Showing papers in "Journal of Early Childhood Teacher Education in 2013"
TL;DR: This paper reviewed several important domains in early childhood teacher education to illustrate the characteristics, key features, and significant gaps in current research, and identified the kinds of research that are most needed to enhance the impact of early childhood education.
Abstract: It is essential that a solid research base be established to provide a foundation that will enable the field of early childhood teacher education to examine whether, for whom, and in what ways teacher education matters. The purpose of this article is to review several important domains in early childhood teacher education to illustrate the characteristics, key features, and significant gaps in current research, and to identify the kinds of research that are most needed to enhance the impact of early childhood teacher education. We conclude by identifying five crosscutting research priorities and describing what is needed to create a supportive environment that produces—and implements—early childhood teacher education research.
74 citations
TL;DR: In this article, the preservice and in-service predictors of 1,668 Part C early intervention and Part B(619) preschool special practitioners' perceived selfefficacy beliefs are reported.
Abstract: The preservice and in-service predictors of 1,668 Part C early intervention and Part B(619) preschool special practitioners' perceived self-efficacy beliefs are reported. The preservice variables were type of degree (discipline), years of formal postsecondary education, licensure, and participants' judgment of how well their preservice training prepared the practitioners to work with young children and their families. The in-service variables were type of state training/technical assistance available to the participants, whether participants were required to have continuing education, and the amount of in-service training the participants received. Self-efficacy was measured in terms of the participants' perceived confidence and competence to successfully enact three procedural practices (family-centered practices, teaming practices, and assessment in education practices), and three intervention practices (IFSPs/IEPs, instructional practices, and natural environment/inclusion practices). Results suggest t...
47 citations
TL;DR: In this paper, a pilot study engaged 2nd-year, preservice, graduate early childhood education and social work students in an interprofessional training and collaborative activity as part of their graduate coursework.
Abstract: Effective collaboration between early childhood teachers and social workers is now considered critical to providing children with adequate psycho-social supports and services in early childhood settings. In order for this interdisciplinary collaboration to be more effective, opportunities for each discipline to learn about each other's knowledge, skills, roles, and responsibilities need to occur well before these professionals enter early childhood settings. This pilot study engaged 2nd-year, preservice, graduate early childhood education and social work students in an interprofessional training and collaborative activity as part of their graduate coursework. Following this training and activity, the early childhood education graduate students and the social work graduate students were invited to participate in uni-professional focus groups as a way to explore their experiences. Findings suggest that although there is general agreement among graduate students that interdisciplinary training and learning a...
42 citations
TL;DR: This paper examined preservice early childhood educators' perceptions of outdoor settings and their intentions to use outdoor settings in their teaching practice, and found that participants were more likely to select maintained natural settings such as parks for educational purposes, and more natural settings, especially those with water, for personal purposes.
Abstract: This research examined preservice early childhood educators' perceptions of outdoor settings and their intentions to use outdoor settings in their teaching practice. Students enrolled in an early childhood education program (n = 110) at a university in the Great Lakes region completed surveys that assessed perceptions of natural settings, intentions to use natural settings in future teaching, knowledge of the benefits of nature for children, and personal nature relatedness. Participants reported relatively high intentions to use natural settings in future teaching, as well as knowledge of the benefits of nature for children, but moderate levels of personal nature relatedness. Participants were more likely to select “maintained” settings such as parks for educational purposes, and more “natural” settings, especially those with water, for personal purposes. Knowledge of the benefits of nature experiences, the perceived difficulty in using natural settings, and personal levels of nature relatedness each sign...
35 citations
TL;DR: In this article, a group of bilingual and generalist early childhood teachers engaged in a journey in which they elected to try to reconstruct their beliefs and practices about teaching and learning, in response to a school district's needs.
Abstract: Professional development, which results in sustained transformative change, requires that teachers engage in critical reflection regarding teaching practices. In this study, a group of five bilingual and generalist early childhood teachers engaged in a journey in which they elected to try to reconstruct their beliefs and practices about teaching and learning. In response to a school district's needs, these teachers were enrolled as a cohort in an early childhood graduate program that served as part of their professional development endeavor. The teachers used reflection and ongoing dialogue that bridged theory and practice as they raised questions about their daily practices in relation to theoretical perspectives. We provide a glimpse of these teachers' ongoing transformative journeys and provide suggestions for early childhood teachers to engage in sustained professional development.
