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Статті в журналах з теми "Early childhood teachers":
1
Kim, Eun Jung, and Min Kyung Ha. "The Image of ‘Early Childhood Teachers in Childhood Remote Education’ by Current Early Childhood Teachers." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 11 (June 15, 2022): 147–61. http://dx.doi.org/10.22251/jlcci.2022.22.11.147.
Objectives The purpose of this study was to examine how incumbent early childhood teachers who have undergone changes due to COVID-19 image early childhood teachers in remote education.
Methods In this study, metaphor analysis was conducted to find out the human conceptual system and thoughts from the perspective of experientialism. The subject of the study is 172 early childhood teachers with remote education experience. The researcher distributed the research subject a sentence-completed metaphor analysis questionnaire, “In remote education, the early childhood teacher is ( ). Because it is ( ).” After organizing the collected data in Excel, it was analyzed using the conceptual metaphor method(Gok & Erdogan, 2010) that revealed the metaphor tendency and metaphor type. While the researchers repeatedly read the data, the final results were derived through classification, categorization, and recategory.
Results As a result of the study, early childhood teachers perceived early childhood teachers implementing remote education as robots, guides, entertainers, researches, capable of doing anything, leaders, a person who teaches others, and people who would disappear.
Conclusions Through the results of this study, it was revealed that early childhood teachers perceived difficulties and limitations in their roles in early childhood remote education, and various implications were also provided for the new role of early childhood teachers for childhood remote education in the post-COVID-19 era
2
Kim, JiYoung, and jin ju Youn. "Searching for Images of Good Early Childhood Teachers Recognized by Pre-service Teachers." Korean Society of Culture and Convergence 44, no. 10 (October 31, 2022): 1057–71. http://dx.doi.org/10.33645/cnc.2022.10.44.10.1057.
The purpose of this study is to analyze the image of a good early childhood teacher recognized by pre-service teachers, focusing on the qualities and roles of teachers. The participants of this study were 32 pre-service teachers in the 3rd year of the 4-year early childhood education department. For data analysis, images were analyzed and meanings were given using the open coding method of Kim Young-cheon (2006). Results, First, as the qualities of a good early childhood teacher recognized by preservice teachers, infinite and fair love, positive emotions and neat appearance, and educational philosophy and beliefs as a teacher were mentioned. Second, as the roles of good early childhood teachers, caregivers, guides, observers, education providers, playmates, facilitators, and universal entertainers were mentioned. Through this, we intend to establish a correct self-image as an early childhood teacher by exploring the qualifications and roles to be performed in the future, and to provide the basic data necessary for cultivating the teacher's professionalism.
3
Hwang, Hae Ika, and Hye Kyoungb Chae. "Exploring the Character Strength of Early Childhood Teachers." Contemporary Social Sciences 27, no. 1 (January 1, 2018): 25–32. http://dx.doi.org/10.29070/27/57212.
UNAL, Merve, and Gokce KURT. "Socioeconomic Profile of Early Childhood Education Preservice Teachers." Eurasian Journal of Educational Research 18 (April 4, 2018): 1–20. http://dx.doi.org/10.14689/ejer.2018.74.4.
Fadillah, Fadillah. "Early Childhood Metacognitive Learning among Students of Early Childhood Teacher Education." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 4, no. 2 (January 21, 2020): 658. http://dx.doi.org/10.31004/obsesi.v4i2.332.
The purpose of this research is to describe the ability of Early Childhood Teacher Education students to carry out Early Childhood metacognitive learning.By using the developmental research method that refers to the Dick and Carey's model, the following research results are obtained: Based on the teaching of thinking, teaching for thinking and teaching about thinking, early childhood metacognitive learning is planned so that the method and media used are clear, to train students' thinking ability. The implementation of early childhood metacognitive learning is assessed from the teacher's perception, namely students of Early Childhood Education as prospective teachers and from children's perceptions. From the teacher's perception it is believed that early childhood metacognitive learning can start at the age of 2 years old. From the children's perception, early childhood metacognitive learning occurs because of the process of habituation and imitation.
6
Boyd, Wendy, and Linda Newman. "Primary + Early Childhood = chalk and cheese? Tensions in undertaking an early childhood/primary education degree." Australasian Journal of Early Childhood 44, no. 1 (March 2019): 19–31. http://dx.doi.org/10.1177/1836939119841456.
