Pub Date : 2023-09-20DOI: 10.1080/10901027.2023.2258369
Su Jeong Wee, Minhye Son, Kheng Ly-Hoang, Luis Zambrano
ABSTRACTThis study explored early childhood student teachers of color’s (ECSToCs) development of cultural competence during their fieldwork experience. Nine female students of color enrolled in an early childhood education fieldwork course participated in this study. Employing a qualitative research methods approach, we analyzed multiple data including students’ reflection papers on culture and diversity, teaching philosophy papers, interview transcripts, lesson plans on cultural diversity, and post-teaching reflection. The findings showed: (a) ECSToCs’ perceptions of culture were highly influenced by their lived experiences including their bilingual, bicultural, and schooling experiences; (b) ECSToCs’ awareness of and attitude toward diversity were implicated by their parents’ lived experiences and knowledge; and (c) they viewed culture as a pedagogical and methodological tool to guide their teaching practices, emphasizing asset-based approach. This study contributes to developing effective instructional strategies to elevate ECSToCs’ cultural competence in their teaching.KEYWORDS: early childhood educationstudent teachers of colorcultural competencecultural awarenessteacher educationteachers of color AcknowledgmentsWe acknowledge that no financial or nonfinancial competing interests or benefits have arisen from the direct application of this research.Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"“Culture is Where I Come From”: An Analysis of Cultural Competence of Student Teachers of Color in Early Childhood Education","authors":"Su Jeong Wee, Minhye Son, Kheng Ly-Hoang, Luis Zambrano","doi":"10.1080/10901027.2023.2258369","DOIUrl":"https://doi.org/10.1080/10901027.2023.2258369","url":null,"abstract":"ABSTRACTThis study explored early childhood student teachers of color’s (ECSToCs) development of cultural competence during their fieldwork experience. Nine female students of color enrolled in an early childhood education fieldwork course participated in this study. Employing a qualitative research methods approach, we analyzed multiple data including students’ reflection papers on culture and diversity, teaching philosophy papers, interview transcripts, lesson plans on cultural diversity, and post-teaching reflection. The findings showed: (a) ECSToCs’ perceptions of culture were highly influenced by their lived experiences including their bilingual, bicultural, and schooling experiences; (b) ECSToCs’ awareness of and attitude toward diversity were implicated by their parents’ lived experiences and knowledge; and (c) they viewed culture as a pedagogical and methodological tool to guide their teaching practices, emphasizing asset-based approach. This study contributes to developing effective instructional strategies to elevate ECSToCs’ cultural competence in their teaching.KEYWORDS: early childhood educationstudent teachers of colorcultural competencecultural awarenessteacher educationteachers of color AcknowledgmentsWe acknowledge that no financial or nonfinancial competing interests or benefits have arisen from the direct application of this research.Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136263351","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 : 2023-09-14DOI: 10.1080/10901027.2023.2257155
Rebecca Anne Swartz, Laycee B. Thigpen
ABSTRACTTeacher educators are charged with supporting adult learners as they prepare to collaborate with diverse families and colleagues . In this research, we examined how a cohort of teacher candidates (N = 29) developed over a semester in their understanding, dispositions, and knowledge of strategies for partnership through the dilemmas writing assignments using a Grounded Theory approach. The assignment and range of responses from teacher candidates are described, as are implications for teacher educators in helping candidates develop and articulate an anti-bias praxis and build an understanding of their ethical commitment as early childhood professionals to promote equity . Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Preparing for partnership: using dilemmas to help teacher candidates apply anti-bias praxis to problem solving","authors":"Rebecca Anne Swartz, Laycee B. Thigpen","doi":"10.1080/10901027.2023.2257155","DOIUrl":"https://doi.org/10.1080/10901027.2023.2257155","url":null,"abstract":"ABSTRACTTeacher educators are charged with supporting adult learners as they prepare to collaborate with diverse families and colleagues . In this research, we examined how a cohort of teacher candidates (N = 29) developed over a semester in their understanding, dispositions, and knowledge of strategies for partnership through the dilemmas writing assignments using a Grounded Theory approach. The assignment and range of responses from teacher candidates are described, as are implications for teacher educators in helping candidates develop and articulate an anti-bias praxis and build an understanding of their ethical commitment as early childhood professionals to promote equity . Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134970099","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}
Onsite, individualized support for early care and education providers has emerged as an effective strategy for supporting quality improvement. We explored how Technical Assistants (TAs) working with family child care (FCC) educators in a voluntary Quality Rating and Improvement System perceive FCC quality and the challenges they face in supporting quality improvement. We conducted qualitative semi-structured interviews with 11 TAs providing support to FCC educators. Transcripts were analyzed using open coding to identify categories related to quality and quality improvement. TAs identified numerous components of FCC program quality that inform their work and two main challenges they face related to supporting quality improvement. Results suggest TAs may benefit from additional training and ongoing support to help them meet FCC educators’ specific quality improvement needs and view FCC quality through a strength-based lens. These results can inform how TAs and other specialists are prepared and supported to work with FCC educators and how quality improvement supports can be tailored to the unique context of FCC.
