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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.
Анотація:
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.
Анотація:
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.
4
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.
5
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.
Анотація:
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.
Анотація:
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.
7
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.
Анотація:
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.
8
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.
9
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.
Анотація:
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.
11
Yang, Yujin, та Kyoung-Jin Lee. "예비유아교사의 아동기 놀이경험에 따른 놀이성과 놀이교수효능감 차이 연구". Korean Association For Learner-Centered Curriculum And Instruction 22, № 23 (15 грудня 2022): 647–63. http://dx.doi.org/10.22251/jlcci.2022.22.23.647.
Анотація:
Objectives The aim of this study is to investigate whether there is a difference in the playfulness and play teaching efficacy of preservice early childhood teachers according to their childhood play experience. Methods For this, a survey was conducted with 207 preservice early childhood teachers and frequency analysis and difference verification were conducted. Results The results are as follows. First, there was a difference in the formation of playfulness and play teaching efficacy according to the difference in the experience of ‘playground’ among childhood play experience of preservice early childhood teachers. Second, while ‘playtime’ among childhood play experience did not show any difference in the formation of playfulness and play teaching efficacy of early childhood teachers, ‘player’ was shown to be a factor causing the difference in both. Conclusions Based on these results, this study has an implication that early childhood teachers should be supported through the teacher training course to help them reflect on their own childhood play and form an educational belief on play.
12
Lee, Jin-Hee. "The Early Childhood Teacher’s Images of Pre-service Teachers, Kindergarten Teachers, and Daycare Center Teachers." K Association of Education Research 7, no. 3 (December 31, 2022): 107–24. http://dx.doi.org/10.48033/jss.7.3.6.
Анотація:
The purpose of this study is to examine the image of teachers for pre-service teachers, kindergarten teachers, and daycare center teachers, and to see if there is a difference in the image of teachers they think. To this end, a survey was conducted from April 11 to April 29, 2022 on students enrolled in the Department of Early Childhood Education at vocational colleges in Gyeonggi-do, Seoul, and kindergarten and daycare center teachers. The mean, standard deviation, and Cronbach α coefficients were calculated for the final 214 out of 250 questionnaires, and the data were analyzed through one-way random analysis and Scheffe post-verification. As a result of the study, first, the overall average for the image of early childhood teachers was found to be moderate or higher, and the average value of the image of teachers considered by prospective pre-service teachers was the highest. Second, the image of pre-service teachers, kindergarten teachers, and daycare center teachers differed according to their educational background, career, and working institution. These research results can provide basic data on how to improve the image of early childhood teachers, and can help early childhood teachers to be recognized as professionals by establishing a desirable teacher image.
13
Febiyanti, Anita, Euis Kurniati, and Ibrahim Emilly Nzunda. "Teachers' Strategies in Introducing Literacy to Early Childhood: Lesson from Indonesia." Al-Athfal: Jurnal Pendidikan Anak 7, no. 2 (December 22, 2021): 123–34. http://dx.doi.org/10.14421/al-athfal.2021.72-03.
Анотація:
Purpose – This study aims to analyze teachers' strategies in introducing literacy to early childhood.Design/methods/approach –The researchers used the case study method. The research subjects are two teachers who teach in early childhood education institutions in Bandung, Indonesia.Findings –The results of this study indicate that in introducing literacy to children, teachers use multiple strategies, such as optimizing role-play activities, stimulation through active teacher conversations that encourage children to communicate (rich teacher talk), utilizing the use of big book media, and focusing on phonological awareness. The study results show that the teacher's role is significant in optimizing literacy learning for children.Research implications/limitations – This case study focuses on literacy learning in early childhood based on the experiences of two teachers in Bandung, Indonesia.Practical implications –This case study shows that multiple strategies are appropriate to introduce early childhood literacy and prepare children for the next level of education.Originality/value – This study contributes to the understanding of literacy in early childhood. In addition, this study recommends that teachers apply multiple strategies in introducing literacy through play activities.
Paper type Case study
14
Kim, Ji-Young. "Early Childhood Teachers' Perception about Early Childhood Music Activity." Korean Journal of Human Ecology 17, no. 3 (June 30, 2008): 389–97. http://dx.doi.org/10.5934/kjhe.2008.17.3.389.
15
Aini, Wirdatul, Setiawati Setiawati, and Alim Harun Pamungkas. "The Creativity of the Early Childhood Education’s Teachers in Creating an Animation Media Web-Based in Koto Tangah Padang." KOLOKIUM: Jurnal Pendidikan Luar Sekolah 7, no. 2 (October 30, 2019): 127–34. http://dx.doi.org/10.24036/kolokium-pls.v7i2.355.
Анотація:
One of the success of the Early Childhood Education Institution in society is based on the teacher’s factor. The problem facing by the Early Childhood Education Institution in the sub-district of Koto Tangah is the lack of the creativity of the teachers to use modern media that will motivate children to play while learning. Until now, Early Childhood Education teachers still use traditional media in the teaching and learning process, when it looks outdated and less able to motivate children in learning. This training aims to help the teachers to be creative Early Childhood Education’s teachers in making an animation learning media Web-based. Through the training of animation learning media Web-based, the teachers can improve their ability in applying various media. Skill training method in making an animation media-based uses; (1) speech method is used to deliver the material theoretically about the concept of Early Childhood Education and the learning characteristics, (2) discussion method is used by the Early Childhood Education’s teachers to discuss about how to make an animation media web-based, (3) experiment/ practice method is used to train the Early Childhood Education’s teachers in having an ability in making an animation media, each teacher tries to create an animation media web-based directly. The subject of this research is the 21 teachers, taken from each delegation of the Early Childhood Education Institution in Koto Tangah, Padang. The result of this research for the community can be described: (1) Early Childhood Education’s teachers comprehend characteristics and learning strategies for early childhood, (2) some of them have already skilled, creative in creating web-based animation learning media. It is suggested to the school to always motivate and facilitate the Early Childhood Education’s teachers in creating a good learning media following the advancement of science and technology. The Early Childhood Education’s teachers are expected to have continuous training to improve their creativity in creating a good and varies learning media.
