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Full-Text Articles in Education
Early Childhood Teachers’ Pedagogical Reasoning About How Children Learn During Language And Literacy Instruction, Rachel E. Schachter
Early Childhood Teachers’ Pedagogical Reasoning About How Children Learn During Language And Literacy Instruction, Rachel E. Schachter
Department of Child, Youth, and Family Studies: Faculty Publications
The knowledge that teachers hold about children’s learning is important to teachers’ practice. Few studies have examined how early childhood teachers use such knowledge during moment-to-moment instruction for language and literacy learning. This study employed a phenomenological approach to understand the knowledge that eight early childhood teachers used to inform their pedagogical reasoning during language and literacy activities. Stimulated recall interviews about practice were conducted with the prekindergarten teachers. Results indicated that the teachers used multiple sources of knowledge to inform their pedagogical reasoning that included: conceptions about how children learn; knowledge about specific children and the learning goals for …
Classroom Readiness For Successful Inclusion: Teacher Factors And Preschool Children’S Experience With And Attitudes Toward Peers With Disabilities, Kyong-Ah Kwon, Soo-Young Hong, Hyun-Joo Jeon
Classroom Readiness For Successful Inclusion: Teacher Factors And Preschool Children’S Experience With And Attitudes Toward Peers With Disabilities, Kyong-Ah Kwon, Soo-Young Hong, Hyun-Joo Jeon
Department of Child, Youth, and Family Studies: Faculty Publications
The current study examined (1) associations among teachers’ experiences regarding children with disabilities (i.e., education, specialized training, years of work experience), their attitudes toward disabilities, and their classroom practices in relation to inclusion and (2) associations among children’s attitudes toward peers with disabilities and child and teacher factors. Ninety-one 4- and 5-year-old children participated in an interview, and their teachers completed a survey. Teachers’ specialized training and bachelor’s degree in early childhood education (ECE) were positively associated with their inclusive practices in the classroom; teachers’ bachelor’s degree in ECE and experiences working with children with disabilities were positively associated with …
Are We There Yet? Examining Sociocultural Contexts Of Culturally Relevant Pedagogy And Antibias Teachings In Early Childhood, Tonia Durden, Kimberly Blitch
Are We There Yet? Examining Sociocultural Contexts Of Culturally Relevant Pedagogy And Antibias Teachings In Early Childhood, Tonia Durden, Kimberly Blitch
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
What is our role in teacher education and development in preparing a workforce that has the professional competencies and skills to provide quality experiences for the culturally and linguistically diverse children in their care? We argue, it is imperative to draw upon the cultural and linguistic tools of children and families. An educational program that is culturally responsive to the child and encourages their sociocultural awareness and anti-bias beliefs toward others is critical in our emerging global society and essential to maximizing children’s learning experiences and future success. Culture still matters. Culture sensitivity, consciousness and awareness are all still integral …