Pub Date : 2023-05-11DOI: 10.1080/10901027.2023.2204306
B. Fennimore
Abstract This reflection on practice explores dehumanizing educator talk as an explicit topic within multicultural/diversity/anti-bias and anti-racist teacher education. Dehumanizing educator talk is defined as formal or informal conversation during which targeted individuals or groups are openly demeaned with offensive generalizations in the absence of discernable educational goals leading to improved outcomes. The significance of deficit-based dehumanizing educator talk is supported with linguistic theory, critical race theory, cultural capital theory, and the theory of funds of knowledge. A counter-educator talk of ethics, care, and resistance to bias is proposed with examples. Recommended topics for early childhood teacher educator reflection include potential resistance of White future teachers to acknowledgement of racism as well as the presence of deficit-based and dehumanizing ideas in early childhood-focused educational scholarship. Recommended actions include emphasis on critical literacy, critical racial literacy, proactive course syllabi, and focused classroom strategies. Early childhood teacher educators are encouraged to model new narratives of hope and possibility and to be advocates and activists who challenge and counter dehumanizing talk about children and families.
{"title":"Dismantling dehumanizing educator talk about children and families: the moral imperative for early childhood teacher educators","authors":"B. Fennimore","doi":"10.1080/10901027.2023.2204306","DOIUrl":"https://doi.org/10.1080/10901027.2023.2204306","url":null,"abstract":"Abstract This reflection on practice explores dehumanizing educator talk as an explicit topic within multicultural/diversity/anti-bias and anti-racist teacher education. Dehumanizing educator talk is defined as formal or informal conversation during which targeted individuals or groups are openly demeaned with offensive generalizations in the absence of discernable educational goals leading to improved outcomes. The significance of deficit-based dehumanizing educator talk is supported with linguistic theory, critical race theory, cultural capital theory, and the theory of funds of knowledge. A counter-educator talk of ethics, care, and resistance to bias is proposed with examples. Recommended topics for early childhood teacher educator reflection include potential resistance of White future teachers to acknowledgement of racism as well as the presence of deficit-based and dehumanizing ideas in early childhood-focused educational scholarship. Recommended actions include emphasis on critical literacy, critical racial literacy, proactive course syllabi, and focused classroom strategies. Early childhood teacher educators are encouraged to model new narratives of hope and possibility and to be advocates and activists who challenge and counter dehumanizing talk about children and families.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43844263","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 : 2023-05-09DOI: 10.1080/10901027.2023.2211945
Myriam Chrétien-Vincent, Marie Grandisson, C. Desmarais, Élise Milot
ABSTRACT When early childhood educators include autistic children, they require information about these children’s needs and strategies to promote their participation in daycare activities. As there are many ways to build educators’ capacity, these key individuals for inclusion should be considered to offer interventions relevant to their context. This study aimed to develop an acceptable and feasible intervention to build educators’ capacity to facilitate the participation of autistic children with reactions to sensory stimulation in their daily routine. The person-based approach was used to guide the development and evaluation of the intervention. Based on three guiding principles (i.e. efficiency, flexibility, and clarity and usefulness), the intervention included two steps: 1) educational videos and 2) coaching meetings. Interviews with six educators revealed the intervention was generally appreciated and easy to implement in the daycares. Even though flexibility was perceived as meaningful, sufficient time should be recommended between each session to allow reflection and collaboration with colleagues should be supported. The possibility to validate educators’ observations or strategies identified came out as significant in addition to promoting their sense of efficacy. The combination of two types of capacity-building intervention contributed to the feasibility and acceptability of this intervention in early childhood daycares.