There is well-established evidence that the quality of early childhood education workforce impacts upon children’s learning. Attracting qualified teacher graduates to work in early childhood centres is an essential component towards the provision of quality care. Significant investment by the Australian Government has been made to prepare early childhood teachers, yet teaching at this level is characterised by poorer working conditions compared with primary school teachers. Various programme models qualify applicants as early childhood teachers, yet there is no evidence of the most appropriate model. Our study’s focus was to identify reasons for entering a teacher education programme, career intentions and satisfaction of pre-service teachers enrolled in early childhood/primary degree programmes at two Australian universities. Findings demonstrate that the degrees were not fulfilling the government investment goals for increasing early childhood teacher numbers, nor were the degrees meeting student expectation for an early childhood teaching career. We argue that renewed policy strategies are required to support new early childhood graduates and professionals, and attract teachers to work in early childhood education.
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Maylani, Rany, and Ega Asnatasia Maharani. "Teachers’ perception towards early childhood literacy development methods in ‘aisyiyah bustanul athfal (ABA) kindergarten." Journal of Early Childhood Care and Education 5, no. 1 (March 21, 2022): 13–26. http://dx.doi.org/10.26555/jecce.v5i1.5006.
The literacy ability of early childhood is inseparable from their teacher’s role in teaching literacy for children. The knowledge and methods used by the teacher are expected to be able to improve children's skills to comprehend the content of text and become active readers in the future. This research aims to find out teacher's perception towards early childhood literacy development methods in ‘Aisyiyah Bustanul Athfal (ABA) Kindergarten in Depok Sub-district. The research method employed in this research is qualitative descriptive. The sampling technique is purposive sampling in order to obtain 8 participants out of 4 kindergartens in Depok Sub-district. The research data were analyzed by thematic analysis technique using NVivo 12 software. The findings revealed that: (1) teachers’ perception towards early childhood literacy development is mostly defined as the skill to reading and writing. (2) Teacher implementation on the early childhood literacy is carried out through activities involving printed learning media. (3) The development method for early childhood literacy learning is still limited to storytelling and writing. (4) School support for early childhood literacy development methods consists of providing facilities and infrastructures, and supporting teachers create published story books. However, the problems and obstacles faced by teachers are the lack of availability of reading books and inadequate infrastructure.
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Diamond, Karen E. "Supporting Early Childhood Teachers." Topics in Early Childhood Special Education 21, no. 3 (July 2001): 150–51. http://dx.doi.org/10.1177/027112140102100302.
Kim, Junghyun, and Hyesoon Kim. "The Effect of the Principal's Leadership Type on the Play Support Effectiveness of Early Childhood Teacher : Focused on the Mediating Effect of Early Childhood Teacher's Empowerment." Korean Society of Culture and Convergence 44, no. 12 (December 31, 2022): 497–514. http://dx.doi.org/10.33645/cnc.2022.12.44.12.497.
This study attempted to investigate the mediating effect of early childhood teacher's empowerment in the effect of the principal's leadership type on the play support effectiveness of early childhood teachers. The subjects of this study included a total of 209 early childhood teachers. The collected data were frequency analysis, reliability analysis, descriptive statistical analysis, correlation analysis, and path analysis using SPSS 26.0 and AMOS 26.0 programs. As a major result, first, there was a significant positive correlation between the director's leadership, the empowerment of early childhood teachers, and the effectiveness of play support. Second, the director's directive leadership had a direct negative effect on early childhood teachers' sense of play support efficacy. Persuasive leadership had a direct effect on early childhood teachers' play support efficacy and an indirect effect through empowerment. Delegated leadership showed an indirect effect on early childhood teachers' sense of play support efficacy through the mediation of early childhood teachers' empowerment. In other words, the partial mediating effect of empowerment was shown in the effect of the director's persuasive leadership on the early childhood teacher's play support efficacy, and the full mediating effect of empowerment was shown in the effect of the delegated leadership on the early childhood teacher's play support efficacy. In conclusion, these results suggest that in order to increase the play support effectiveness of early childhood teachers, an approach effort is needed to understand that the role of early childhood teacher's empowerment varies for each type of leadership of the principal.
