This is a study of progressive education in the context of virtual preschool. The COVID-19 pandemic has challenged teachers globally to adapt to new e-learning environments while finding creative s...
{"title":"Early childhood inquiry and e-learning: recontextualizing a progressive pedagogy in online school","authors":"Stephanie C. Sanders-Smith, Tanya Espinosa Cordoba, Jadyn Laixely, Giselle Martinez Negrette","doi":"10.1080/10901027.2024.2371318","DOIUrl":"https://doi.org/10.1080/10901027.2024.2371318","url":null,"abstract":"This is a study of progressive education in the context of virtual preschool. The COVID-19 pandemic has challenged teachers globally to adapt to new e-learning environments while finding creative s...","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"51 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141608573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-04DOI: 10.1080/10901027.2024.2362648
Julie Katter, Natalia M. Rojas, Stephanie L. Albert, Bethany Springer, Nicole Huang-Greco, Bonnie Kerker
Although efforts have been made to improve teacher professional development and ongoing supports, limited research has examined how early childhood education (ECE) teachers support each other infor...
{"title":"“Let’s just be human:” kindergarten teachers leveraging collegial supports during the first covid-19 school year","authors":"Julie Katter, Natalia M. Rojas, Stephanie L. Albert, Bethany Springer, Nicole Huang-Greco, Bonnie Kerker","doi":"10.1080/10901027.2024.2362648","DOIUrl":"https://doi.org/10.1080/10901027.2024.2362648","url":null,"abstract":"Although efforts have been made to improve teacher professional development and ongoing supports, limited research has examined how early childhood education (ECE) teachers support each other infor...","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"40 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141510592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-22DOI: 10.1080/10901027.2024.2345064
Haruka Konishi, Ronda Chesney
Project Construct is a learner-centered constructivist framework that emphasizes positive teacher-student relationships, autonomy, and child-led experiences. Constructivist pedagogy promote cogniti...
{"title":"How constructivism influences pre-service teachers’ beliefs and practices and child self-regulation","authors":"Haruka Konishi, Ronda Chesney","doi":"10.1080/10901027.2024.2345064","DOIUrl":"https://doi.org/10.1080/10901027.2024.2345064","url":null,"abstract":"Project Construct is a learner-centered constructivist framework that emphasizes positive teacher-student relationships, autonomy, and child-led experiences. Constructivist pedagogy promote cogniti...","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"51 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140636279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-17DOI: 10.1080/10901027.2024.2327422
Stefanie Horner, Gisela Kammermeyer
The present study focused on the differential effects of two German PD programs in the ECEC field. We examined whether PD programs are equally effective for all ECEC professionals or whether ECEC p...
{"title":"Differential long-term effects of a language-based professional development program on instructional support quality","authors":"Stefanie Horner, Gisela Kammermeyer","doi":"10.1080/10901027.2024.2327422","DOIUrl":"https://doi.org/10.1080/10901027.2024.2327422","url":null,"abstract":"The present study focused on the differential effects of two German PD programs in the ECEC field. We examined whether PD programs are equally effective for all ECEC professionals or whether ECEC p...","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"56 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140166038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-14DOI: 10.1080/10901027.2024.2327424
Alfredo Bautista, Kate E. Williams, Kerry Lee, Siu-Ping Ng
Self-regulation is arguably one of the most crucial predictors of school readiness, academic achievement, and lifelong well-being. While educators in the prior-to-school years have a pivotal role t...
{"title":"Early self-regulation: kindergarten teachers’ understandings, estimates, indicators, and intervention strategies","authors":"Alfredo Bautista, Kate E. Williams, Kerry Lee, Siu-Ping Ng","doi":"10.1080/10901027.2024.2327424","DOIUrl":"https://doi.org/10.1080/10901027.2024.2327424","url":null,"abstract":"Self-regulation is arguably one of the most crucial predictors of school readiness, academic achievement, and lifelong well-being. While educators in the prior-to-school years have a pivotal role t...","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"68 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140148948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-09DOI: 10.1080/10901027.2024.2325355
Maria Fusaro, Tuka Almamori
The COVID-19 pandemic highlighted the need for higher education institutions to take a holistic approach to early childhood teacher preparation, which includes fostering students’ social connection...
