williams, Julia Ann. "Being Othered and Finding My Voice: Using Self-Study to Better Understand My Experiences as an Early Childhood Teacher Educator." In Teaching, Learning, and Enacting of Self-Study Methodology, 77–83. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8105-7_10.

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Almeida, Sylvia Christine, and Marilyn Fleer. "E-STEM in Everyday Life: How Families Develop a Caring Motive Orientation Towards the Environment." In International Perspectives on Early Childhood Education and Development, 161–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_10.

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AbstractInternationally there is growing interest in how young children engage with and learn concepts of science and sustainability in their everyday lives. These concepts are often built through nature and outdoor play in young children. Through the dialectical concept of everyday and scientific concept formation (Vygotsky LS, The collected works of L.S. Vygotsky. Problems of general psychology, V.1, (Trans. N Minick). Editor of English Translation, RW Rieber, and AS Carton, New York: Kluwer Academic and Plenum Publishers, 1987), this chapter presents a study of how families transformatively draw attention to STEM and sustainability concepts in the everyday practices of the home. The research followed a focus child (4–5 year old) from four families as they navigated everyday life and talked about the environments in which they live. Australia as a culturally diverse community was reflected in the families, whose heritage originated in Europe, Iran, India, Nepal and Taiwan. The study identified the multiple ways in which families introduce practices and conceptualise imagined futures and revisioning (Payne PG, J HAIA 12:2–12, 2005a). About looking after their environment. It was found that young children appear to develop concepts of STEM, but also build agency in exploration, with many of these explorations taking place in outdoor settings. We conceptualise this as a motive orientation to caring for the environment, named as E-STEM. The study emphasises for education to begin with identifying family practices and children’s explorations, as a key informant for building relevant and locally driven pedagogical practices to support environmental learning.
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Pramling Samuelsson, Ingrid. "A Retrospective View on Researchers’ and Preschool Teachers’ Collaboration: The Case of Developing Children’s Learning in Preschool." In Methodology for Research with Early Childhood Education and Care Professionals, 21–32. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14583-4_2.

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AbstractThis chapter reports on research that is foundational to much of the work carried out by the members of the network responsible for this volume (Wallerstedt, Brooks, Ødegaard & Pramling, this volume). The aim of the two studies I will discuss here was to determine whether a metacognitive approach to children’s learning supported children’s sensemaking in preschool. Four preschools were followed, of which two received feedback on their metacognitive dialogues with children from the researcher and two were followed with no feedback, serving as the comparison group. A replication with more groups and teachers was later conducted, with similar results. The development approach consisted of teachers and researchers meeting regularly to jointly discuss the approach to teaching and the content to work with. The content was based on earlier research on how children make sense of different phenomena and content areas. The researchers visited the participating preschools and video-recorded when the teachers carried out activities with children. Afterwards, the recordings were discussed with the teachers. The participants also met once a month to discuss central questions. What development research means in this case will be discussed, as will what contributions the studies made to research (theory) and the development of pedagogy (preschool). There is also a parallel process between teachers and children that will be highlighted. Perhaps one can see this kind of developmental study as the first step towards praxis-oriented research.
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"Sustainability and connecting to nature." In Learning and Teaching in Early Childhood, 220–39. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781108908122.012.

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Lewis, Trish, Letitia Hochstrasser Fickel, Glynne Mackey, and Des Breeze. "Informing Teaching Through Community Engagement." In Early Childhood Development, 1225–45. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch061.

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Preservice teacher education programs prepare teachers for a variety of educational settings that serve a diverse range of children. Research suggests that many graduates lack confidence and the capability to teach those from backgrounds different from their own, including children from different cultural and linguistic backgrounds, those from lower socioeconomic backgrounds, and children with additional learning needs. In the bicultural, and increasingly multicultural, New Zealand context, preservice teachers are overwhelmingly from White, middle-class, monolingual backgrounds. This chapter offers a case study of the development of a community engagement course within an initial teacher education degree program. Based on Kolb's model of experiential learning and Moll's notions of funds of knowledge and identity, the course aims to enhance preservice teachers' knowledge of the lives of children they teach, and their dispositions and cultural competence for teaching, through personal and professional interaction with the community.
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MacCallum, Kathryn, and Heather R. Bell. "Improving Teaching Practice in Early Childhood Supported by Mobile Technology." In Early Childhood Development, 1066–82. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch053.