10
SAHIN, Figen, Muge SEN, and Caglayan DINCER. "Early Childhood Preservice Teachers’ Experiences with Reflective Journal Writing." Eurasian Journal of Educational Research 19, no. 84 (December 3, 2019): 1–22. http://dx.doi.org/10.14689/ejer.2019.84.5.
Gulmez-dag, Gulcin. "Effectiveness Of Early Childhood Teacher Education Programs: Perceptions Of Early Childhood Teachers." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614473/index.pdf.
The purpose of this research study is to identify teachers&rsquo perceptions on the effectiveness of their teacher education programs in supporting their professional practices. The data to the study were gathered through semi-structured interviews with 17 in-service teachers working in public early childhood institutions in Ankara. The data were analyzed through the emerging codes and themes shaped by the research questions. The results indicated that the 1998 program the study intended to investigate was found to be relatively satisfying in terms of developing professional teach ing competencies. The major weakness was reported to be theory-oriented structure which did not allow for ample practice opportunities both in the courses and in the field experiences. Moreover, due to the infancy ages of the field, the contents of courses offered were perceived to be in line with the essentials of primary and elementary level which contradicts the necessities of early childhood teaching. The findings were further discussed and interpreted.
2
Parlak, Rakap Asiye. "In-service Early Childhood Teachers." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613250/index.pdf.
The aim of this research study was to investigate the early childhood teachers&rsquo perceptions about their roles in the development of self-discipline in children. In order to specify this aim, the research question which asked &ldquo How do early childhood teachers perceive their role in the development of self-discipline?&rdquo was investigated.
Current study was conducted based on qualitative research methodology. In order to investigate the aim, a case including seven early childhood teachers working at the same institution was reached. The main data collection instrument was an interview protocol consisting of two parts: vignettes and interview questions. The instrument included questions related to the meaning and importance of self-discipline, and how to support it in classroom environment, and was developed according to observations and related literature. Additionally this instrument was pilot tested with six early
childhood teachers. The interviews for the main study were conducted between December 2009 and January 2010. According to the findings, early childhood teachers were aware of self-discipline, its importance, and its development. However, some strategies which were being used by the teachers should be discussed with them in terms of relatedness of those strategies with self-discipline.
3
Akdag, Zeynep. "Beginning Early Childhood Education Teachers." Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615312/index.pdf.
The aim of this study was to scrutinize perceptions, expectations and concerns of pre-service early childhood education (ECE) teachers before they start their careers and their challenges in their first year as they became beginning teachers. This study also focused on documenting public school contexts where beginning teachers have been either supported and given the opportunity to develop as successful teachers or discouraged and left alone with the challenges in their first year of teaching.
In order to investigate this phenomenon, 16 pre-service early childhood education teachers studying at the same teacher education program were interviewed about their perceptions, expectations and concerns on their future profession immediately before their graduation. Participating teachers started to teach in public schools at different cities after their graduation. They were interviewed at the end of the first and the second semester they taught about their experiences and difficulties, and positive aspects of working in public schools.
Moustakas&rsquo s phenomenological analysis was utilized to analyze data from interviews in which beginning teachers reflected on their experiences in teacher education program and of being new teachers in public school context in Turkey. Findings have revealed that pre-service teachers were aware of many difficulties in public schools and ready to contend with those difficulties, yet some of the challenges they faced were beyond their initial anticipation. All those challenges were originated from teacher education program, Ministry of National Education&rsquo s system itself, and local condition where beginning teachers were appointed. Suggestions for teacher education programs, Ministry of National Education, and administrators were proposed.
4
Freshwater, Amy. "Early childhood teachers : characteristics, attitudes and behaviors /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060098.
This study examines the growth and development of a program for the preparation of special education teachers in Early Childhood Education, Following an overview of historical perspectives in Early Childhood and Special Education, including international influences, models which would aid in the development of such a program are discussed.
The Provincial Child Care Facilities Licensing Board and the Ministry of Education, of British Columbia expressed a wish for the development of post-basic special education programs in Early Childhood Education and their willingness to fund several programs in the province. Their critieria and support is included in a description of the development, implementation and evaluation of the Early Childhood: Special Education Program at Vancouver Community College? Langara Campus.
The purpose of this study is, therefore, to provide
information on the development of such a program and to examine
the needs and possible future directions of teacher preparation
in special education for Early Childhood Education. Education, Faculty of Graduate
6
Sherwood, Frances R. "Listening to early childhood preservice teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21634.pdf.