{"title":"Sense of belonging among students preparing for early childhood-related careers","authors":"Maria Fusaro, Tuka Almamori","doi":"10.1080/10901027.2024.2325355","DOIUrl":"https://doi.org/10.1080/10901027.2024.2325355","url":null,"abstract":"The COVID-19 pandemic highlighted the need for higher education institutions to take a holistic approach to early childhood teacher preparation, which includes fostering students’ social connection...","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"16 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140149142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-06DOI: 10.1080/10901027.2024.2314290
Jenna M. Weglarz-Ward, Maryssa Kucskar Mitsch, Jessica M Branch, Melissa Yarczower, Cyndy Anang
Families are critical to children’s learning and play a vital role on their children’s team. As such, preparation standards across the Division for Early Childhood, National Association for the Edu...
家庭对儿童的学习至关重要，并在儿童团队中发挥着重要作用。
{"title":"Family practices in educator licensure: a content analysis of U.S. state requirements","authors":"Jenna M. Weglarz-Ward, Maryssa Kucskar Mitsch, Jessica M Branch, Melissa Yarczower, Cyndy Anang","doi":"10.1080/10901027.2024.2314290","DOIUrl":"https://doi.org/10.1080/10901027.2024.2314290","url":null,"abstract":"Families are critical to children’s learning and play a vital role on their children’s team. As such, preparation standards across the Division for Early Childhood, National Association for the Edu...","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"34 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140072642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-11DOI: 10.1080/10901027.2024.2304047
Yeji Kim, Jiyoung Kang
Merely juxtaposing the accelerating number of undocumented migrant children and their distinctive struggles is an inadequate approach to educational scholarship of early childhood teachers working ...
{"title":"Culturally, linguistically, and legally relevant caring for undocumented migrant children and their families","authors":"Yeji Kim, Jiyoung Kang","doi":"10.1080/10901027.2024.2304047","DOIUrl":"https://doi.org/10.1080/10901027.2024.2304047","url":null,"abstract":"Merely juxtaposing the accelerating number of undocumented migrant children and their distinctive struggles is an inadequate approach to educational scholarship of early childhood teachers working ...","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"34 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139465020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As the application of authentic assessment (AA) in early childhood education (ECE) programs is emerging, the demand for professionals who understand the fundamental elements of AA and can incorpora...
{"title":"Play-based assessment through a simulation-based widget: reflection to practice","authors":"Krisztina Weiszhaupt, Kathleen Bastedo, Marisa Macy","doi":"10.1080/10901027.2024.2302624","DOIUrl":"https://doi.org/10.1080/10901027.2024.2302624","url":null,"abstract":"As the application of authentic assessment (AA) in early childhood education (ECE) programs is emerging, the demand for professionals who understand the fundamental elements of AA and can incorpora...","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"80 2 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139413151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-10DOI: 10.1080/10901027.2023.2262742
Patricia M. Cooper, Erin M. Casey
ABSTRACTProfessional literature in human development, social foundations, and academic subject area courses function as a major but understudied tool of teacher preparation programs. Through the overlapping lenses of sociocultural and critical theories of child development, this study employs descriptive content analysis to investigate the potential of common course texts to foster early childhood teachers’ proleptical identities as practitioners of democratic education. Findings suggest NAEYC’s influential texts on anti-bias education, as well as popular texts in child development, children’s literature, and social studies, insufficiently address the democratic goal of fully inclusive classrooms. The presentation of same-sex parent families serves as an exemplar of the problem. Implications for teacher education are discussed.KEYWORDS: democracydemocratic educationearly childhood educationteacher preparationanti-bias educationsocial studiessame-sex parent families Disclosure statementNo potential conflict of interest was reported by the authors.
{"title":"Preparing democratic early childhood teachers in Don’t Say Gay times: how course readings fall short","authors":"Patricia M. Cooper, Erin M. Casey","doi":"10.1080/10901027.2023.2262742","DOIUrl":"https://doi.org/10.1080/10901027.2023.2262742","url":null,"abstract":"ABSTRACTProfessional literature in human development, social foundations, and academic subject area courses function as a major but understudied tool of teacher preparation programs. Through the overlapping lenses of sociocultural and critical theories of child development, this study employs descriptive content analysis to investigate the potential of common course texts to foster early childhood teachers’ proleptical identities as practitioners of democratic education. Findings suggest NAEYC’s influential texts on anti-bias education, as well as popular texts in child development, children’s literature, and social studies, insufficiently address the democratic goal of fully inclusive classrooms. The presentation of same-sex parent families serves as an exemplar of the problem. Implications for teacher education are discussed.KEYWORDS: democracydemocratic educationearly childhood educationteacher preparationanti-bias educationsocial studiessame-sex parent families Disclosure statementNo potential conflict of interest was reported by the authors.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136352930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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