16
Boyd, Wendy, Sandie Wong, Marianne Fenech, Linda Mahony, Jane Warren, I.-Fang Lee, and Sandra Cheeseman. "Employers’ perspectives of how well prepared early childhood teacher graduates are to work in early childhood education and care services." Australasian Journal of Early Childhood 45, no. 3 (June 29, 2020): 215–27. http://dx.doi.org/10.1177/1836939120935997.
Анотація:
With an unprecedented number of children in early childhood education and care in Australia, demand for early childhood teachers is increasing. This demand is in the context of recognition of the importance of the early years and increasing requirements for more highly qualified early childhood teachers under the National Quality Framework. Increasingly, evidence shows the value-added difference of university-qualified teachers to child outcomes. Within Australia there are multiple ways to become an early childhood teacher. Three common approaches are a 4-year teaching degree to teach children aged birth to 5 years, children aged birth to 8 years, or children aged birth to 12 years. There is, however, no evidence of how effective these degree programmes are. This paper presents the perspectives of 19 employers of early childhood teachers in New South Wales regarding how well prepared early childhood teacher graduates are to work in the early childhood sector in Australia. Although participants noted the strengths of new graduate early childhood teachers, they also identified several areas in which they were less well prepared to teach in the early years.
17
Chang, Han. "Technology Learning in Early Childhood Education, Case Study in Taiwan." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 2293–306. http://dx.doi.org/10.54097/ehss.v8i.4707.
Анотація:
The purpose of this research is aimed to find out how technology can have a significant positive impact on the children in Taiwan, which enhances their engagement and learning motivation. This study has principally used the TPACK theoretical framework to give the participants a self-evaluate how their perceptions of their teaching have fared, as well as how their comprehension and understanding connect to the teaching of technology. The present study utilizes questionnaires and interviews to the private schools’ teacher and principal in Taiwan Hsinchu. Since the COVID-19 pandemic, the majority of teachers and students have adapted to and are accustomed to engaging in technology activity, which means that young children are increasingly communicating and interacting through technology, which has now become the new normal. Nevertheless, the majority of kindergarten and primary school teachers, lack official and professional training in technological expertise, according to this case study in Taiwan, notwithstanding the fact that this might have a detrimental effect on children's development and future careers. Main findings were: 1) Technology learning can help the improve students’ self-learning ability and learning motivation, 2) Teacher’s technology knowledge can significantly effect on children’s’ learning outcome; 3) Taiwanese Teacher confronting huge challenge in teaching with technology. Identify what professional ICT training for teachers is necessary. This research has Kindergarten teachers must develop their personal character and cultural connotation in addition to their professional theoretical understanding. Therefore, the teacher's knowledge of information technology must be strengthened in order to provide students with accurate, reliable, and superior information on technology learning.
18
Kim, Gwang-su. "Comparison of Teacher Creativity and Teacher Efficacy of Pre-early Childhood Teachers and Current Early Childhood Teachers: Latent Mean Analysis." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 15 (August 15, 2019): 693–713. http://dx.doi.org/10.22251/jlcci.2019.19.15.693.
19
Palintan, Tien Asmara. "ANALISIS RESPON GURU TERHADAP PELATIHAN PENGELOLAAN EMOSI ANAK USIA DINI." TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini 6, no. 2 (December 1, 2020): 69. http://dx.doi.org/10.26858/tematik.v6i2.15842.
Анотація:
The problem of managing emotions in early childhood that the researchers found was that early childhood teachers found it difficult to develop the emotional aspects of children. Early Childhood Emotion Management Training is used as an intervention in helping PAUD teachers to develop emotional aspects of early childhood. The subjects in this training consisted of 31 PAUD teachers. This study refers to an experimental approach with the One-Shot Case Study design. Subjects were given treatment in the form of Early Childhood Emotion Management Training and then the results were observed. This training was held three times, with a duration of 120 minutes for each meeting. Validation of the Teacher Response Questionnaire (ARG) obtained a value of = 3.64, including the very valid category. The empirical validation of the study stated that 98% of research subjects stated that the teacher's response was very good (positive) towards the implementation of early childhood emotional management training.
20
Augustynek, Klaudia. "Współczesny portret nauczyciela wczesnej edukacji." Pedagogika Przedszkolna i Wczesnoszkolna, no. 1 (19) (June 2022): 167–73. http://dx.doi.org/10.4467/23537159ppw.22.014.16874.
Анотація:
Perceive of the teacher of early childhood education The aim of this article is to show you current problem of early childhood education, which is perceived of the teacher of early childhood education. Nowadays, many people judge others by the tip of the iceberg. They don’t see what is beneath the surface. Early childhood teachers are attacked almost every day. In the past, it wasn’t a chance to challenge teachers authority. What has influence on perceive of teacher of early childhood education? Which are parents expectations towards teachers competencies? About what should we remember to not crack? You will find the answer below.
21
Puteri, Ika Apriati Widya, and Ika Apriati Widya Puteri. "ANALISA LATAR BELAKANG PENDIDIKAN GURU TERHADAP METODE MENGAJAR DI KELAS." Incrementapedia: Jurnal Pendidikan Anak Usia Dini 3, no. 02 (December 31, 2021): 38–45. http://dx.doi.org/10.36456/incrementapedia.vol3.no02.a4545.
