Pub Date : 2021-04-03DOI: 10.1080/10901027.2021.1923758
Marisa Macy, J. Szente
{"title":"Preparing early childhood professionals to support the social welfare of young children","authors":"Marisa Macy, J. Szente","doi":"10.1080/10901027.2021.1923758","DOIUrl":"https://doi.org/10.1080/10901027.2021.1923758","url":null,"abstract":"","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"42 1","pages":"121 - 122"},"PeriodicalIF":1.2,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2021.1923758","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44757664","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 : 2021-03-29DOI: 10.1080/10901027.2021.1902436
C. Brennan, Miriam Packard
ABSTRACT Family-teacher relationships in early childhood education are recognized as both important and challenging. This qualitative case study used content analysis to examine the impact of infant mental health principles on preservice teachers’ communication with the parent of a child in need of early intervention. Analysis of student work suggested that they promoted students’ ability to take on the perspective of the parent and focus on establishing an authentic relationship in their communication. Findings further suggest that pre-service teachers may need support in understanding the impact of positioning themselves as the expert on the developing relationship.
{"title":"Notes to home: supporting pre-service early childhood education teachers in building authentic family relationships","authors":"C. Brennan, Miriam Packard","doi":"10.1080/10901027.2021.1902436","DOIUrl":"https://doi.org/10.1080/10901027.2021.1902436","url":null,"abstract":"ABSTRACT Family-teacher relationships in early childhood education are recognized as both important and challenging. This qualitative case study used content analysis to examine the impact of infant mental health principles on preservice teachers’ communication with the parent of a child in need of early intervention. Analysis of student work suggested that they promoted students’ ability to take on the perspective of the parent and focus on establishing an authentic relationship in their communication. Findings further suggest that pre-service teachers may need support in understanding the impact of positioning themselves as the expert on the developing relationship.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"43 1","pages":"495 - 508"},"PeriodicalIF":1.2,"publicationDate":"2021-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2021.1902436","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46380630","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 : 2021-03-28DOI: 10.1080/10901027.2021.1902435
Sophia R. D’Agostino, Sarah N. Douglas
ABSTRACT The early childhood workforce needs to be prepared to support children with disabilities within the inclusive preschool classroom. Early childhood personnel standards and requirements include competencies for supporting children with disabilities and their families. Teacher preparation programs should ensure that preservice teachers engage in coursework and placements that prepare them to teach in inclusive preschool classrooms. Existing qualitative studies exploring the inclusive preschool preparation experiences of preservice teachers provide insights into these experiences. Yet, a synthesis of these findings does not exist. Hence, a qualitative metasynthesis was conducted to provide insight to the field of early childhood teacher preparation in regards to preschool inclusion. Qualitative findings from 11 peer-reviewed studies were analyzed, synthesized, and interpreted to understand the experiences of preservice teachers and highlight what they learned from these experiences and the resulting impact on their dispositions and confidence in regard to inclusive preschool. Suggestions for early childhood preservice preparation programs and future research are discussed.