33 citations
TL;DR: In this paper, the authors examined the reality of transition from the role of a student to a teacher and found that the transition from student to teacher was disconcerting for new teachers, and they also conveyed their opinions about working in environments with a lack of teaching and learning resources.
Abstract: Beginning teaching is challenging; this article examines the realities of practice for beginning early childhood teachers. Fourteen participants in their first year of teaching were interviewed; they worked in private and public early childhood education settings. Findings reveal that the reality of moving from the role of the student to teacher was disconcerting for these new teachers. This article reports the beginning teachers' views about the issues they faced, their perceptions of preservice teaching, and the impact that this had on their transition from student to teacher. While in college they were encouraged to start developing their philosophy of teaching, and they describe their experiences of putting their philosophy into practice. They also conveyed their opinions about working in environments where there was a lack of teaching and learning resources. The move to being a “real” teacher was a formidable experience for these participants and this should be recognized relatedly. Early childhood t...
31 citations
TL;DR: The authors describe an overall picture of how perceptions of the teacher role and attitudes toward science and science teaching develop and interact during the course of a science and technology education course in the US.
Abstract: The aim of this exploratory, longitudinal study was to describe an overall picture ofhow perceptions of the teacher role and attitudes toward science and science teachingdevelop and interact during ...
30 citations
TL;DR: In this paper, the authors identify the current assessment practices and training needs of early childhood professionals and make recommendations for professional preparation programs for young children and their families, including standardized tools and nonstandardized procedures, the functions of assessment, the training need of professionals, challenges related to assessment, and challenges for professionals.
Abstract: Assessment plays a critical role in the planning and delivery of quality services for young children and their families. The purpose of this study was to identify the current assessment practices and training needs of early childhood professionals. A large sample of early childhood professionals responded to a comprehensive survey. The most frequently used standardized tools and nonstandardized procedures, the functions of assessment, the training needs of professionals, challenges related to assessment, and recommendations for professional preparation programs are reported.
28 citations
TL;DR: This paper explored whether or not, and how, an on-site and research-teacher community of practice model for professional development addressed the challenges to classroom practices in a Head Start program.
Abstract: This study explored whether or not, and how, an on-site and research–teacher community of practice model for professional development addressed the challenges to classroom practices in a Head Start program. Data sources included interviews with teachers, videos of planning and teaching sessions, and the researchers' fieldwork log and reflective notes. Qualitative analysis revealed (a) five major challenges to classroom practice that aligned with previous research—existing practices did not always cohere with research-based practice, lack of teacher buy-in, lack of planning between the lead and assistant teachers, lack of assistant teacher participation in instruction, and high teacher turnover; (b) five aspects of professional development that aligned with the community of practice model—sharing stories with teachers, being on-site and interacting with teachers and children, inviting all teachers to participate, beginning by building on existing practices, and negotiating practices by reflecting with teac...
26 citations
TL;DR: In this paper, the authors describe an early childhood teacher preparation program developed by a Child and Family Development Department at a large, urban, state-funded university in the hopes that they can further the discourse on how the field can ensure quality teaching and learning in both ECE and university classrooms.
Abstract: There has been a great deal of discourse in the field of early care and education concerning the experiences, skills, competencies, and education level needed by early childhood teachers to ensure that quality teaching and learning take place in the early years. The purpose of this article is to describe an early childhood teacher preparation program developed by a Child and Family Development Department at a large, urban, state-funded university in the hopes that we can further the discourse on how the field can ensure quality teaching and learning in both ECE and university classrooms. We propose a conceptual model that is built around three key constructs: knowledge, reflection, and practice and describe our approach to preparing early childhood educators. Using qualitative data from student reflections and course syllabi and quantitative data on the experiences and perceptions of graduating seniors, we hope to present promising practices in early childhood teacher education and provide support for our...
25 citations
TL;DR: For instance, this article found that structured experiences in the infant classroom pushed the preservice teachers to construct new ideas about development, curriculum, role of the teacher, working with parents and families, and building relationships with children.