Анотація:
Nowadays, there are still many kindergarten teachers who do not have an early childhood education background. Whereas the appropriate educational background can be related to the level of achievement of children's development and related to the achievement of learning in early childhood.The purpose of this study was to determine whether educational background affects teaching methods in the KB & TK Islam Silmi Samarinda. The research use qualitative research approach such as interview, observation, and documentation. The technique used in this triangulation is triangulation of data sources which checks the validity of the data by checking or as a comparison against 3 sources. The results of research conducted by researchers at KB & TK Islam Silmi Samarindashow that teachers with early childhood education background look more optimal by using varied teaching methods than those without this background. The teacher also have more knowledge about teacher’s professional competence compare to teacher who don’t have the early childhoode education background.
22
Chung, Daeryun, and Sooyeon Choi. "Exploring the meaning of identity formation through the experiences of preliminary early childhood teachers." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 17 (September 15, 2022): 743–69. http://dx.doi.org/10.22251/jlcci.2022.22.17.743.
Анотація:
Objectives This study investigated the meaning of identity formation as early childhood teachers through the experiences of preliminary early childhood teachers.
Methods Six preliminary early childhood teachers enrolled at universities located in Seoul and Gyeonggi-province were selected as research participants, and in-depth interviews were conducted to understand their experiences without exaggeration. Based thereon, Giorgi's “existential phenomenological analysis” was used to understand the meaning of lived experiences of preliminary early childhood teachers more concretely and reveal the meaning of it.
Results Preliminary early childhood teachers were forming their identity through: first, the memories of their own childhood and early childhood teachers, second, self-esteem and values to pursue that are formed based on personal beliefs as early childhood teachers, and third, the experiences of learning and practice encountered during the preparation process of becoming preliminary early childhood teachers.
Conclusions Time spent as preliminary early childhood teachers is important in order to form a positive early childhood teacher identity. In addition, it is necessary to provide various opportunities for teachers to talk to each other about the image and meaning of early childhood teachers from their own experiences. Furthermore, it is important to enhance the understanding of the field by strengthening practical training. It is also necessary to bring them to a sense of conviction that they are professionals by striving to improve the low social awareness on early childhood teachers, improving the working environment, and providing appropriate salaries.
23
Rub, Majedah F. Abu Al, Lana Alnaser, and Ebtesam Qassim Rababah. "Field Experience Make Difference: Early Childhood Student-Teachers’ Beliefs about Best Practices for Jordanian Kindergarten Children." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 172–82. http://dx.doi.org/10.9756/int-jecse/v14i1.221022.
Анотація:
The separation between academic knowledge gained from university courses and practical knowledge gained from field experiences is an ongoing problem in teacher education. This research investigated the impact of field experiences on early childhood student-teacher’s’ beliefs regarding the best practices (Developmentally Appropriate Practice [DAP]) at kindergarten setting in Jordan. The quantitative methods utilizing pre-and post-surveys were employed. The respondents consisted of (65) students who agreed to be part of the study and filled out the surveys before and after attending the practicum program at the school of education during the first semester of the (2018/2019) school year. The survey consisted of (48) items that evaluated the early childhood education student-teachers’ beliefs regarding the best practices for kindergarten children. The results revealed that the overall mean of the early childhood student-teachers’ beliefs regarding DAP in the kindergarten setting in Jordan before field experience was (2.79), which means they had a moderate belief level of DAP. Furthermore, the researchers found that there are a “statistically significant differences” (at α = 0.05) in early childhood student-teachers’ beliefs regarding DAP before and after attending the practicum program in all domains favoring the post survey, except the “reciprocal relationships with families” domain. Focusing more on the inclusion of developmental practices in theoretical courses during the teacher education programs in university are recommended.
24
Erawati, Turini. "Teachers’ perception toward character education of early childhood education." Jurnal Konseling dan Pendidikan 9, no. 3 (December 1, 2021): 279. http://dx.doi.org/10.29210/165800.
Анотація:
Character education must be started from an early age through formal and nonformal education. The perception of the teacher to a science taught is very important. The aims of research are : (1) analyzing teacher’ perception towards character education in Early Childhood Education in Sunyaragi Village and (2) factors that influence character education in Early Childhood Education in Sunyaragi. This study used qualitative descriptive. The objects of this research were Play Group Annisa, Persil and Pelangi Sunyaragi. The techniques of data collection are Interview and observation; (a) Interviews are conducted to early chilhood teachers as many as 12 teachers, and (b) Questioner and (c) Observations are carried out to observe, know all activities organized by all components. To obtain accurate data, the researchers used data analysis techniques presented by Miles and Huberman namely: (a) Data Collection (b) Data Reduction, (c) Data Display , and (d) Conclusion (Drawing and Verifying ) The results of the study are (1) The teacher's perception of character values taught in the education process in Early Childhood Education Playing Group Annisa, Pelangi and Persil Sunyaragi are considered good, and (2) Factors that affect character education in Early Childhood Education are inhibition factors and supporting factors.
25
Imtiyas, Isnaini Aulia Rofiqoh, and Nurhenti Simatupang. "The Effect of Early Childhood Teacher's Educational Background on the Ability to Manage Children’s Learning: Evidence From Learning Process During Covid 19 Pandemic." Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini 7, no. 2 (July 29, 2022): 67–76. http://dx.doi.org/10.14421/jga.2022.72-02.