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This chapter discusses the findings of an ethnographic case study investigating the implementation of mobile learning at an early childhood centre in Hawkes Bay, New Zealand. The study describes how mobile technology is being used to support children's learning and communication. The findings show that the devices are an integral part of the learning culture of the centre. The devices are being used to actively engage children in the learning environment and support teaching inquiry. As one of the early studies to investigate how mobile technology is being used in early childhood education, the current study provides pedagogically sound examples and insight on how mobile technology can be embedded into early childhood. The study is seen as a starting place for more in-depth investigations into the impact of mobile learning on young children's learning.
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Papadakis, Stamatios, and Michail Kalogiannakis. "Evaluating a Course for Teaching Advanced Programming Concepts with Scratch to Preservice Kindergarten Teachers: A Case Study in Greece." In Early Childhood Education. IntechOpen, 2019. http://dx.doi.org/10.5772/intechopen.81714.

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Zaranis, Nicholas. "Comparing the Effectiveness of Using Tablet Computers for Teaching Addition and Subtraction." In Early Childhood Development, 820–40. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch040.

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The purpose of this chapter is to investigate if tablet computers help improve primary school students' mathematical achievements regarding addition and subtraction. This research compares the level of mathematical competence of the students taught using tablet-computer-oriented learning method which specifically takes advantage of “realistic mathematics education” (RME) for the concept of addition and subtraction, as opposed to traditional teaching methodology. The designed software consisted of several activities with and without the use of computers for addition and subtraction. It was designed following the background of the RME theory. The present study was a pilot research of quasi-experimental design with one experimental and one control groups. The research results show that the students who were taught with the educational intervention based on tablet computers and RME had a significant improvement in their total mathematical achievement, addition, and subtraction in comparison to those taught using the traditional teaching method.
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Horan, Deborah A., Afra Ahmed Hersi, and Patrick Kelsall. "The Dialogic Nature of Meaning Making Within a Hybrid Learning Space." In Early Childhood Development, 988–1010. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch049.

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The chapter presents a reflective case study of a specific instance of hybrid teaching with preservice teachers in a graduate course on the languages and literacies of bilingual elementary children. The intensive summer course occurred across eight weeks, with four on-campus meetings and the remainder of the course occurring online. The authors address three specific pedagogical tools meant to scaffold dialogic meaning making through instructor-mediated learning and student individualization. The chapter is framed within a social constructivist stance that examines the nature of dialogic meaning making and hybrid teaching. The chapter includes detailed examples of three pedagogical tools: discussion boards as community-building spaces, dialogue journals an individualization spaces, and content application as approximation spaces for knowledge building. Interdisciplinary examples for teaching linguistically diverse children relate to mathematics, science, social studies, and language arts. In addition, the authors discuss implications and directions for research.
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Çelik Korkmaz, Şule, and Çiğdem Karatepe. "Multisensory Language Teaching." In Advances in Early Childhood and K-12 Education, 151–70. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6487-5.ch008.

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This study aims to investigate the effects of multisensory vocabulary teaching (MSVT) on 4th-grade learners' English vocabulary knowledge. Accordingly, the experimental group was taught through MSVT while the control group was given mainstream coursebook-based instruction. Both quantitative and qualitative data collection instruments were used. The non-parametric Wilcoxon tests yielded statistically significant differences regarding pupils' vocabulary achievement in favor of the experimental group both in the immediate post-vocabulary test and in the delayed post-vocabulary test. Furthermore, content analysis of the learners' diaries, teachers' blogs, and interviews revealed mostly positive views about learning words through MSVT compared to coursebook-based learning.
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Conference papers on the topic "Sustainability Study and teaching (Early childhood)"

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Liu, XiuLing. "Study of English Intervening Bilingual Teaching Model in Early Childhood Education." In 2015 3rd International Conference on Education, Management, Arts, Economics and Social Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemaess-15.2016.78.

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Kurniati, Euis, and Risty Justicia. "qSiapa Cepat Dia Dapatq Teaching Game in Developing Early Childhood Discipline by Using a Teaching Model Based on Learning Culture, National Values, and Playing. (Case Study at a Kindergarten)." In 3rd International Conference on Early Childhood Education (ICECE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icece-16.2017.30.