Abstract: The literature on infant care and education indicates that infant fieldwork has distinct learning opportunities that could work as an important supplement to more traditional field placements. The following study supports these assertions by providing an in-depth look at the experiences of three preservice early childhood teachers while engaging in fieldwork with infants over the course of one semester. The preservice teachers' perspectives and descriptions, as generated through individual interviews, reflective journals, and a focus group interview, were used to illuminate the unique aspects of working with infants and the impact of the fieldwork on their development as teachers. The findings suggest that structured experiences in the infant classroom pushed the preservice teachers to construct new ideas about development, curriculum, the role of the teacher, working with parents and families, and building relationships with children. The infant fieldwork also provided the preservice teachers with valuab...
TL;DR: This article examined preservice teachers' beliefs about childhood in an attempt to see how they may support an active, participatory role for children in early childhood education (ECE) and found that most of the teachers assigned children with an ability to make decisions but only under specific preconditions.
Abstract: This study examines preservice teachers' beliefs about childhood in an attempt to see how they may support an active, participatory role for children in early childhood education (ECE). Three hundred sixteen early childhood preservice teachers described childhood characteristics and children's ability for decision-making in a written text. These texts were content analyzed and then quantified. Preservice teachers' beliefs about childhood were found to vary and some of their beliefs corresponded to existing scientific theories and typologies. Despite this variation, preservice teachers' beliefs had dominant ontological and epistemological presuppositions that highlighted childhood as a homogeneous period of human life, as a state of being, rather than as a dynamic and developing period of life. The majority of preservice teachers assigned children with an ability to make decisions but only under specific preconditions. We argue that these beliefs may act as obstacles for the enhancement of participatory pr...
TL;DR: In this paper, the authors report survey results from 62 early childhood teacher education faculty regarding their efforts in preparing cooperating teachers to work with preservice teachers, and make recommendations based on these findin...
Abstract: A significant focus in the literature related to the preparation of early childhood teachers is the increasing emphasis on quality field-based experiences. Central to the effectiveness of these experiences is a cooperating teacher who is prepared with the necessary skills to provide prospective teachers with a powerful learning opportunity. Despite this recognition in the literature, research is limited on what early childhood teacher education programs are actually doing to prepare classroom teachers to function in this capacity. The nature and purpose of this preparation and support must be carefully examined in order to identify key features that will truly enhance the ability of these teachers to provide the type of mentoring that leads to quality field experiences. Thus, the purpose of this study is to report survey results from 62 early childhood teacher education faculty regarding their efforts in preparing cooperating teachers to work with preservice teachers. Recommendations based on these findin...
TL;DR: This paper investigated the influence of professional development on 20 preschool teachers' use of instructional conversations in classrooms for 2- to 5-year-old children and found that regardless of their prior teaching experience, all of the teachers increased their use of instruction conversations throughout their participation in the professional development program.
Abstract: This study investigated the influence of professional development on 20 preschool teachers' use of instructional conversations in classrooms for 2- to 5-year-old children. Instructional conversation is a small group discussion that builds on children's prior knowledge to assess and assist conceptual understanding. Over a 3-year period, the educators participated in professional development designed to increase their use of the strategy in their classrooms. Each teacher was video-recorded six times annually while teaching. Two coders rated the video recordings, and the data were analyzed using a longitudinal multilevel model. Results indicated that regardless of their prior teaching experience, all of the teachers increased their use of instructional conversation throughout their participation in the professional development program. These increases were along the same trajectory for all teachers, suggesting that the professional development was effective for both new and veteran teachers. Results suggest ...
TL;DR: This paper investigated views about children experiencing homelessness held by preservice teachers in an early childhood education program and found that they believed that those children and families would be abnormal and held stereotypes attached to the spaces they occupied.
Abstract: This study investigated views about children experiencing homelessness held by preservice teachers in an early childhood education program. Thirteen early childhood preservice teachers were actively involved in class discussion, reading, doing class assignments, and visiting homeless shelters as community-based field experience. They were asked to participate in focus groups, and some of them also participated in individual interviews. The analysis showed that the preservice teachers viewed homelessness in a way parallel to public discourse, which neglects and stigmatizes children experiencing homelessness. They believed that those children and families would be abnormal and held stereotypes attached to the spaces they occupied. By connecting these preservice teachers' views to the dominant discourse of homelessness in U.S. society, this study addresses how early childhood educators can support preservice teachers to prepare children experiencing homelessness in their future classrooms.