Анотація:
Purpose – This study aims to determine the effect of the teacher’s educational background on the ability to manage Early Child learning process during the Covid-19 pandemic.Design/methods/approach – This study is a descriptive correlational study with 86 ECE teachers in the Waru District as a sample. The analysis of this research uses simple regression, and the data collection process uses a questionnaire with the Google Forms platform.Findings – The results of this study are that the educational background and teacher training positively impact teachers' ability to manage Early Childhood Education (ECE) learning during the COVID-19 pandemic. It is proven by the R Square test obtained 0.467. In addition, the more mature ECE teachers are in line with the teacher's performance in managing ECE learning. So that in general, the educational background of teachers in Waru Regency has met the qualification standards set out in the Regulation of the Minister of Education and Culture of the Republic of Indonesia Number 137 of 2014 concerning National Standards for Early Childhood Education.Research implications/limitations – This study interprets that educational background, such as certificates, Linearity of education majors, and professional teachers’ certification, can affect teacher performance in learning management in early childhood education.Practical implications – This study contributes that the higher the level of ECE teachers with educational backgrounds and certificates under ECE, the more professional they are in carrying out the learning process in ECE.Originality/value – This study highlights that the quality of educator/teacher affects the ECE learning quality.Paper type: Research paper
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Robingatin, Robingatin, Lina Revilla Malik, and Anis Komariah. "The Ability of Early Childhood Education Teachers in Counseling Communication in East Kalimantan." Southeast Asian Journal of Islamic Education 4, no. 2 (October 30, 2022): 221–34. http://dx.doi.org/10.21093/sajie.v4i2.4499.
Анотація:
The background of this research is that Early Childhood Education teachers play an important role in interactions both as teachers in learning and as mentors and counselors for children. PAUD (Early Childhood Education) teachers are expected to have counseling communication skills, including empathy, active listening, and the ability to ask questions. This research aimed to find out the ability of Early Childhood Education Teachers in East Kalimantan in counseling communication. The research design was descriptive qualitative. The subjects in this study were Early Childhood Education Teachers from 8 PAUD institutions in 4 (four) City Districts in the East Kalimantan regions. There are Samarinda, Bontang, Kutai Kartanegara, and Kutai Timur. This subject was taken purposively from two teachers selected in each institution that was used as a place of research. The research object was the teacher's ability to conduct counseling communication by attending, empathizing, asking questions, and active listening skills. From this study, the researcher concluded that most Early Childhood Education Teachers can empathize but have not implemented empathic communication and effective listening in asking questions to explore children's emotions and thoughts. Most teachers used advising, seducing, persuading, and diverting children's problems in counseling communication. For further suggestions, school principals should evaluate the teachers’ ability in counseling communication to children and implement teacher counseling communication through tutorials and training among colleagues or peer tutors among teachers.
27
Kilderry, Anna. "Teachers in early childhood policy." Journal of Education Policy 29, no. 2 (July 23, 2013): 242–62. http://dx.doi.org/10.1080/02680939.2013.817612.
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Ha, Ji-Min, Eun-Kyoung Goh, and Ju-Youn Kyun. "The Change in the Representation of the Pre-service Early Childhood Teachers’ Maladaptive Behaviors Guidance." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 21 (November 15, 2022): 527–44. http://dx.doi.org/10.22251/jlcci.2022.22.21.527.
Анотація:
Objectives The purpose of this study was to explore the changes in the representation of the pre-service early childhood teachers' maladaptive behavior guidance through the experience of taking socialization-related subject. Methods The study participants were 49 students in the 3rd year of the Dept. of early childhood education at U college, and the course was held from March 3 to June 2, 2022. And the images and word representations of pre-service early childhood teachers' maladaptive behavior guidance were collected and analyzed. Results As a result of the study, the changes in the representation of the pre-service early childhood teachers' maladaptive behavior guidance were as follows. First, it appeared as ‘absence and filling of maladaptive behavior guidance reality’, and in the case of subcategories, ‘intense emotions due to absence of reality’ at the beginning of class, and ‘ideas of practice to be filled’ at the end of class. Second, it appeared as ‘following and pioneering the teacher's role in guiding maladaptive behavior’, and in the case of subcategories, ‘preconception toward teachers and children’ at the beginning of class, and ‘affirmation of self and children as a pre-service early childhood teacher’ at the end of class. Conclusions The results of this study will be able to provide basic data and educational implications to suggest the direction of teacher education for more desirable maladaptive behavior guidance of pre-service early childhood teachers.
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Novianti, Ria, and Febrialismanto Febrialismanto. "The Analysis of Early Childhood Teachers’ Pedagogical Content Knowledge." Journal of Educational Sciences 4, no. 2 (April 23, 2020): 404. http://dx.doi.org/10.31258/jes.4.2.p.404-413.
Анотація:
Pedagogical content knowledge (PCK) is the essential need of teaching and every teacher had to prioritized it for their teaching preparation. For early childhood education teacher, it is not only about knowledge of curriculum, instructional strategies and content, but also knowledge of students understanding. Teachers need to pay attention for all aspect in learning activities. With the awareness of PCK, teacher will have good performance while teaching and it will affect children understanding towards the subject. This research use descriptive quantitative methode to describe pedagogical content knowledge of 135 early childhood education teacher’s in Pekanbaru City that has been chosen by purposive sampling technique. Data collection and processing using google form. From four indicators of PCK, knowledge of student understanding score is the highest at 3,25, knowledge of instructional strategies score is 3,15, content knowledge score is 3.07 and knowledge of curriculum is the lowest with score 2,89. Emphaty and the ability to understand children comprehension in learning is pivotal for early childhood teacher. Young children don’t always express thought and emotion verbally, so teacher should also observed non verbal language and be thoughtful in order to help them understanding the subject. Early childhood teacher should gain more practiced and learn to enhance their knowledge of curriculum.
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Su-Min, Ryu, Lee Ha-Jeong, and Han An-Na. "Early Childhood Education Teachers’ Metaphors on Early Childhood Special Education." Korean Society for Child Education 24, no. 2 (May 25, 2015): 169–88. http://dx.doi.org/10.17643/kjce.2015.24.2.10.