{"title":"Perspectives on quality and supporting quality improvement from early childhood technical assistants working with family child care educators","authors":"Alison Hooper, Myae Han, Martha Buell, Rena Hallam","doi":"10.1080/10901027.2023.2257140","DOIUrl":"https://doi.org/10.1080/10901027.2023.2257140","url":null,"abstract":"Onsite, individualized support for early care and education providers has emerged as an effective strategy for supporting quality improvement. We explored how Technical Assistants (TAs) working with family child care (FCC) educators in a voluntary Quality Rating and Improvement System perceive FCC quality and the challenges they face in supporting quality improvement. We conducted qualitative semi-structured interviews with 11 TAs providing support to FCC educators. Transcripts were analyzed using open coding to identify categories related to quality and quality improvement. TAs identified numerous components of FCC program quality that inform their work and two main challenges they face related to supporting quality improvement. Results suggest TAs may benefit from additional training and ongoing support to help them meet FCC educators’ specific quality improvement needs and view FCC quality through a strength-based lens. These results can inform how TAs and other specialists are prepared and supported to work with FCC educators and how quality improvement supports can be tailored to the unique context of FCC.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135830410","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 : 2023-09-11DOI: 10.1080/10901027.2023.2257157
Divya Varier, Sehyun Yun
ABSTRACT The article describes a systematic review of 109 studies using the data-informed decision-making framework to understand the sources of assessment data and the main purposes for assessment use among early childhood educators. Findings revealed assessment use is driven by the purposes of measuring and monitoring children’s learning and development, informing instructional next steps, communicating with caregivers, and identifying students for early intervention. Standardized assessments of multiple domains, teacher observations, student work samples, and student background information emerged as key sources that inform decision-making. We noted several factors that likely influence teachers’ assessment use to consider in preparing teachers for DIDM. We describe these considerations in terms of structural-, teacher-, child development, and assessment tool-related influences. Early childhood assessment use is different from primary or secondary contexts that largely inform the DIDM literature. We conclude with implications for preparing educators’ DIDM by presenting six skillsets to foster their ability to engage in critical thinking about standardized assessments, engage in intentional observation, generate high-quality data, engage caregivers as consumers and sources of data, use multiple data sources for early intervention identification, and advocate against accountability-driven DIDM.
{"title":"A review of research on assessment use: implications for preparing early childhood educators for data-informed decision-making","authors":"Divya Varier, Sehyun Yun","doi":"10.1080/10901027.2023.2257157","DOIUrl":"https://doi.org/10.1080/10901027.2023.2257157","url":null,"abstract":"ABSTRACT The article describes a systematic review of 109 studies using the data-informed decision-making framework to understand the sources of assessment data and the main purposes for assessment use among early childhood educators. Findings revealed assessment use is driven by the purposes of measuring and monitoring children’s learning and development, informing instructional next steps, communicating with caregivers, and identifying students for early intervention. Standardized assessments of multiple domains, teacher observations, student work samples, and student background information emerged as key sources that inform decision-making. We noted several factors that likely influence teachers’ assessment use to consider in preparing teachers for DIDM. We describe these considerations in terms of structural-, teacher-, child development, and assessment tool-related influences. Early childhood assessment use is different from primary or secondary contexts that largely inform the DIDM literature. We conclude with implications for preparing educators’ DIDM by presenting six skillsets to foster their ability to engage in critical thinking about standardized assessments, engage in intentional observation, generate high-quality data, engage caregivers as consumers and sources of data, use multiple data sources for early intervention identification, and advocate against accountability-driven DIDM.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135981701","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 : 2023-08-30DOI: 10.1080/10901027.2023.2251924
Fiona Boylan, L. Barblett, Marianne Knaus
{"title":"I think I can, I think I can’t: design principles for fostering a growth mindset in the early years","authors":"Fiona Boylan, L. Barblett, Marianne Knaus","doi":"10.1080/10901027.2023.2251924","DOIUrl":"https://doi.org/10.1080/10901027.2023.2251924","url":null,"abstract":"","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43150626","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 : 2023-06-23DOI: 10.1080/10901027.2023.2223145
Sanni Kahila, T. Kuutti, J. Kahila, N. Sajaniemi
{"title":"The significance of practicum work communities for students’ professional development – perceptions of Finnish ECE teacher students","authors":"Sanni Kahila, T. Kuutti, J. Kahila, N. Sajaniemi","doi":"10.1080/10901027.2023.2223145","DOIUrl":"https://doi.org/10.1080/10901027.2023.2223145","url":null,"abstract":"","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48331577","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 : 2023-06-13DOI: 10.1080/10901027.2023.2224251
A. MacDonald, L. Danaia, James Deehan, Allan Hall
{"title":"STEM professional learning in early childhood education: a scoping review","authors":"A. MacDonald, L. Danaia, James Deehan, Allan Hall","doi":"10.1080/10901027.2023.2224251","DOIUrl":"https://doi.org/10.1080/10901027.2023.2224251","url":null,"abstract":"","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47830991","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 : 2023-06-12DOI: 10.1080/10901027.2023.2223143
Adina R Schick, Cassie Wuest, Rachel Lim, G. Melzi
{"title":"Supporting Preschool Teachers’ Use of Culturally Grounded Practices: Factors that Influence Program Fidelity","authors":"Adina R Schick, Cassie Wuest, Rachel Lim, G. Melzi","doi":"10.1080/10901027.2023.2223143","DOIUrl":"https://doi.org/10.1080/10901027.2023.2223143","url":null,"abstract":"","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45587052","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 : 2023-06-11DOI: 10.1080/10901027.2023.2223164
Narges Zareian, M. Mahmoodi, Mohammad Ahmadisafa
{"title":"On the development of young learners of English (YLE) teachers’ vision of an ideal class","authors":"Narges Zareian, M. Mahmoodi, Mohammad Ahmadisafa","doi":"10.1080/10901027.2023.2223164","DOIUrl":"https://doi.org/10.1080/10901027.2023.2223164","url":null,"abstract":"","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48286148","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 : 2023-05-29DOI: 10.1080/10901027.2023.2217413
S. Aras
{"title":"Building up formative assessment practices through action research: A study in early childhood teacher education","authors":"S. Aras","doi":"10.1080/10901027.2023.2217413","DOIUrl":"https://doi.org/10.1080/10901027.2023.2217413","url":null,"abstract":"","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43859692","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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