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Tudor, Sofia-Loredana. "Study on the Training Needs of Teaching Staff to Provide Quality Early Childhood Education Services." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/36.

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Early child development is related to early education, health, nutrition, and psychosocial development; therefore, the holistic concept of early approach combines elements from the area of stimulation of the child, health, nutrition, speech therapy, psychological counselling, physical development support, etc. The need for the development of integrated early education services and their extension to the area of 0-3 years are priorities of the European strategies assumed through a complex of educational policy measures, having as a priority the development of quality early education services for the benefit of all prerequisites for lowering the schooling rate (Strategy for early childhood education, Strategy for parental education, Strategy for reducing early school leaving in Romania, Study on the evaluation of public policies in the field of early childhood education - Saber Early Childhood). In this context of the development of early childhood education, numerous inequalities are identified in the implementation of European and national strategies and programs in the development of early childhood education services, supported by economic, political, social factors, etc. In order to make them compatible at European level, we consider it necessary to support training and development programs for staff providing educational services in early childhood education institutions. The purpose of this study is to acknowledge the opinion of the bodies with attributions in the pre-kindergarten and preschool education in Romania, as well as of the civil society and public opinion, as a prerequisite for identifying school policy measures and developing programs for training the teaching staff so as to be able to provide educational services in early childhood education (representatives responsible for early childhood education in school inspectorates and Houses of the Teaching Staff, teaching staff in preschool educational institutions, representatives of the Ministry of Labour and Social Protection, representatives of the Social Assistance Directorate, managers of nursery schools, representatives of NGOs and other categories of organizations with experience in the field, parents and interested representatives of the civil society and public opinion). The present study is a qualitative research based on the focus-group method, but also a quantitative research by using the questionnaire-based survey, being carried out on a representative sample of 100 persons (2 focus-group of 25 persons, respectively 50 persons involved in the survey-based questionnaire). The conclusions of this study highlight the need to restructure the system of early childhood education in Romania through interventions at the legislative level and ensure a unitary system of policy and intervention in early childhood education. Also, we believe it is imperative to reorganize the training system of the human resource, by developing complementary competences of the teaching staff, adapted to the training needs of the early childhood population, ensuring a valuable inclusive and integrated intervention.
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Hartono and Yovita Sari. "Character Building for Early Childhood: A Case Study for the Teaching of Performing and Fine Arts." In International Conference on Science and Education and Technology (ISET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200620.152.

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Hartono, Hartono, and Yovita Sari. "Character Building For Early Childhood: A Case Study for the Teaching of Performing and Fine Arts." In Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2019, Semarang, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.29-6-2019.2290454.

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Sjamsir, Hasbi, Dian Anggriayani, and Putri Mutia Ishaq. "The Techniques Teaching Vocabulary with BCCT Based Learning in Islamic Kindergarten Samarinda (A Case Study at Al-Azhar Syifa Budi Kindergarten)." In 1st International Conference on Early Childhood and Primary Education (ECPE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ecpe-18.2018.15.

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Afrin, Tahera. "Inquiring About Cultural Components of Early Childhood Education." In Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2206005.

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Culture and diversity are familiar yet challenging concepts for early childhood kaiako (teachers). This is a background paper to stimulate thoughts and queries around cultural components in early childhood environments. The author presents findings from a completed research that supports culturally responsive practices within the early childhood teacher education context. The completed research applies a Teaching as Inquiry model to formulate queries for the lecturers. The author then proposes a future research project within the early childhood education context to explore the components of culture. Under a sociocultural research framework, the proposed research aims to collect data from a range of early childhood settings in Tāmaki Makaurau Auckland. Convenience sampling will be used to select willing centres from the initial teacher education (ITE) providers’ database. With the collected data, the proposed study is aimed at enabling participants to develop a reusable reflection model for early childhood kaiako who seek to embrace culturally relevant pedagogy. In support of the proposal, the author theoretically applies a Teaching as Inquiry model to selected questions for reflection listed in Te Whāriki, the early childhood curriculum. The discussion may extract thoughts to help kaiako to formulate focus queries, learning queries and teaching queries within the early childhood education environment.
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de Lira, Flávia Luíza, and Liliane Maria Carvalho. "Curiosity And Research: Developing Statistical Literacy in Early Childhood Education." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t2d1.