{"title":"Supporting the participation of autistic children: development, acceptability and feasibility of an intervention to build capacity of early childhood educators","authors":"Myriam Chrétien-Vincent, Marie Grandisson, C. Desmarais, Élise Milot","doi":"10.1080/10901027.2023.2211945","DOIUrl":"https://doi.org/10.1080/10901027.2023.2211945","url":null,"abstract":"ABSTRACT When early childhood educators include autistic children, they require information about these children’s needs and strategies to promote their participation in daycare activities. As there are many ways to build educators’ capacity, these key individuals for inclusion should be considered to offer interventions relevant to their context. This study aimed to develop an acceptable and feasible intervention to build educators’ capacity to facilitate the participation of autistic children with reactions to sensory stimulation in their daily routine. The person-based approach was used to guide the development and evaluation of the intervention. Based on three guiding principles (i.e. efficiency, flexibility, and clarity and usefulness), the intervention included two steps: 1) educational videos and 2) coaching meetings. Interviews with six educators revealed the intervention was generally appreciated and easy to implement in the daycares. Even though flexibility was perceived as meaningful, sufficient time should be recommended between each session to allow reflection and collaboration with colleagues should be supported. The possibility to validate educators’ observations or strategies identified came out as significant in addition to promoting their sense of efficacy. The combination of two types of capacity-building intervention contributed to the feasibility and acceptability of this intervention in early childhood daycares.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49224672","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 : 2023-04-03DOI: 10.1080/10901027.2023.2211885
Cynthia O. Vail, Jennifer L. Kilgo
{"title":"The impact of DEC’s EI/ECSE standards on high-quality personnel preparation and inclusive services","authors":"Cynthia O. Vail, Jennifer L. Kilgo","doi":"10.1080/10901027.2023.2211885","DOIUrl":"https://doi.org/10.1080/10901027.2023.2211885","url":null,"abstract":"","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44457686","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 : 2023-04-03DOI: 10.1080/10901027.2023.2194246
Leslie La Croix, Julie K. Kidd, Heather L. Walter, Deborah Stone, D. Ferguson, C. Fisher-Maltese, Bweikia Steen, Colleen K. Vesely
ABSTRACT Early childhood and early childhood special education programs have predominantly been separate teacher preparation programs that prepare novice teachers for general or special education settings. However, with a growing shift toward inclusion, as well as a shortage of educators with training to teach all children, there is a need for teacher preparation programs to prepare all early childhood educators to support all children and engage all families. This article describes one institute of higher education’s integrated program and the program’s process to align coursework with both the Professional Standards and Competencies for Early Childhood Educators and Initial Practice-Based Professional Preparation Standards for Early Interventionists/Early Childhood Special Educators. We do this by discussing (a) the landscape of teacher education and integrated programs, (b) one IHE’s integrated program history, (c) our process for embedding standards, and (d) next steps.
{"title":"A dynamic process model for continued integration between ECE and EI/ECSE teacher preparation programs","authors":"Leslie La Croix, Julie K. Kidd, Heather L. Walter, Deborah Stone, D. Ferguson, C. Fisher-Maltese, Bweikia Steen, Colleen K. Vesely","doi":"10.1080/10901027.2023.2194246","DOIUrl":"https://doi.org/10.1080/10901027.2023.2194246","url":null,"abstract":"ABSTRACT Early childhood and early childhood special education programs have predominantly been separate teacher preparation programs that prepare novice teachers for general or special education settings. However, with a growing shift toward inclusion, as well as a shortage of educators with training to teach all children, there is a need for teacher preparation programs to prepare all early childhood educators to support all children and engage all families. This article describes one institute of higher education’s integrated program and the program’s process to align coursework with both the Professional Standards and Competencies for Early Childhood Educators and Initial Practice-Based Professional Preparation Standards for Early Interventionists/Early Childhood Special Educators. We do this by discussing (a) the landscape of teacher education and integrated programs, (b) one IHE’s integrated program history, (c) our process for embedding standards, and (d) next steps.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45514403","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}
ABSTRACT Only a limited number of research has examined preservice preschool teachers’ attitudes toward and beliefs about teaching mathematics, likely because there are no instruments aimed at preschool settings that have appropriately established psychometric properties. In the current study, we addressed this deficit and aimed to adapt the Preschool Teacher Attitudes and Beliefs toward Science (P-TABS) instrument in a sample of 164 Greek preservice preschool teachers and test its validity and reliability. Using a version of the P-TABS that had been adapted to mathematics, we investigated participants’ beliefs about and attitudes toward teaching mathematics and the impact of their previous experiences with mathematics, as well as their math anxiety, on their beliefs about and attitudes toward mathematics teaching. The results showed that this adapted version of the P-TABS was valid and reliable, and therefore it can be useful in the assessment of preservice preschool teachers’ beliefs about and attitudes toward teaching mathematics. The results also showed that teachers’ math anxiety and their previous experience with mathematics explained their beliefs about and attitudes toward teaching mathematics. This suggests that introducing courses on mathematics into teacher education programs could have a positive effect on preservice teachers’ beliefs about teaching mathematics.