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Park, Sang-Wook, Haeng-Mi Son, Joo-Hyeon Kim, Hye-Jin Park, Hye-Seon Byun, Mi-Soob Jang, Hye-Ji Heo, and Do-Kyeong Ko. "Early Childhood Teachers' Experiences of Sex Education for Early Childhood." Journal of Korean Association for Qualitative Research 7, no. 2 (November 30, 2022): 152–62. http://dx.doi.org/10.48000/kaqrkr.2022.7.152.
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Kim, Geun-Hye, and Jung-Eun Kim. "Analysis of Social Perception of Early Childhood Teacher Competency through Big Data." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 14 (July 31, 2022): 201–16. http://dx.doi.org/10.22251/jlcci.2022.22.14.201.
Анотація:
Objectives The purpose of this study is to explore the direction of the competency of early childhood teachers by examining factors affecting the overall social perception and early childhood teacher competency of daycare center teacher competency, kindergarten teacher competency, and early childhood teacher competency through big data analysis.
Methods The purposes of this study were to specify variables related to convergence competency, and to analyze the structural relationships among them. The purposes of this study were to specify variables related to convergence competency, and to analyze the structural relationships among them. To this end, using the search terms for daycare center teacher competency, kindergarten teacher competency, and early childhood teacher competency, Naver blog, cafe, news, intellectual, academic information, web information and Daum blog, cafe, news, web information, Google news, Facebook and web documents were collected and analyzed. The collected data went through the first and second refining processes, and 50 major words were selected based on word frequency and semantic network analysis was performed.
Results First, as a result of frequency analysis of keywords related to childcare center teacher competency, education showed the highest frequency, followed by childcare teachers, teachers, daycare centers, and support. As a result of centrality was education, and keyword with the highest mediation centrality was teacher. Second, as a result of frequency analysis of keywords related to kindertarten teacher compotencey, teachers showed the highest frequency, folowed by training, kindergarten, and education. As a result of centrality analysis, the keyworld with the highest connection centrality, proximity centrality, and mediation centrality was teacher. Third, as a result of frequency analysis of keywords related to the competency of early childhood teachers, education showed the highest frequency, followed by research, trainging, kindergarten, and teachers. As a result of the centrality analysis, the keyword with the highest connection centrality was pre-kindergarten teacher, and the keywrod with the highest proximity centrality and mediation centrality was research.
Conclusions Through big data analysis, there was no difference in the perception of daycare center teachers and kindergarten teacher’s competency. It can be seen that the expectations for the role as a researcher are high.
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Bassok, Daphna, Anna J. Markowitz, Laura Bellows, and Katharine Sadowski. "New Evidence on Teacher Turnover in Early Childhood." Educational Evaluation and Policy Analysis 43, no. 1 (January 18, 2021): 172–80. http://dx.doi.org/10.3102/0162373720985340.
Анотація:
This brief provides a systemwide look at early childhood teacher turnover using data from all publicly funded, center-based early childhood programs in Louisiana, including subsidized child care, Head Start, and pre-kindergarten. It provides new evidence on the prevalence of turnover and explores whether teachers who leave differ from those who stay on a widely used measure of teacher–child interaction quality. Results show that more than one third of teachers leave their program from one year to the next, and the vast majority of teachers who leave are not teaching in another program the following year. Turnover rates are higher among teachers working in child care and with younger children. Compared with teachers who stay, those who leave are rated lower on interaction quality.
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Stover, Sue. "Working with student teachers ‘at risk’ during early childhood practicums: Reflections from five Associate Teachers." Teachers' Work 16, no. 1 & 2 (November 13, 2019): 14–30. http://dx.doi.org/10.24135/teacherswork.v16i1and2.281.
Анотація:
In this study, the focus is on five Associate Teachers’ remembered experiences of working with early childhood Student Teachers nearing graduation who were at risk of failing practicum. Using Rogoff’s overlapping ‘planes of analysis’, the subjective experiences of the Associate Teachers are analysed, bringing into focus the personal, interpersonal and institutional complexities involved in attempting to assess the Student Teacher on practicum. Ethical and philosophical issues become apparent, particularly in the clash between protecting a Student Teacher’s privacy and the open communication valued in the relationship, between Associate Teachers and the Initial Teacher Education provider.
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Hong, Eun Suk, Gye Shin Park, and Hyun Sook Kim. "The Experiences and Needs of Early Childhood Special Education Teachers for the Organizational Culture of Early Childhood Special Education Institutions." Korean Journal of Early Childhood Special Education 22, no. 3 (September 30, 2022): 1–30. http://dx.doi.org/10.21214/kecse.2022.22.3.1.
Анотація:
The purpose of this study is to examine the experiences and needs of early childhood special education teachers for the organizational culture of early childhood special education institutions. A focus group interview was conducted with 11 early childhood special education teachers working for special classes in kindergarten and special education kindergartens. As a result of the study, 3 themes, 11 subcategories, and 30 main concepts were derived. Specific research results are as follows. First, early childhood special education teachers presented four types of organizational culture experiences according to the differences in the method of pursuing values and flexibility of institutions. In other words, it is a relationship-oriented culture, a performance-oriented culture, a hierarchy-oriented culture, and a chaotic organizational culture that is difficult to be explained by the preceding three models. Second, early childhood special education teachers presented negative experiences with respect to organizational fairness such as mutual fairness, procedural fairness, and distribution fairness. Third, early childhood special education teachers said that it is necessary to make an active effort on their own to realize the unique identity of early childhood special education teacher along with the improvement of democratic and organizational culture. In addition, they emphasized the need for awareness-raising training for institutional members and securing fairness in the promotion system for early childhood special education teacher. Based on the results of this study, future improvement plans for the organizational culture of early childhood special education institutions were suggested.
