Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Curriculum and Instruction (7)
- Curriculum and Social Inquiry (6)
- Educational Assessment, Evaluation, and Research (6)
- Educational Methods (6)
- Teacher Education and Professional Development (5)
-
- Disability and Equity in Education (3)
- Elementary Education (2)
- Outdoor Education (2)
- Social and Philosophical Foundations of Education (2)
- Special Education and Teaching (2)
- Art Education (1)
- Bilingual, Multilingual, and Multicultural Education (1)
- Educational Administration and Supervision (1)
- Educational Leadership (1)
- Other Teacher Education and Professional Development (1)
- Pre-Elementary, Early Childhood, Kindergarten Teacher Education (1)
- Race and Ethnicity (1)
- Social and Behavioral Sciences (1)
- Sociology (1)
- Keyword
-
- Early childhood education (2)
- Professional development (2)
- Teacher education (2)
- Art activities (1)
- Art education (1)
-
- Autism (1)
- Blockbuilding (1)
- Caregivers (1)
- Children's art (1)
- Community college teacher preparation (1)
- Early Childhood Coaching (1)
- Early childhood (1)
- Early childhood special education (1)
- Early intervention (1)
- Family child care (1)
- Funding (1)
- Home and school (1)
- Immigrant families (1)
- In-service teachers (1)
- Inclusion (1)
- Infant (1)
- Infant childcare (1)
- Infant/ toddler professionals (1)
- Infant/ toddler programming (1)
- Jamaica (1)
- Latinx children (1)
- Math (1)
- Outdoor Play (1)
- Parent education (1)
- Play (1)
Articles 1 - 12 of 12
Full-Text Articles in Early Childhood Education
I Want To Know Why, Virginia Casper, Rebecca J. Newman
I Want To Know Why, Virginia Casper, Rebecca J. Newman
Occasional Paper Series
In this article, an early childhood coach and her mentor coach tell one story of their year of joint reflective work together. They follow the topic of outdoor play in birth-to-three and early childhood family-based care programs as it surfaced at the beginning of the year. This inquiry expanded into the coach’s burgeoning understanding of the meaning of experience for very young children, which became a parallel process in the coach’s work with practitioners. Together, the coach and mentor coach describe the ways in which they created a more authentic and meaningful way to think about outdoor time and environments …
Honoring Knowledge And Experience: Highlighting Caregiver Voices In A Professional Development Curriculum, Margie Brickley
Honoring Knowledge And Experience: Highlighting Caregiver Voices In A Professional Development Curriculum, Margie Brickley
Occasional Paper Series
Infant/toddler caregivers are often portrayed as undereducated and unprofessional. The same is true for family child caregivers. In this piece, the author describes an approach that takes a different point of view – assuming competence and knowledge - and building on the existing experiences of the people working with infants, toddlers and their families. The philosophy behind the professional development experience is delineated. The voices of the caregivers, instructors, and coaches who participated in this program are highlighted.
Getting It Right From The Start: A Retrospective And Current Examination Of Infant-Toddler Care In Jamaica, Zoyah Kinkead-Clark, Kerry-Ann Escayg
Getting It Right From The Start: A Retrospective And Current Examination Of Infant-Toddler Care In Jamaica, Zoyah Kinkead-Clark, Kerry-Ann Escayg
Occasional Paper Series
Despite acknowledging that early childhood spans from birth to eight years, in Jamaica, similar to many other developing countries, predominant interest in early childhood care and education has typically been centred on the education children three to six years receive rather than the care of infants and toddlers. With the current thrust towards improving access to childcare in Jamaica it warrants an examination of the sector and the issues affecting infants/toddlers and the persons who care for them.
Guided by the findings of the ground breaking 1993 UNICEF funded report which evaluated the state of nursery care in Jamaica, this …
Preparing Infant-Toddler Professionals: A Community College’S Perspective, Jennifer M. Longley, Jennifer M. Gilken
Preparing Infant-Toddler Professionals: A Community College’S Perspective, Jennifer M. Longley, Jennifer M. Gilken
Occasional Paper Series
Preparing professionals to work with infants/ toddlers is complex and unique because of the age group. Community colleges have an integral role in the preparation of infant/ toddler professionals, The Borough of Manhattan Community College infant/ toddler preservice program identified the following four elements to prepare professionals to deliver high-quality, relationship-based practices: (1) relationship-based program, (2) fieldwork opportunities, (3) curriculum, and (4) faculty.