{"title":"Preservice preschool teachers’ mathematics experience and math anxiety on their beliefs about and attitudes toward teaching mathematics","authors":"Konstantinos Lavidas, Irini Skopeliti, Konstantinos Zacharos, Efthimios-Panagiotis Panagiotounakos","doi":"10.1080/10901027.2023.2196943","DOIUrl":"https://doi.org/10.1080/10901027.2023.2196943","url":null,"abstract":"ABSTRACT Only a limited number of research has examined preservice preschool teachers’ attitudes toward and beliefs about teaching mathematics, likely because there are no instruments aimed at preschool settings that have appropriately established psychometric properties. In the current study, we addressed this deficit and aimed to adapt the Preschool Teacher Attitudes and Beliefs toward Science (P-TABS) instrument in a sample of 164 Greek preservice preschool teachers and test its validity and reliability. Using a version of the P-TABS that had been adapted to mathematics, we investigated participants’ beliefs about and attitudes toward teaching mathematics and the impact of their previous experiences with mathematics, as well as their math anxiety, on their beliefs about and attitudes toward mathematics teaching. The results showed that this adapted version of the P-TABS was valid and reliable, and therefore it can be useful in the assessment of preservice preschool teachers’ beliefs about and attitudes toward teaching mathematics. The results also showed that teachers’ math anxiety and their previous experience with mathematics explained their beliefs about and attitudes toward teaching mathematics. This suggests that introducing courses on mathematics into teacher education programs could have a positive effect on preservice teachers’ beliefs about teaching mathematics.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45723266","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 : 2023-03-20DOI: 10.1080/10901027.2023.2192432
Julie Dwyer, R. Schachter, Alessandra E. Ward
ABSTRACT Research-supported knowledge about how children develop language is considered foundational for high-quality instruction and as such, measuring and developing teachers’ knowledge has been emphasized across the field of early childhood. However, there is a critical gap in understanding how this static knowledge gained through pre-service and in-service experiences is connected to enacted practice. To address this, we compared teachers’ static knowledge regarding language development as assessed via a traditional paper and pencil measure with their knowledge used in-the-moment during language interactions with children via stimulated recall interviews. Ten educators from a variety of early childhood programs completed the surveys and participated in two stimulated recall interviews about language interactions with children. Interview data were coded for emerging themes regarding knowledge use and then compared with the knowledge assessed on the static measure. We found that overall, teachers had high levels of research-based knowledge regarding children’s language development and that this knowledge was part of their in-the-moment knowledge use; however, it was used infrequently. Educators tended to utilize knowledge about their context more frequently than knowledge from the field (formal sources of knowledge). Implications for measuring knowledge, professional learning, and supporting the use of knowledge in practice are discussed.
{"title":"An exploratory study of how measuring knowledge-in-use adds value beyond static knowledge measures","authors":"Julie Dwyer, R. Schachter, Alessandra E. Ward","doi":"10.1080/10901027.2023.2192432","DOIUrl":"https://doi.org/10.1080/10901027.2023.2192432","url":null,"abstract":"ABSTRACT Research-supported knowledge about how children develop language is considered foundational for high-quality instruction and as such, measuring and developing teachers’ knowledge has been emphasized across the field of early childhood. However, there is a critical gap in understanding how this static knowledge gained through pre-service and in-service experiences is connected to enacted practice. To address this, we compared teachers’ static knowledge regarding language development as assessed via a traditional paper and pencil measure with their knowledge used in-the-moment during language interactions with children via stimulated recall interviews. Ten educators from a variety of early childhood programs completed the surveys and participated in two stimulated recall interviews about language interactions with children. Interview data were coded for emerging themes regarding knowledge use and then compared with the knowledge assessed on the static measure. We found that overall, teachers had high levels of research-based knowledge regarding children’s language development and that this knowledge was part of their in-the-moment knowledge use; however, it was used infrequently. Educators tended to utilize knowledge about their context more frequently than knowledge from the field (formal sources of knowledge). Implications for measuring knowledge, professional learning, and supporting the use of knowledge in practice are discussed.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49218567","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 : 2023-03-19DOI: 10.1080/10901027.2023.2192433
Colleen K. Vesely, Amber B. Sansbury, Meagan Call-Cummings, Stephanie L. Dodman, Xiaowen Chen, Neesa N’Diaye, Canaan Bethea, E. DeMulder, T. Frank, Bethany L. Letiecq, Beverly D. Shaklee, Jenice L. View
ABSTRACT Underscored by a long overdue call to challenge racism in teacher education (TE), we set forth to examine our own university TE classrooms to understand how we are both perpetuating and disrupting systemic racism and decentering whiteness, such that we can move toward sustained antiracist pedagogy for ourselves, our institutions, teacher candidates, and school communities. Undergirded by Critical Race Theory, this paper presents the development of an Antiracist Pedagogy Course Audit– a tool to develop instructor capacity to engage in critically reflective practices in five key areas: 1) Instructor Critical Consciousness; 2) Understanding Students’ Backgrounds and Experiences; 3) Course Readings and Content; 4) Classroom Learning Environment; and 5) Assignments and Assessments. We describe early implementation, process-oriented mechanisms for adaption, and applications of the tool in an early childhood education teacher education course.