Gunn, Lynette M. "Initial teacher education for early childhood teachers: A rhizomatous inquiry." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/112362/8/Lynette_Gunn_Thesis.pdf.
This project is a study of how initial teacher education works for early childhood preservice teachers and what it does. It brings to light some of the multidimensional dynamics that operate in initial teacher education. Using a rhizomethodological approach the inquiry found that the politics of belonging; border crossing; and, respecting the alterity of an Other; offer new ways for thinking about how initial teacher education works. Initial teacher education program, policy and pedagogy implications are generated by this inquiry and future research pathways are proposed.
8
Zhulamanova, Ilfa. "EARLY CHILDHOOD EDUCATION PRESERVICE TEACHERS’ PERCEPTIONS ON PLAY." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1563193941118516.
Riffin, Catherine. "Educational trajectories of teachers and teacher's aides : what motivates early childhood educators to pursue higher education?" Connect to online version, 2008. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2008/283.pdf.
Alasimi, Amal A. "Saudi Early Childhood Teachers' Attitudes About The Use Of Technology In Early Childhood Classrooms." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1542321673302025.
Virginia. Dept. of Social Services. Division of Child Care and Development., ed. Competencies for early childhood professionals. [Richmond, Va: Virginia Dept. of Social Services, Division of Child Care and Development, 2007.
Dunekacke, Simone, Aljoscha Jegodtka, Thomas Koinzer, Katja Eilerts, and Lars Jenßen. Early Childhood Teachers' Professional Competence in Mathematics. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003172529.
Pupala, Branislav, Zuzana Petrová, and Tata Mbugua. "Early Childhood Teachers in Slovakia." In Common Characteristics and Unique Qualities in Preschool Programs, 127–37. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4972-6_12.
Avgitidou, Sofia. "Supporting Early Childhood Teachers' Play Pedagogy." In Teacher Education and Play Pedagogy, 82–94. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003149668-7.
Dunekacke, Simone, and Sigrid Blömeke. "Early mathematics education." In Early Childhood Teachers' Professional Competence in Mathematics, 119–31. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003172529-7.
Roth, Wolff-Michael, Maria Inês Mafra Goulart, and Katerina Plakitsi. "Preparing Teachers for Early Childhood Science Teaching." In Cultural Studies of Science Education, 161–80. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5186-6_8.
Thiel, Oliver. "How pre-service teacher training changes prospective ECEC teachers' emotions about mathematics." In Early Childhood Teachers' Professional Competence in Mathematics, 63–78. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003172529-4.
Clarke, Sharryn, and Sivanes Phillipson. "Facebook mentoring of beginning teachers." In Policification of Early Childhood Education and Care, 6–22. Abingdon, Oxon ; New York : Routledge, 2020. |: Routledge, 2019. http://dx.doi.org/10.4324/9780203730539-2.
Marpinjun, Sri, and Patricia G. Ramsey. "Feminism and Early Childhood Education in Indonesia: Teachers’ Reflections." In Feminism(s) in Early Childhood, 149–63. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3057-4_12.
Pramling, Niklas. "Educating Early Childhood Education Teachers for Play-Responsive Early Childhood Education and Care (PRECEC)." In Teacher Education and Play Pedagogy, 67–81. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003149668-6.
Shallwani, Sadaf. "Conceptualizing Early Schooling in Pakistan: Perspectives from Teachers and Parents." In Early Childhood and Development Work, 133–52. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91319-3_7.
Edwards, Susan, Joce Nuttall, Ana Mantilla, Elizabeth Wood, and Sue Grieshaber. "Digital Play: What Do Early Childhood Teachers See?" In Critical Perspectives on Technology and Education, 69–84. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137385451_5.
Тези доповідей конференцій з теми "Early childhood teachers":
1
Kim, Kyung-chul, Seong-joo Lee, and Jin-young Go. "Recognition for Early Childhood Software Education in Early Childhood Teachers." In Advanced Science and Technology 2018. Science & Engineering Research Support soCiety, 2018. http://dx.doi.org/10.14257/astl.2018.150.67.
Waluyo, Edi, and Dr Diana. "Early Childhood Education Standard: Towards Euality Early Childhood Education Services in Indonesia." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.78.