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Mohammed, Ali Yaaku Sumani, and Seth Badu. "Perceptions of Teachers Towards Inclusive Education: The Case of Early Childhood Centres in Sissala East District." International Journal of Research and Innovation in Social Science 06, no. 07 (2022): 94–101. http://dx.doi.org/10.47772/ijriss.2022.6707.
Анотація:
The study investigated teacher perception towards inclusive education in Early Childhood Centres in Sissala East District in Upper West Region, Ghana. The study adopted a sequential explanatory mixed-methods design. A sample of 150 teachers in the Early Childhood Education centres were selected using census and homogeneous sampling techniques. Questionnaires and interviews were used for data collection. Descriptive statistics were used to analyse the quantitative data while qualitative data were analysed in themes. The study found that: most early childhood teachers in the Sissala East District had a positive perception of inclusive education. It was also evident that most early childhood teachers in the Sissala East District believe that factors such as lack of teacher training; insufficient resources; limited administrative support; teachers’ attitudes; large class sizes and poor building infrastructure influence their perception of inclusive education. The study concluded that teachers in early childhood centres within the Sissala East District have a positive view of inclusive education. However, variables such as a lack of teacher training, insufficient resources, limited administrative support, teachers’ attitudes, large class numbers, and inadequate building infrastructure impact their perspective of inclusive education. Based on the key findings, the study recommended that teachers in early childhood centres in Sissala East District should be motivated by early childhood coordinators and headteachers to have positive perceptions of inclusive education. Again, the ministry of education should offer enough and consistent teacher support services, such as teaching assistants, and continuous professional development programmes to improve the efficacy of inclusion and minimise teacher stress.
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Park, Oe-Sun, and In-Hwa Choi. "Domestic research trends on multi-cultures among preservice and early childhood teachers Focusing on domestic academic journals." Korea Association for Early Childhood Education and Educare Welfare 26, no. 2 (June 30, 2022): 35–57. http://dx.doi.org/10.22590/ecee.2022.26.2.35.
Анотація:
This study was conducted to determine the direction of multicultural research targeting preservice and early childhood teachers by analyzing domestic research trends on multi-cultures among such teachers. From 2012 to 2021, 243 domestic academic journals were analyzed depending on year, research method, and research topic. A total of 177 papers on multi-cultures targeting early childhood teachers were published during the 10 years since 2012, which is three times that of the 62 papers on preservice early childhood teachers. In 2013, multicultural research related to preservice and early childhood teachers accounted for the highest and lowest at 15.4% and 4.5% of the total research in 2017, respectively. Second, in the research trend by research method, the most frequent is quantitative research, with 48(70.6%) of preservice early childhood teachers and 103(55.4%) of early childhood teachers accounting for more than half of all research and qualitative research was used in the following order. Third, in the research trend by research topic, preservice early childhood teachers were the focus of the most research on teacher professionalism with 25(37.9%) studies, and early childhood teachers were the focus in the most research on educational practice with 59(32.6%) papers. Based on the results, the necessity of continuous multicultural research targeting preservice early childhood teachers and the study for various research methods were discussed.
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Apriyanti, Helly. "Pemahaman Guru Pendidikan Anak Usia Dini Terhadap Perencanaan Pembelajaran Tematik." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 1, no. 2 (December 30, 2017): 111. http://dx.doi.org/10.31004/obsesi.v1i2.22.
Анотація:
The purpose of this research is to describe the understanding of early childhood education teachers on thematic learning planning. The focus of this research is the extent to which early childhood education teachers understand about thematic learning planning. This research is a descriptive research conducted at Raudhatul Athfal (RA) Se-Kecamatan Ajung. The population in this research are teachers of RA Se-Kecamatan Ajung where the sample selection is done by simple random sampling. Data collection tool in this research by using questionnaire. From the result of data analysis, it can be concluded that the average of early childhood teacher's understanding on thematic learning planning is 76%, so that it can be categorized that the teacher has understood the aspect of thematic learning planning.
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McGlynn-Stewart, Monica. "The Far Reaching Influence of Early Literacy Education: Beginning Teachers Look to Their Own Early Literacy Teachers as Role Models for Their Teaching." Language and Literacy 16, no. 1 (May 23, 2014): 71. http://dx.doi.org/10.20360/g2hg67.
Анотація:
This qualitative research study examined how the professional practice of six beginning elementary teachers was influenced by their own childhood literacy teachers. Results illustrate that the participants' early literacy experiences varied greatly as did the ways in which those experiences intersected with their teaching practice. The participants all reported modeling their teaching after one or two specific teachers from their own childhoods. Using these role models as guides, the participants focused on teaching students whose needs were similar to their own needs as students. Implications for preservice and inservice teacher education are discussed.
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Lima, Camila Machado de. "infâncias e formação docente: gestos, sentidos e começos." childhood & philosophy 14, no. 30 (May 7, 2018): 297–315. http://dx.doi.org/10.12957/childphilo.2018.32049.
Анотація:
The present text is an essay on childhood and teacher education, making approximations and meetings that put in question the school, the education, the teaching, the time. Childhood is not considered a category of chronological time, but an establishing force of possibility, impossibility, questions, interruptions. Childhood is affirmed beyond an age, understood as existence, life, embodied in any body and in another temporality. It is interesting to ask about the childhoods that go through the teacher formation and, perhaps, think not only how we form childhood, but how childhood forms us. How do they potencialize teachers work? Under what conditions do these childhoods arise? Is the teacher becoming a maturation of childhood, childhood or childhood? What gestures tear and explode with the ways we get used to being with the children and the ways we are used to becoming teachers? These questions have accompanied me in the challenge of devoting sensitivity, attention and listening to the senses emanating from childhood, and the childhood that emanates from the senses, in the exercise of being a teacher of Early Childhood Education. Therefore, this work is inspired by the childhoods of children of the Secondary Education of Pedro II College, in childhoods of my teaching with these subjects, in beginnings, openings and beginnings that potentiate to inhabit the school and become a teacher in a childish way.