Including Autism: Confronting Inequitable Practices In A Toddler Classroom, Emmanuelle N. Fincham, Amanda R. Fellner
Including Autism: Confronting Inequitable Practices In A Toddler Classroom, Emmanuelle N. Fincham, Amanda R. Fellner
Occasional Paper Series
As co-teachers in a toddler room, we share a personal narrative about our experiences working with a child diagnosed with autism while in our care. Framed within the competing discourses of the medicalized perspective on disability and the individual, child-centered philosophies of early childhood education, we investigate the inequities we felt in the classroom and make connections to the field of early childhood inclusive education at large.
Relationship-Based Infant Care As A Framework For Authentic Practice: How Eun Mi Rediscovered Her Teaching Soul, Susan L. Recchia, Seung Eun Mcdevitt
Relationship-Based Infant Care As A Framework For Authentic Practice: How Eun Mi Rediscovered Her Teaching Soul, Susan L. Recchia, Seung Eun Mcdevitt
Occasional Paper Series
In this paper, we explore the complex nature of preparing diverse professionals for authentic, relationship-based care for infants and toddlers in child care. Looking through the eyes of one student caregiver, we travel with her through a semester-long course introducing her to infant care as an integral part of early childhood teacher preparation. We draw on her descriptions of her weekly experiences in an infant room focusing on a key child, her formal reflections in written assignments, and her responses to a series of interview questions once the course was completed to construct a theory of authentic practice through relationship-based …
High-Needs Schools: Preparing Teachers For Today's World
High-Needs Schools: Preparing Teachers For Today's World
Occasional Paper Series
In the second decade of the 21st century, some schools are in trouble and some schools are not. The subject of this Occasional Paper is the preparation of teachers for schools that--lacking sufficient resources, effective leadership, or vocal advocates--are failing to educate their students by any reasonable measures. The teachers and teacher educator contributors to this volume offer a more variegated set of responses grounded in a diversity of local experiences. Their approaches to researching and understanding the immediacy of becoming a teacher are based on decades of working in hard-pressed urban schools and the institutions that supply them with …
Art & Early Childhood: Personal Narratives & Social Practices
Art & Early Childhood: Personal Narratives & Social Practices
Occasional Paper Series
No abstract provided.
Claiming The Promise Of Place-Based Education
Claiming The Promise Of Place-Based Education
Occasional Paper Series
No abstract provided.
Living A Philosophy Of Early Childhood Education: A Festschrift For Harriet Cuffaro
Living A Philosophy Of Early Childhood Education: A Festschrift For Harriet Cuffaro
Occasional Paper Series
No abstract provided.
Supporting Young Children Of Immigrants In Prek-3
Supporting Young Children Of Immigrants In Prek-3
Occasional Paper Series
This special issue of the Occasional Paper Series describes practices and policies that can positively impact the early schooling of children of immigrants in the United States. We consider the intersectionality of young children’s lives and what needs to change in order to ensure that race, class, immigration status, gender, and dis/ability can effectively contribute to children’s experiences at school and in other instructional contexts, rather than prevent them from getting the learning experiences they need and deserve.
Power To Change: Math As A Social-Emotional Language In A Classroom Of 4 And 5 Year Olds, Elinor J. Albin, Gretchen Vice
Power To Change: Math As A Social-Emotional Language In A Classroom Of 4 And 5 Year Olds, Elinor J. Albin, Gretchen Vice
Occasional Paper Series
Tells the story of how mathematics influenced a long term investigation around feeling powerful within an early childhood classroom. Written by Early Childhood Teacher, Elinor J. Albin, and Dean of Faculty, Gretchen Vice, this essay outlines the guiding questions by which teachers at The Advent School in Boston, MA connect mathematics to overarching themes and social-emotional learning. “Power to Change” concludes with observations about how and why mathematics provided a language for building social-emotional intelligence in four and five year olds.