Rosyid, Ainur. "Motivations to be School Teacher: an Examination of Student Teachers' Reasons." In 3rd International Conference on Early Childhood Education (ICECE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icece-16.2017.5.
Rahmat, Stephanus, Fransiskus De Gomes, Ignasius R. Bora, and Elfrida Tari. "Analysis on Difficulties of Early Childhood Teachers in Assessing Early Childhood Development." In First International Conference on Humanities, Education, Language and Culture, ICHELAC 2021, 30-31 August 2021, Flores, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.30-7-2021.2313630.
Hodijah, Siti, and Leli Kurniawati. "Teachers’ Understanding on Music for Early Childhood." In 5th International Conference on Early Childhood Education (ICECE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.034.
Ambarwati, Restu Sinta, Harti Kartini, and Sa’dun Akbar. "Perceptions of Elementary School Teachers in Malang on the Preparation and Analysis of HOTS Questions." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.012.
Thaariq, Zahid Zufar At, Ence Surahman, Lindawati, Ryandini Dwi Puspita, Nurul Faiza, and Fidyah Nur Khumairoh. "Professionalism of Primary School Teachers in Selection of Learning Models and Media to Achieve Instructional Goals." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.030.
Sutama, I. Wayan, and Ika Al Mumtahanah. "Science Learning in Early Childhood Education." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.66.
Nurabadi, Ahmad, Ibrahim Bafadal, Endah Tri Priyatni, and Juharyanto. "Analysis of the Ratio of Teachers, Staff, and Students as an Effort to Accelerate Quality Improvement of Primary Schools." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.003.
Звіти організацій з теми "Early childhood teachers":
1
Yun, Cathy. Preparing Transitional Kindergarten to 3rd Grade Educators Through Teacher Residencies. Learning Policy Institute, June 2022. http://dx.doi.org/10.54300/139.797.
In California, 2021 legislation expanded transitional kindergarten (TK) to be universal for all 4-year-olds by 2025–26. This expansion will require an additional 11,900 to 15,600 credentialed teachers. Given projected workforce needs and historic investments in teacher preparation, early childhood–focused residencies can help districts strategically build TK teacher workforces. This brief describes two early childhood residency programs—Fresno’s Teacher Residency Program and UCLA’s IMPACT program—to help inform the development of strong early learning–focused residencies.
2
Melnick, Hanna, Emma García, and Melanie Leung-Gagné. Building a Well-Qualified Transitional Kindergarten Workforce in California: Needs and Opportunities. Learning Policy Institute, June 2022. http://dx.doi.org/10.54300/826.674.
In 2021, California committed to making transitional kindergarten (TK)—a school-based preschool program initially designed for older 4-year-olds—available for all 4-year-olds by 2025–26. As TK becomes universal, California will need to greatly expand the early learning workforce. This brief provides estimates of how many TK teachers California will need; describes the potential supply pools that could meet this demand; outlines pathways into the profession; and offers recommendations to help stabilize, support, and expand the entire early childhood workforce.
3
Villines, Meredith. Early Childhood Inclusion: Teacher Perception of the Supports Needed to Fully Include Children with Special Needs. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.425.
Statman-Weil, Katie. The Interplay Between Early Childhood Education and Mental Health: How Students in an In-Service Early Childhood Teacher Education Program Experience Children with Mental Health and Behavioral Challenges in the Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6522.
Promoting Children’s Participation Rights in Early Childhood Education and Care: Self-Assessment Tool for Professionals. 2019-1-PT01-KA202-060950: Professional Development Tools Supporting Participation Rights in Early Childhood Education, May 2021. http://dx.doi.org/10.15847/cisparticipa.sat01.2021.05.
This self-assessment tool was designed to support early childhood education and care (ECEC) professionals in enhancing participatory practices based on their organizations’ resources. We define participation as children’s right to be heard, to express their perspectives in matters and situations affecting them, and to have them considered and given due weight (i.e., as defined by the United Nations Convention on the Rights of the Child, in 1989). The tool consists of three versions taking into account the work specificity of ECEC assistant, teachers and coordinators. It is intended to be used in both the individual and group context. This self assessment tool was elaborated in Europe in a participatory process to allow for its cross-country application. We call this process participatory as it considered the voices of key actors – ECEC professionals at all stages of the elaboration of the tool by the international team of researchers and teacher trainers. Children’s participation was conceptualized following the Lundy model (Lundy, 2007).