{"title":"Preparation experiences of pre-service inclusive preschool teachers: a qualitative metasynthesis","authors":"Sophia R. D’Agostino, Sarah N. Douglas","doi":"10.1080/10901027.2021.1902435","DOIUrl":"https://doi.org/10.1080/10901027.2021.1902435","url":null,"abstract":"ABSTRACT The early childhood workforce needs to be prepared to support children with disabilities within the inclusive preschool classroom. Early childhood personnel standards and requirements include competencies for supporting children with disabilities and their families. Teacher preparation programs should ensure that preservice teachers engage in coursework and placements that prepare them to teach in inclusive preschool classrooms. Existing qualitative studies exploring the inclusive preschool preparation experiences of preservice teachers provide insights into these experiences. Yet, a synthesis of these findings does not exist. Hence, a qualitative metasynthesis was conducted to provide insight to the field of early childhood teacher preparation in regards to preschool inclusion. Qualitative findings from 11 peer-reviewed studies were analyzed, synthesized, and interpreted to understand the experiences of preservice teachers and highlight what they learned from these experiences and the resulting impact on their dispositions and confidence in regard to inclusive preschool. Suggestions for early childhood preservice preparation programs and future research are discussed.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"43 1","pages":"307 - 326"},"PeriodicalIF":1.2,"publicationDate":"2021-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2021.1902435","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43010645","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 : 2021-03-27DOI: 10.1080/10901027.2021.1902433
Victoria L. Kintner-Duffy, Catherine Scott-Little, Nina P. Smith
ABSTRACT Children served in early care and education classrooms increasingly represent a variety of racial and cultural backgrounds. Such demographic changes have led to renewed attention to the importance of teachers’ preparation and practices with children of color. Despite classroom demographics, early childhood teaching practices in the United States are informed by the dominant culture. Practices that do not respond to children’s individual cultural identities may have negative effects on children’s development, especially those children from marginalized cultures. This paper adds to the body of literature through semi-structured, qualitative interviews with 10 early childhood educators regarding their beliefs and practices with children of color and their experiences related to supporting racial and cultural diversity in the classroom. Results revealed limited knowledge and understanding of the role that culture plays in shaping child development and teaching practices. The lack of knowledge and minimal use of culturally responsive practices were largely influenced by teachers’ personal experiences and limited exposure to the concepts of culture and cultural identities within their teacher preparation programs. Our findings emphasize the importance of improving the curriculum in higher education for early childhood care and education teachers. Recommendations for teacher educators are included.
{"title":"“I’m gonna teach them all the same way”: teachers’ beliefs about, experiences of, and classroom practices with children of color","authors":"Victoria L. Kintner-Duffy, Catherine Scott-Little, Nina P. Smith","doi":"10.1080/10901027.2021.1902433","DOIUrl":"https://doi.org/10.1080/10901027.2021.1902433","url":null,"abstract":"ABSTRACT Children served in early care and education classrooms increasingly represent a variety of racial and cultural backgrounds. Such demographic changes have led to renewed attention to the importance of teachers’ preparation and practices with children of color. Despite classroom demographics, early childhood teaching practices in the United States are informed by the dominant culture. Practices that do not respond to children’s individual cultural identities may have negative effects on children’s development, especially those children from marginalized cultures. This paper adds to the body of literature through semi-structured, qualitative interviews with 10 early childhood educators regarding their beliefs and practices with children of color and their experiences related to supporting racial and cultural diversity in the classroom. Results revealed limited knowledge and understanding of the role that culture plays in shaping child development and teaching practices. The lack of knowledge and minimal use of culturally responsive practices were largely influenced by teachers’ personal experiences and limited exposure to the concepts of culture and cultural identities within their teacher preparation programs. Our findings emphasize the importance of improving the curriculum in higher education for early childhood care and education teachers. Recommendations for teacher educators are included.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"43 1","pages":"127 - 147"},"PeriodicalIF":1.2,"publicationDate":"2021-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2021.1902433","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43457855","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 : 2021-03-27DOI: 10.1080/10901027.2021.1902434
Kristin M. Rispoli, Mackenzie Z. Norman, E. Hicks
ABSTRACT The importance of early intervention for developmental disabilities, such as Autism Spectrum Disorder, is increasingly recognized as critical to children’s later success, making it necessary to better understand how professionals who work regularly with young children view the use of developmental screening in their professional practice. This study examined knowledge and attitudes toward developmental screening practices among 130 early childcare and education providers. Survey methodology was used to collect and analyze information on providers’ perceptions of administering developmental screening, barriers to using screening in early childhood education settings, and differences in perceived barriers among providers with varying knowledge of autism spectrum disorder. Providers reported little knowledge of common screening tools but a willingness to use these tools if trained to do so. Ratings of perceived barriers to screening aligned with the behavior intentions and perceived behavioral control constructs of the Theory of Planned Behavior, illustrating reasons why providers may or may not view screening as feasible in their respective settings. Knowledge of Autism Spectrum Disorder was not related to perceived barriers to screening, suggesting that other factors need to be considered when designing early childhood screening programs. These and other implications are discussed in relation to future research and practice.