{"title":"Putting antiracism into action in teacher education: Developing and implementing an Antiracist Pedagogy Course Audit","authors":"Colleen K. Vesely, Amber B. Sansbury, Meagan Call-Cummings, Stephanie L. Dodman, Xiaowen Chen, Neesa N’Diaye, Canaan Bethea, E. DeMulder, T. Frank, Bethany L. Letiecq, Beverly D. Shaklee, Jenice L. View","doi":"10.1080/10901027.2023.2192433","DOIUrl":"https://doi.org/10.1080/10901027.2023.2192433","url":null,"abstract":"ABSTRACT Underscored by a long overdue call to challenge racism in teacher education (TE), we set forth to examine our own university TE classrooms to understand how we are both perpetuating and disrupting systemic racism and decentering whiteness, such that we can move toward sustained antiracist pedagogy for ourselves, our institutions, teacher candidates, and school communities. Undergirded by Critical Race Theory, this paper presents the development of an Antiracist Pedagogy Course Audit– a tool to develop instructor capacity to engage in critically reflective practices in five key areas: 1) Instructor Critical Consciousness; 2) Understanding Students’ Backgrounds and Experiences; 3) Course Readings and Content; 4) Classroom Learning Environment; and 5) Assignments and Assessments. We describe early implementation, process-oriented mechanisms for adaption, and applications of the tool in an early childhood education teacher education course.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45997340","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 : 2023-03-15DOI: 10.1080/10901027.2023.2185556
Ruby Natale, Jhonelle Bailey, Ellen Kolomeyer, Jenna N. Futterer, M. Schenker, Rebecca J. Bulotsky-Shearer
ABSTRACT Teaching is a stressful profession given teachers’ competing demands. Due to COVID-19, teachers struggle to balance maintaining a safe classroom environment and the traditional child-directed focus of early education. The purpose of this study was to examine the effectiveness of an adaptation of Infant/Early Childhood Mental Health Consultation (IECMHC) on reducing teachers’ stress and examine associations between teacher stress and classroom practices. Measures were collected at baseline (T1) and 6-months post-intervention (T2) using the Childcare Worker Job Stress Inventory, an observational measure of classroom practices (Health Environment Rating Scale), and teacher-child interaction quality (Classroom Assessment Scoring System). Regression analyses revealed that teacher-reported Job Resources were associated with higher Classroom Organization at T2. Findings suggested that providing mental health consultation may be an important first step in improving quality classroom practices, particularly those practices that support children’s social-emotional and behavioral development.
{"title":"Early childhood teacher workplace stress and classroom practices","authors":"Ruby Natale, Jhonelle Bailey, Ellen Kolomeyer, Jenna N. Futterer, M. Schenker, Rebecca J. Bulotsky-Shearer","doi":"10.1080/10901027.2023.2185556","DOIUrl":"https://doi.org/10.1080/10901027.2023.2185556","url":null,"abstract":"ABSTRACT Teaching is a stressful profession given teachers’ competing demands. Due to COVID-19, teachers struggle to balance maintaining a safe classroom environment and the traditional child-directed focus of early education. The purpose of this study was to examine the effectiveness of an adaptation of Infant/Early Childhood Mental Health Consultation (IECMHC) on reducing teachers’ stress and examine associations between teacher stress and classroom practices. Measures were collected at baseline (T1) and 6-months post-intervention (T2) using the Childcare Worker Job Stress Inventory, an observational measure of classroom practices (Health Environment Rating Scale), and teacher-child interaction quality (Classroom Assessment Scoring System). Regression analyses revealed that teacher-reported Job Resources were associated with higher Classroom Organization at T2. Findings suggested that providing mental health consultation may be an important first step in improving quality classroom practices, particularly those practices that support children’s social-emotional and behavioral development.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47199591","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 : 2023-02-05DOI: 10.1080/10901027.2023.2165985
A. Mickelson, V. Stayton, V. Correa
ABSTRACT Spurred by the 1986 IDEA reauthorization, the movement toward collaborative, or blended, preservice early childhood personnel preparation now spans an impressive 30-year history. In this paper, we trace the evolution of blended preparation by applying a conceptual framework that situates the development of blended program identity within a socio-cultural context over time. In detailing the events of the past 30 years, we provide a historical perspective of the blended approach in practice by highlighting key aspects of the historical and emerging literature base. We argue that just as contextual circumstances served as a catalyst to the initiation of the blended movement, the contemporary socio-cultural context, particularly the onset of the groundbreaking 2020 EI/ECSE Personnel Preparation Standards coupled with the 2020 ECE Standards, provides an exciting new catalyst with the potential to reinvigorate the blended preparation movement now and in the future. We conclude with recommendations based on lessons learned from this history to support the continuation and evolution of the blended preparation approach.