TL;DR: In this paper, five essential ideas or understandings that should underlie early childhood teacher education programs are discussed conceptually Inquiry and reflection into practice are critical for continued teacher learning and development; Learning and development are cultural and constructivist processes; the teacher's image of the child should be as a strong and capable participant in the culture; the education of young children is a community privilege and responsibility.
Abstract: Five essential ideas or understandings that should underlie early childhood teacher education programs are discussed conceptually Inquiry and reflection into practice are critical for continued teacher learning and development; learning and development are cultural and constructivist processes; the teacher's image of the child should be as a strong and capable participant in the culture; the education of young children is a community privilege and responsibility; and while the child's future is of concern in education, it is just as vital to think of the child in the here and now These ideas are essential for incorporating a social justice orientation in teacher education An exemplary early childhood teacher education program is described as a model of the way in which these underlying ideas might be incorporated in preparing early childhood teachers in the pursuit of social justice aims for all of their students and families
TL;DR: The authors compared history chapters in recent introductory early childhood education textbooks with those from an earlier study, reviewing history chapters on four dimensions: the rationale for the study of history, the dominant story of the history.
Abstract: This article compares history chapters in recent introductory early childhood education textbooks with those from an earlier study, reviewing history chapters on four dimensions: the rationale for the study of history, the dominant story of the history, the facts of the history, and the image of the history. Ten textbooks are reviewed, including six from the original study that are still in publication. Foundation textbooks are described as important sources of knowledge for beginning students. In the earlier study, the dominant story was derived mainly from the contributions of “giant thinkers” in psychology, education, and philosophy. A notable current trend is identified, that textbooks have improved their attention to international and non-Western developments. Nevertheless, while there is some evidence of a change in the presentation of history in the textbooks in the current survey, the article concludes by identifying some missing pieces, as in the original survey.
TL;DR: This paper explored the perceptions of early care and education professionals working in the field and enrolled in community college early childhood classes, about the benefits of attending classes, and the factors that motivated them to pursue a college degree.
Abstract: The field of early care and education has been challenged to raise the level of quality for young children by increasing the number of practitioners with college degrees. The purpose of this study was to explore the perceptions of early care and education professionals working in the field and enrolled in community college early childhood classes, about the benefits of attending classes, and the factors that motivated them to pursue a college degree. The majority of the participants were not attending college for the first time and previously attempted to return to school to complete a certificate or an associate degree. Motivational factors and perceived benefits, which varied by teachers and directors, were influenced by the number of years that the practitioners worked in the field. Personal goals and professional development were main motivators, but younger teachers also valued the degree for their future careers. Directors played a pivotal role in motivating teachers to enroll in college, while scho...
TL;DR: This paper explored how logistical and financial barriers hinder early childhood education teachers and teacher's aides from taking college courses, as well as how academic self-concept and social support influence current enrollment Telephone interviews were conducted with 68 teachers and 38 teachers's aides currently employed by 85 child care centers in western Massachusetts.
Abstract: Underpaid and overworked, preschool teachers face multiple barriers in pursuing higher education In the present study, we explored how logistical and financial barriers hinder early childhood education teachers and teacher's aides from taking college courses, as well as how academic self-concept and social support influence current enrollment Telephone interviews were conducted with 68 teachers and 38 teacher's aides currently employed by 85 child care centers in western Massachusetts Results revealed that both structural and psychological factors are associated with teachers' and teacher's aides' enrollment in college Financial and practical concerns, however, did not depress current enrollment once other factors were taken into account Beliefs about education and motivation were critical for enrollment Social support from parents may indirectly influence teachers' enrollment by increasing their motivation for college attendance Younger teachers, African Americans, and those with friends in colleg
TL;DR: In this article, the authors used assessment-based training to determine if overall quality of care in center-based preschools could be enhanced by providing training to child care providers, which is related to children's positive developmental outcomes.