{"title":"Early childhood educators’ knowledge and attitudes about developmental screening for Autism Spectrum Disorder","authors":"Kristin M. Rispoli, Mackenzie Z. Norman, E. Hicks","doi":"10.1080/10901027.2021.1902434","DOIUrl":"https://doi.org/10.1080/10901027.2021.1902434","url":null,"abstract":"ABSTRACT The importance of early intervention for developmental disabilities, such as Autism Spectrum Disorder, is increasingly recognized as critical to children’s later success, making it necessary to better understand how professionals who work regularly with young children view the use of developmental screening in their professional practice. This study examined knowledge and attitudes toward developmental screening practices among 130 early childcare and education providers. Survey methodology was used to collect and analyze information on providers’ perceptions of administering developmental screening, barriers to using screening in early childhood education settings, and differences in perceived barriers among providers with varying knowledge of autism spectrum disorder. Providers reported little knowledge of common screening tools but a willingness to use these tools if trained to do so. Ratings of perceived barriers to screening aligned with the behavior intentions and perceived behavioral control constructs of the Theory of Planned Behavior, illustrating reasons why providers may or may not view screening as feasible in their respective settings. Knowledge of Autism Spectrum Disorder was not related to perceived barriers to screening, suggesting that other factors need to be considered when designing early childhood screening programs. These and other implications are discussed in relation to future research and practice.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"43 1","pages":"291 - 306"},"PeriodicalIF":1.2,"publicationDate":"2021-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2021.1902434","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46818734","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 : 2021-03-12DOI: 10.1080/10901027.2021.1895383
Dionne M. Sills-Busio
ABSTRACT This mixed-method, three-phased study examined four early educators’ experiences in implementing pedagogical documentation. Pedagogical documentation is a collaborative process between adults and children by which concrete examples of an individual child’s thinking are observed, analyzed, interpreted, and then applied to extend the child’s learning. Study results identified three themes, including (a) changes to teaching and learning behaviors, (b) relationship building and, (c) customization of inclusion and individualization. Participants credited pedagogical documentation with facilitating changes to their teaching practices and to how they individualized and included four children with disabilities. They reported that the collaboration and observation components of pedagogical documentation strengthened their relationships with and altered their perspective of the child. The participating early educators also linked positive changes in the child’s learning behaviors to the child’s participation in the process. These findings affirm the utility of pedagogical documentation in supporting early educators’ efforts to include and individualize for young children with disabilities.
{"title":"Early educators’ perspective and experience using pedagogical documentation to support individualizing for children with disabilities in inclusive settings","authors":"Dionne M. Sills-Busio","doi":"10.1080/10901027.2021.1895383","DOIUrl":"https://doi.org/10.1080/10901027.2021.1895383","url":null,"abstract":"ABSTRACT This mixed-method, three-phased study examined four early educators’ experiences in implementing pedagogical documentation. Pedagogical documentation is a collaborative process between adults and children by which concrete examples of an individual child’s thinking are observed, analyzed, interpreted, and then applied to extend the child’s learning. Study results identified three themes, including (a) changes to teaching and learning behaviors, (b) relationship building and, (c) customization of inclusion and individualization. Participants credited pedagogical documentation with facilitating changes to their teaching practices and to how they individualized and included four children with disabilities. They reported that the collaboration and observation components of pedagogical documentation strengthened their relationships with and altered their perspective of the child. The participating early educators also linked positive changes in the child’s learning behaviors to the child’s participation in the process. These findings affirm the utility of pedagogical documentation in supporting early educators’ efforts to include and individualize for young children with disabilities.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"43 1","pages":"265 - 290"},"PeriodicalIF":1.2,"publicationDate":"2021-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2021.1895383","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46965565","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 : 2021-02-21DOI: 10.1080/10901027.2021.1881663
N. Shaik
ABSTRACT Providing support to student teachers to implement participatory pedagogies is vital for understanding the importance of listening to children’s voices and involving them in decision making. At a local university in the Western Cape, South Africa, ten final year Foundation Phase student teachers studying toward the Bachelor in Education who enrolled in the Reception Year module participated in a project during work integrated learning using Harry Shier’s Pathways to Participation model in support of a participatory pedagogy. After the first session of work integrated learning, student teachers participated in focus group interviews guided by open-ended questions on their experiences using Shier’s model. Findings reveal that whilst student teachers were open to listening to children’s voices, they did not have the necessary opportunities in their training to listen to children. Students were restricted to the confines of a Grade R class dominated by mentor teachers who adopted a transmissive pedagogy. Student teachers also noted that children were not accustomed to having their voices heard and making decisions.