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Cho, Yujin. "Awareness of Early Childhood Teacher’s Teaching Life by Pre-service Early Childhood Teachers Through Photovoice." Journal of Humanities and Social sciences 21 13, no. 6 (December 31, 2022): 1217–30. http://dx.doi.org/10.22143/hss21.13.6.83.
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Lee, Eunji, and Jihyun Kim. "A Study on the Teacher-Related Predictors about the Early Childhood Teacher’s Autonomy in the Implementation of Early Childhood Curriculum." Korean Journal of Child Studies 43, no. 3 (August 31, 2022): 263–74. http://dx.doi.org/10.5723/kjcs.2022.43.3.263.
Анотація:
Objectives: This study aimed to identify the level of autonomy early childhood teachers have in implementing the curriculum. Furthermore, the study aimed to find variables that predict early childhood teachers’ autonomy in curriculum implementation. These include “play sensitivity,” “organizational health,” and “professional knowledge and skill perception.”Methods: This study was conducted on 375 early childhood teachers. The teachers responded to questionnaires on “their autonomy in the implementation of early childhood curriculum,” “play sensitivity,” “organizational health,” and “professional knowledge and skill perception.” The collected data were analyzed using descriptive statistics, t-test, partial correlations, and multiple regression analysis.Results: First, early childhood teachers’ showed a high degree of autonomy in the “support for child-centered play environments and interactions” and “flexible daily management.” They showed low autonomy in “cooperation and participation with the family and local community” and “use of learning community”. Second, it revealed variables predicting the degree to which early childhood teachers’ had autonomy in curriculum implementation. This included areas such as “play sensitivity,” “organizational health,” and “professional knowledge and skill perception.”Conclusion: This study confirms the autonomy status of early childhood teachers in curriculum implementation reflecting the 2019 revised Nuri curriculum. The study offers potential for revitalizing research on various autonomy-related factors in curriculum implementation. Educators can utilize these findings to develop teacher education programs emphasizing the importance of autonomy in curriculum implementation. Furthermore, the results are expected to contribute to the correct understanding of early childhood education and realize the necessary autonomy of early childhood teachers’ in curriculum implementation.
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Oh, Su-Heon, and Seung-Hee Kim. "Early Childhood Teachers’ Euphoria According to Teacher’s Background Variables." Korean Association For Learner-Centered Curriculum And Instruction 16, no. 10 (October 5, 2016): 141–65. http://dx.doi.org/10.22251/jlcci.2016.16.10.141.
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Fuadat, Fu'ad Arif Noor, Zubaedah Nasucha, Ihda A’yunil Khotimah, and Shomiyatun. "Outstanding Educator Performance: Professional Development in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 379–400. http://dx.doi.org/10.21009/jpud.142.15.
Анотація:
Early childhood education as the main foundation of one's education is determined by the quality of teachers who can be seen through the performance of teachers and teachers, so the discourse of professional development is important. This study aims to determine how the performance of superior early childhood teachers and performance measurement as performance standards for outstanding teachers. Qualitative research is carried out with a psychological approach that is carried out directly on the object under study, to obtain data relating to aspects of teacher performance so that increased performance becomes an example for other teachers. Research data collection techniques using interviews, documentation, and observation. The results showed that the performance of outstanding early childhood teachers always tried to hone and control themselves by participating in outstanding teacher competitions to monitor their professional condition and performance. Early childhood teachers who have extraordinary grades also have strong scientific insight, understand learning, have broad social insights, are positive about their work, and show work performance according to the required performance criteria. The teacher's performance in the extraordinary category is the success and ability of the teacher in carrying out various learning tasks. Measuring the performance of early childhood teachers with achievement has two tasks as measurement standards, tasks related to the learning process and tasks related to structuring and planning learning tasks. Referring to these two tasks, there are three main criteria related to teacher performance in early childhood teacher professional development literacy, namely processes, teacher characteristics, and outcomes or products (changes in student attitudes). In the learning process, the performance of early childhood teachers who excel can be seen from the quality of work carried out related to professional teacher learning activities.
Keywords: Early Childhood Education, Outstanding Educator Performance, Professional Development
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Wulandari, Retno Tri, and Usep Kustiawan. "Evaluation Study of Early Formal Education Teacher Competence in Early Childhood Learning Dance at Kindergartens in Malang, Indonesia." Research on Education and Media 10, no. 1 (June 1, 2018): 3–8. http://dx.doi.org/10.1515/rem-2018-0002.
Анотація:
Abstract This study aims to define Early Formal Education teacher competence in the learning of dance art in kindergarten in Malang. This study uses a descriptive design with quantitative and qualitative approaches. The population is kindergarten teachers in Malang. The sample uses a proportional random sampling technique that amounted to 15 kindergarten teachers from five sub-districts in Malang, each sub-district represented three teachers from different kindergartens. The data collection technique used a questionnaire. The results show that the level of kindergarten teachers’ understanding in Malang of the Early Formal Education teacher’s competence required in the learning of dance art is in a good category; however, contrary to the reality in the field, the problem of early childhood dance learning lies in the lack of pedagogical competence, personality and teacher professionalism. Teaching requires intense and sustained training to improve dance learning competence. The conclusion is that the competence of Early Formal Education teachers in the learning of dance art in kindergarten in Malang is still lacking.