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Pedagogical proposals for the teaching of children aged 0 to 5 years were intensified in Brazil. Currently, the Common National Curriculum Base guides the experience of the curriculum by contemplating a diversity of knowledge, such as that of mathematics and statistics. In this article, we analyze an experience with five-year-olds, addressing statistical literacy from the stages of the investigative cycle. This is a survey cut of the master's degree in which teachers of early childhood education participated in group studies on statistical literacy. We analyze the practice of one of the teachers in the experience of a planning, whose problematization came from the curiosity of the children. The importance of the study is highlighted, as it allows planning and living a significant investigation from the perspective of statistical literacy. Propostas pedagógicas para o ensino de crianças de 0 a 5 anos foram intensificadas no Brasil. Atualmente, a Base Nacional Comum Curricular orienta a vivência do currículo contemplando uma diversidade de conhecimentos, como os de Matemática e Estatística. Neste artigo, analisamos uma vivência com crianças de cinco anos, abordando o Letramento Estatístico a partir das etapas do ciclo investigativo. Trata-se de um recorte de pesquisa de mestrado em que professoras da Educação Infantil participaram de estudos em grupo sobre Letramento Estatístico. Analisa-se a prática de uma das professoras na vivência de um planejamento, cuja problematização partiu da curiosidade das crianças. Destaca-se a importância do estudo, por possibilitar o planejamento e vivência de uma investigação significativa na perspectiva do Letramento Estatístico.
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Llorent-Vaquero, Mercedes, África M. Cámara-Estrella, Elena M. Díaz-Pareja, and Juana M. Ortega-Tudela. "USE OF SOCIAL NETWORKS FOR THE TRAINING OF FUTURE TEACHERS IN EARLY CHILDHOOD EDUCATION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end068.

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Currently, social networks have a great potential in the educational field, being useful to promote motivation, the active role of students, communication or flexibility in time and space, among others. In this line, this paper shows an experience of educational innovation in higher education mediated by the use of social networks. Specifically, the social network Instagram was used with students in the second year of the Early Childhood Education Degree at the University of Jaen. The objective of this study was to analyze the impact of the use of social networks on aspects related to the quality of the educational process, such as motivation, creativity, communication or monitoring. In order to respond to the proposed objective, a quantitative methodology was used, with a descriptive method and a survey design. The data collection instrument was a student questionnaire through which the impact of the use of the social network Instagram in the teaching-learning process was evaluated. The results point to a positive effect of the use of social networks on the variables under study. It should be noted how the use of this social network has influenced the motivation towards their learning and the communication processes that were developed with all those involved.
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Stadler-Altmann, Ulrike, and Susanne Schumacher. "I’M NOT A ROBOT - REPORT ON THE IMPLEMENTATION OF AI IN EARLY CHILDHOOD EDUCATION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end033.

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"Artificial intelligence (AI) technology is creating a new reality in daily life with e.g., smart home functions. This in turn has a major impact on both the socialisation processes of children and communication behaviour in family. The increasing technology-driven saturation of our everyday routines with AI is a crucial challenge for educational institutions. However, looking at AI in pedagogical work in kindergartens from a scientific perspective, the topic still has some research gaps. Only a few articles, describe efficient education concepts aiming at fostering AI literacy (cf. Chen et al., 2020; Kandlhofer et al., 2017). In Early Childhood Education (ECE) practice, however, there are many reservations about technology, digital media, and AI in particular (Mertala, 2017). Nevertheless, it is imperative that pedagogically trained professionals understand in depth the implications that arise from the interaction between humans and AI. Within the framework of the project, which is focused on pedagogical practice, educators are encouraged to deal with the topic of AI on the one hand and to test concrete implementation possibilities with didactic materials, so-called toolboxes, on the other. In this way, the use of AI can become a key competence both in pedagogical professional training and in the educational biography of children. Consequently, the aim of I’m not a robot-project is to design transferable and practical modules within the further training of educational professionals to enable an active, creative, and conscious use of AI-based technologies throughout Europe. Furthermore, the goal is to develop and test innovative didactic methods regarding AI teaching and learning materials. The EduSpace Lernwerkstatt -a working unit of the Free University of Bolzano- will conduct the mixed-method study in close cooperation with the project partners, who will all carry out development and testing independently and with country-specific characteristics. The ultimate aim is to develop training programmes for educators that will enable them to integrate current technological developments into their everyday work in a meaningful way."
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