{"title":"Supporting student teachers for a participatory pedagogy through Shier’s model of participation in Grade R (Reception Year) South Africa","authors":"N. Shaik","doi":"10.1080/10901027.2021.1881663","DOIUrl":"https://doi.org/10.1080/10901027.2021.1881663","url":null,"abstract":"ABSTRACT Providing support to student teachers to implement participatory pedagogies is vital for understanding the importance of listening to children’s voices and involving them in decision making. At a local university in the Western Cape, South Africa, ten final year Foundation Phase student teachers studying toward the Bachelor in Education who enrolled in the Reception Year module participated in a project during work integrated learning using Harry Shier’s Pathways to Participation model in support of a participatory pedagogy. After the first session of work integrated learning, student teachers participated in focus group interviews guided by open-ended questions on their experiences using Shier’s model. Findings reveal that whilst student teachers were open to listening to children’s voices, they did not have the necessary opportunities in their training to listen to children. Students were restricted to the confines of a Grade R class dominated by mentor teachers who adopted a transmissive pedagogy. Student teachers also noted that children were not accustomed to having their voices heard and making decisions.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"43 1","pages":"251 - 264"},"PeriodicalIF":1.2,"publicationDate":"2021-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2021.1881663","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48383327","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 : 2021-02-08DOI: 10.1080/10901027.2021.1881662
N. F. Peck, Lance S. Neeper
ABSTRACT This study focuses on the self-efficacy of preservice teachers enrolled in a co-taught early childhood education course on special education. The course was developed to increase awareness and access to special education through a field-based co-taught practicum course. Instructors from general education and special education shared planning and teaching roles to model collaborative practices for future early childhood educators. Data from focus groups, interviews, and a post-then-pre instrument were used to explore preservice teachers’ self-efficacy related to comfort with inclusion, perspective-taking, and professional roles as well as their experiences participating in the co-taught course. Recommendations for research related to supporting self-efficacy and teacher education are shared.
{"title":"Early childhood preservice teachers’ self-efficacy related to inclusion and professional roles via a co-taught field-based course","authors":"N. F. Peck, Lance S. Neeper","doi":"10.1080/10901027.2021.1881662","DOIUrl":"https://doi.org/10.1080/10901027.2021.1881662","url":null,"abstract":"ABSTRACT This study focuses on the self-efficacy of preservice teachers enrolled in a co-taught early childhood education course on special education. The course was developed to increase awareness and access to special education through a field-based co-taught practicum course. Instructors from general education and special education shared planning and teaching roles to model collaborative practices for future early childhood educators. Data from focus groups, interviews, and a post-then-pre instrument were used to explore preservice teachers’ self-efficacy related to comfort with inclusion, perspective-taking, and professional roles as well as their experiences participating in the co-taught course. Recommendations for research related to supporting self-efficacy and teacher education are shared.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"43 1","pages":"236 - 250"},"PeriodicalIF":1.2,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2021.1881662","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48565701","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 : 2021-01-17DOI: 10.1080/10901027.2020.1856240
Mariana Souto-Manning
ABSTRACT Calling for a moratorium on damage-centered early childhood teacher education, in this article, I urge U.S. early childhood teacher educators to envision and commit to a just future for our profession through desire-centered early childhood teacher education. An antidote to damage-centered early childhood teacher education, which problematically centers the harm inflicted or trauma caused to individuals and families of Color, cross-generationally, desire-centered early childhood teacher education interrupts the construction of young children, families, and communities of Color as broken. A desire-centered early childhood teacher education subscribes to an assets-based, justice-oriented approach that centers the ingenuity, knowledges, powerful legacies, rich values, and sophisticated practices of communities comprised of Black, Indigenous, and other persons of Color. After contextualizing the need to disrupt damage-centered early childhood teaching and teacher education, I offer colleagues a letter that considers the history and language of early childhood education with respect to race, racism, and in/justice. Blurring personal and shared processes of creative engagement and reflexivity, I seek to contribute to much-needed and long-overdue conversations about key early childhood teacher education issues, attending to how we might take action in the pursuit of justice as a profession. I then offer a second letter in which I outline a compelling path toward more just goals, approaches, and norms for our profession – toward a future in which early childhood teachers and teacher educators collectively revisit and problematize the past while committing to the active pursuit of more equitable and just futures for all members of all learning communities.
