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Early Childhood Preservice Teachers’ Knowledge of Children’sCognitive Development and Developmentally AppropriatePedagogical Practices: Understanding the Role of ClinicalExperiences
Title
Early Childhood Preservice Teachers’ Knowledge of Children’sCognitive Development and Developmentally AppropriatePedagogical Practices: Understanding the Role of ClinicalExperiences.
Creator
Beers, Courtney, Bhagwanji, Yashwant, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
The quality of early caregiving and educational environments has a significant effect on children’s later cognitive outcomes. Early childhood teachers are an important determining factor in the quality of these environments. Due to inconsistencies in practice across the early childhood field, there is a call for better prepared teachers. Teacher preparation itself is criticized for its lack of innovative and effective practices. While research finds that more effective teacher preparation...
Show moreThe quality of early caregiving and educational environments has a significant effect on children’s later cognitive outcomes. Early childhood teachers are an important determining factor in the quality of these environments. Due to inconsistencies in practice across the early childhood field, there is a call for better prepared teachers. Teacher preparation itself is criticized for its lack of innovative and effective practices. While research finds that more effective teacher preparation programs are those that are steeped in clinical practice, these types of experiences are inconsistent and fragmented in the early childhood field. Part of the issue is the lack of knowledge on how to integrate highquality clinical experiences carefully into early childhood teacher preparation in order to prepare all preservice teachers successfully for the classroom.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004647, http://purl.flvc.org/fau/fd/FA00004647
Subject Headings
Cognition in children, Early childhood educators -- Training of, Early childhood teachers -- In service training, Pedagogical content knowledge, Preschool teaching
Format
Document (PDF)
Effects of a Professional Development Training Package on Nature-Based Teaching Strategies for Early Childhood Educators of Children with Developmental Disabilities
Title
Effects of a Professional Development Training Package on Nature-Based Teaching Strategies for Early Childhood Educators of Children with Developmental Disabilities.
Creator
Collazo, Sylvia, Ramasamy, Rangasamy, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Abstract/Description
Research suggests spending time outdoors and with natural materials can benefit all young children across different areas of development. However, children with developmental disabilities often have fewer opportunities to engage with nature as a result of the limited understanding and negative views about nature expressed by their caregivers and educators. This study examined the effects of a professional development training package on the knowledge, perception, and application of nature...
Show moreResearch suggests spending time outdoors and with natural materials can benefit all young children across different areas of development. However, children with developmental disabilities often have fewer opportunities to engage with nature as a result of the limited understanding and negative views about nature expressed by their caregivers and educators. This study examined the effects of a professional development training package on the knowledge, perception, and application of nature-based teaching strategies of early childhood educators who teach young children with developmental disabilities. It also explored how teachers’ implementation of nature-based activities support children’s developmental outcomes. Results showed the professional development training was effective to some degree in increasing teachers’ knowledge, primarily in their sharing of strategies and ideas for incorporating natural materials and outdoor spaces in learning activities. Following the training, teachers demonstrated a significant shift in their views about different aspects of nature. Teachers were also able to develop action plans to implement nature-based learning opportunities into their practice. Moreover, they reported these activities supported the developmental outcomes they set forth for the children with developmental disabilities in their class. Limitations and challenges that arose are discussed as well as the implications for future research.
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Date Issued
2021
PURL
http://purl.flvc.org/fau/fd/FA00013847
Subject Headings
Developmentally disabled children--Education, Early childhood educators--Training of, Special education
Format
Document (PDF)