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Epstein, Ann. "Montessori Early Childhood Teacher Perceptions of Family Priorities and Stressors." Journal of Montessori Research 1, no. 1 (November 14, 2015): 1. http://dx.doi.org/10.17161/jomr.v1i1.4939.
Анотація:
<p>Teachers of young children work closely with families. One component of teacher-family partnerships is teachers’ understanding of family priorities and stressors. This study examines Montessori early childhood (ages three through six) teacher perceptions of family priorities and stressors through an analysis of responses to two parallel surveys. Eighty teachers (37% of those who received the survey) and forty-nine family members (representing a 55% response rate) completed the survey. Significant differences were found between teachers’ perceptions of four (of seven) family priorities and families’ actual responses. Teachers ranked “making academic progress” as the most important of seven possible family priorities. However, families stated that “developing kindness” is the most important priority for their young children. No significant differences were found when comparing teacher rankings of family stressors with actual family responses. Montessori early childhood teachers ranked “not having enough time” as the most stressful of six possible stressors. Families confirmed that time pressures cause them the most stress. Maria Montessori’s recommendations for teachers and families are summarized. Recommendations for building stronger family partnerships in the context of Montessori’s philosophy, for example on-going self-reflection, are provided.</p><p> <em>Keywords: Montessori, teacher-family partnerships, early childhood teacher perceptions</em></p>
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Denham, Susanne Ayers, and Hideko Hamada Bassett. "Early childhood teachers’ socialization of children’s emotional competence." Journal of Research in Innovative Teaching & Learning 12, no. 2 (August 14, 2019): 133–50. http://dx.doi.org/10.1108/jrit-01-2019-0007.
Анотація:
Purpose Emotional competence supports preschoolers’ social relationships and school success. Parents’ emotions and reactions to preschoolers’ emotions can help them become emotionally competent, but scant research corroborates this role for preschool teachers. Expected outcomes included: teachers’ emotion socialization behaviors functioning most often like parents’ in contributing to emotional competence, with potential moderation by socioeconomic risk. This paper aims to discuss this issue. Design/methodology/approach Participants included 80 teachers and 312 preschoolers experiencing either little economic difficulty or socioeconomic risk. Children’s emotionally negative/dysregulated, emotionally regulated/productive and emotionally positive/prosocial behaviors were observed, and their emotion knowledge was assessed in Fall and Spring. Teachers’ emotions and supportive, nonsupportive and positively emotionally responsive reactions to children’s emotions were observed during Winter. Hierarchical linear models used teacher emotions or teacher reactions, risk and their interactions as predictors, controlling for child age, gender and premeasures. Findings Some results resembled those parents’: positive emotional environments supported children’s emotion knowledge; lack of nonsupportive reactions facilitated positivity/prosociality. Others were unique to preschool classroom environments (e.g. teachers’ anger contributed to children’s emotion regulation/productive involvement; nonsupportiveness predicted less emotional negativity/dysregulation). Finally, several were specific to children experiencing socioeconomic risk: supportive and nonsupportive reactions, as well as tender emotions, had unique, but culturally/contextually explainable, meanings in their classrooms. Research limitations/implications Applications to teacher professional development, and both limitations and suggestions for future research are considered. Originality/value This study is among the first to examine how teachers contribute to the development of preschoolers’ emotional competence, a crucial set of skills for life success.
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Frakes, Cyndi, and Kate Kline. "Early Childhood Corner: Teaching Young Mathematicians: The Challenges and Rewards." Teaching Children Mathematics 6, no. 6 (February 2000): 376–81. http://dx.doi.org/10.5951/tcm.6.6.0376.
Анотація:
How does a teacher recognize young mathematicians? What is the teacher's role in developing mathematicians? We asked ourselves and a group of other kindergarten teachers these questions as part of a professional development project titled Implementing Investigations in Mathematics (InMath). The purpose of the project is to support teachers as they implement Investigations in Number, Data and Space, one of the new mathematics curricula funded by the National Science Foundation. The Investigations program focuses on learning through exploration of mathematical ideas and encourages children to invent their own strategies and approaches for solving problems. For more information about Investigations, go to www.terc.edu/investigations.
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Koh, Hee Seon. "A Study on Early Childhood Teachers' Creative Competencies Perceived by Pre-Service Early Childhood Teachers." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 9 (May 1, 2020): 825–50. http://dx.doi.org/10.22251/jlcci.2020.20.9.825.
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Sayekti, Tri, Endry Boeriswati, and Elindra Yetti. "Teacher's Educational Knowledge Ability to Implement Holistic and Integrated Learning in Paud Lesson Plan." Journal of World Englishes and Educational Practices 4, no. 1 (March 17, 2022): 15–17. http://dx.doi.org/10.32996/jweep.2022.4.1.3.
Анотація:
This study aimed to determine the teacher's ability to make lesson plans based on the teacher's pedagogic Knowledge and implement integrative holistic learning. This study used a descriptive method by using a questionnaire on 30 Kindergarten teachers in the city of Serang. Early childhood is the most critical age in children's growth and development. The role of a teacher is needed in order to support the children. Children need stimulation for growing and development. In order to have close interaction and exemplary implementation, a teacher is needed to have great potential, such as the best standard of knowledge quality. Pedagogic Knowledge of teachers is one of support for implementing a holistic and integrative approach in arrangement programs to the early childhood education. The population is selected to be teacher majoring in childhood education who has qualified for the degree. The sample is taken from 30 teachers. The instrument used a collection questionnaire and test that combined with the observation. This research is descriptive. A teacher could discuss stimulation aspects to get the best holistic and integrative.