{"title":"The evolving identity of blended early childhood preparation: a retrospective history","authors":"A. Mickelson, V. Stayton, V. Correa","doi":"10.1080/10901027.2023.2165985","DOIUrl":"https://doi.org/10.1080/10901027.2023.2165985","url":null,"abstract":"ABSTRACT Spurred by the 1986 IDEA reauthorization, the movement toward collaborative, or blended, preservice early childhood personnel preparation now spans an impressive 30-year history. In this paper, we trace the evolution of blended preparation by applying a conceptual framework that situates the development of blended program identity within a socio-cultural context over time. In detailing the events of the past 30 years, we provide a historical perspective of the blended approach in practice by highlighting key aspects of the historical and emerging literature base. We argue that just as contextual circumstances served as a catalyst to the initiation of the blended movement, the contemporary socio-cultural context, particularly the onset of the groundbreaking 2020 EI/ECSE Personnel Preparation Standards coupled with the 2020 ECE Standards, provides an exciting new catalyst with the potential to reinvigorate the blended preparation movement now and in the future. We conclude with recommendations based on lessons learned from this history to support the continuation and evolution of the blended preparation approach.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47309100","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 : 2023-01-13DOI: 10.1080/10901027.2023.2165983
Amber H. Beisly, Vickie E. Lake, Rae K. Ross, B. Lim
ABSTRACT All children can develop high levels of math proficiency when they are given rigorous instructional tasks with appropriate teacher support. Preservice teachers (PSTs) must develop various instructional strategies tailored to the diverse learners in their classroom, including multilingual students. More research is needed on how PSTs can support students of different math abilities with strategies for multilingual learners in early childhood classrooms. This qualitative research study explored instructional strategies found in 20 PSTs’ math lesson plans and lesson plan reflections to understand how they taught equitably to diverse learners across their kindergarten-3rd grade field placement settings. Strategies emerging from the codes were analyzed to determine how different instructional strategies supported multilingual learners, offered differentiation, or were culturally responsive. Most strategies supported multilingual students and students who may need additional support in math; examples include gesturing and pointing, allowing students to respond non-verbally, and modeling the activity. Some areas of the framework were not addressed in the lesson plans, and potential reasons and solutions for this are also addressed.
{"title":"Helping children feel seen, heard, and understood: preservice teachers’ strategies to support diverse learners in math lessons","authors":"Amber H. Beisly, Vickie E. Lake, Rae K. Ross, B. Lim","doi":"10.1080/10901027.2023.2165983","DOIUrl":"https://doi.org/10.1080/10901027.2023.2165983","url":null,"abstract":"ABSTRACT All children can develop high levels of math proficiency when they are given rigorous instructional tasks with appropriate teacher support. Preservice teachers (PSTs) must develop various instructional strategies tailored to the diverse learners in their classroom, including multilingual students. More research is needed on how PSTs can support students of different math abilities with strategies for multilingual learners in early childhood classrooms. This qualitative research study explored instructional strategies found in 20 PSTs’ math lesson plans and lesson plan reflections to understand how they taught equitably to diverse learners across their kindergarten-3rd grade field placement settings. Strategies emerging from the codes were analyzed to determine how different instructional strategies supported multilingual learners, offered differentiation, or were culturally responsive. Most strategies supported multilingual students and students who may need additional support in math; examples include gesturing and pointing, allowing students to respond non-verbally, and modeling the activity. Some areas of the framework were not addressed in the lesson plans, and potential reasons and solutions for this are also addressed.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47753994","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：