Abstract: High-quality child care is related to children's positive developmental outcomes. One way to increase quality of care is to provide training to child care providers. This study used assessment-based training to determine if overall quality of care in center-based preschools could be enhanced. Participants were recruited from six center-based child care programs serving preschool-age children and included program administrators, teachers, teacher aides, and enrolled children. Program administrators (N = 6) were assessed with the Program Administration Scale (Talan & Bloom, 2004), classrooms (N = 14) with the Early Childhood Environment Rating Scale Revised (ECERS-R; Harms, Clifford, & Cryer, 2005) and the Early Language and Literacy Classroom Observation—Research Edition (ELLCO; Smith & Dickinson, 2002), teachers (N = 24) with the Classroom Assessment Scoring System (CLASS; Pianta, La Paro, & Hamre, 2007), and children (N = 135) with an author-created measurement designed to assess typical skills across fi...
TL;DR: In this article, the extent to which early childhood teacher educators are informed about, engage in, teach about, value, and collaborate with others in teacher research was defined as research (systematic data collection and analysis) teacher educators do on their own, primarily to better understand their own teaching and/or for improving teaching and learning in the teacher education program.
Abstract: The purpose of this descriptive study was to show the extent to which early childhood teacher educators are informed about, engage in, teach about, value, and collaborate with others in teacher research. Teacher research was defined as research (systematic data collection and analysis) teacher educators do on their own, primarily to better understand their own teaching and/or for the purpose of improving teaching and learning in the teacher education program. Three data sources informed the study: survey responses (97 respondents from the National Association of Early Childhood Teacher Educators membership); in depth interview responses (seven participants recruited from the survey); and content analysis of Journal of Early Childhood Teacher Education issues from 1990–2010, focusing on the frequency of teacher research articles appearing in the journal. Findings indicate that early childhood teacher educators are knowledgeable about teacher research, teach about it primarily at the graduate level, engage ...
TL;DR: In this article, the authors share the story of a student teacher and the arduous but rewarding process of self-reflection, integrating real life examples of the implementation of selfreflective strategies of a teacher with selfefficacy, teacher life cycle, and effectiveness literature to analyze the student teacher's perspective.
Abstract: This action research article shares the story of a student teacher and the arduous, but rewarding process of self-reflection. The authors integrate real life examples of the implementation of self-reflective strategies of a student teacher with self-efficacy, teacher life cycle, and effectiveness literature to analyze the student teacher's perspective. Strategies that encouraged positive changes during the student teaching semester are examined and discussed along with implications.
TL;DR: In this paper, an overview of the Australian Federal Government initiatives in the area of early childhood with regard to the provision of early early childhood education and care is provided, and a Western Australian university has developed an innovative birth to 8 years preservice education curriculum.
Abstract: This article provides an overview of the Australian Federal Government initiatives in the area of early childhood with regard to the provision of early childhood education and care. These changes have influenced a Western Australian university to develop an innovative birth to 8 years preservice educator education curriculum. Using an ecological approach, this preservice curriculum reform is designed to address the growing need for teachers who recognize the importance of a child's physical, emotional, and cognitive development from birth to 8 years as significant in preparing young children for entry into “formal learning.”
TL;DR: In this article, the authors describe the trials and successes of groups of nontraditional early childhood education students as they participate in a fixed facility low ropes and team challenges course, in order to portray key characteristics of participant experiences of a day in the woods.
Abstract: Less than one third of early childhood educators have a bachelor's degree, yet national indicators of high-quality early childhood program standards emphasize the importance of higher education for these practitioners. In order to adequately serve and retain these nontraditional learners as they strive to earn their degrees, teacher education programs must go beyond the standard curriculum and strive specifically to engage these adult learners. One innovative way to engage nontraditional students in higher education endeavors is to supplement coursework with applied experiences in outdoor adventure education settings. In this study, rich descriptions are provided of the trials and successes of groups of nontraditional early childhood education students as they participate in a fixed facility low ropes and team challenges course. Furthermore, these observations and narratives are also thematically examined in order to portray key characteristics of participant experiences of “a day in the woods.”
TL;DR: The articles in this special issue make clear that our field is characterized by a breadth and depth of knowledge unimaginable 200 years ago, even to someone as exceptional as Elizabeth Peabody.
Abstract: The articles in this special issue make clear that our field is characterized by a breadth and depth of knowledge unimaginable 200 years ago, even to someone as exceptional as Elizabeth Peabody. Th...