{"title":"A call for a moratorium on damage-centered early childhood teacher education: envisioning just futures for our profession","authors":"Mariana Souto-Manning","doi":"10.1080/10901027.2020.1856240","DOIUrl":"https://doi.org/10.1080/10901027.2020.1856240","url":null,"abstract":"ABSTRACT Calling for a moratorium on damage-centered early childhood teacher education, in this article, I urge U.S. early childhood teacher educators to envision and commit to a just future for our profession through desire-centered early childhood teacher education. An antidote to damage-centered early childhood teacher education, which problematically centers the harm inflicted or trauma caused to individuals and families of Color, cross-generationally, desire-centered early childhood teacher education interrupts the construction of young children, families, and communities of Color as broken. A desire-centered early childhood teacher education subscribes to an assets-based, justice-oriented approach that centers the ingenuity, knowledges, powerful legacies, rich values, and sophisticated practices of communities comprised of Black, Indigenous, and other persons of Color. After contextualizing the need to disrupt damage-centered early childhood teaching and teacher education, I offer colleagues a letter that considers the history and language of early childhood education with respect to race, racism, and in/justice. Blurring personal and shared processes of creative engagement and reflexivity, I seek to contribute to much-needed and long-overdue conversations about key early childhood teacher education issues, attending to how we might take action in the pursuit of justice as a profession. I then offer a second letter in which I outline a compelling path toward more just goals, approaches, and norms for our profession – toward a future in which early childhood teachers and teacher educators collectively revisit and problematize the past while committing to the active pursuit of more equitable and just futures for all members of all learning communities.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"43 1","pages":"213 - 235"},"PeriodicalIF":1.2,"publicationDate":"2021-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2020.1856240","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48770025","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 : 2020-12-10DOI: 10.1080/10901027.2020.1859024
Demi G. Siskind, D. Conlin, Linda Hestenes, Sung-ae Kim, A. Barnes, Dilara Yaya-Bryson
ABSTRACT The integration of technology in the classroom has become commonplace in early childhood education; however, promoting outdoor learning is not as emphasized. A wealth of research has documented how young children learn and develop while engaging with technology or outdoor play, but limited literature exists on balancing these learning experiences to support children’s developmental outcomes. The present paper seeks to review current literature on the effects of technology and outdoor learning on young children’s development. Building off of the relevant literature, this paper will provide recommendations for early childhood teacher educators to guide teachers in training on balancing appropriate technology use and outdoor learning. Given the COVID-19 global pandemic, teaching implications regarding balancing technology and outdoor learning are also addressed.
{"title":"Balancing technology and outdoor learning: Implications for early childhood teacher educators","authors":"Demi G. Siskind, D. Conlin, Linda Hestenes, Sung-ae Kim, A. Barnes, Dilara Yaya-Bryson","doi":"10.1080/10901027.2020.1859024","DOIUrl":"https://doi.org/10.1080/10901027.2020.1859024","url":null,"abstract":"ABSTRACT The integration of technology in the classroom has become commonplace in early childhood education; however, promoting outdoor learning is not as emphasized. A wealth of research has documented how young children learn and develop while engaging with technology or outdoor play, but limited literature exists on balancing these learning experiences to support children’s developmental outcomes. The present paper seeks to review current literature on the effects of technology and outdoor learning on young children’s development. Building off of the relevant literature, this paper will provide recommendations for early childhood teacher educators to guide teachers in training on balancing appropriate technology use and outdoor learning. Given the COVID-19 global pandemic, teaching implications regarding balancing technology and outdoor learning are also addressed.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":"43 1","pages":"389 - 405"},"PeriodicalIF":1.2,"publicationDate":"2020-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10901027.2020.1859024","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45216264","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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