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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: New in last 90 days [remove]; Classification:Child Care & Early Education Provider Workforce [remove];
62 results found.|
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2011 Vermont Early Childhood and Afterschool Professional Development Survey A study of the professional development needs of early childhood and after school professionals in Vermont, including their professional development information sources, access, awareness, and interests, based on survey responses from 986 early childhood and after school professionals |
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2011 Vermont Early Childhood and Afterschool Professional Development Survey [Executive summary] A summary of a study of the professional development needs of early childhood and after school professionals in Vermont, including their professional development information sources, access, awareness, and interests, based on survey responses from 986 early childhood and after school professionals |
Executive Summary
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Acceptability ratings of language interventions and reasoning as described by early childhood special education teachers An examination of teachers' preferences between naturalistic and therapeutic approaches to language interventions and reasoning, based on data from 29 early childhood special education teachers from public school districts in Southern California |
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Active engagement, emotional impact and changes in practice arising from a residential field trip An examination of the learning experiences of early years practitioners undertaking a residential field trip to Sweden as part of their Early Childhood Studies degree, based on data from 50 undergraduate students from the University of Gloucestershire, England |
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Australian early childhood educators: From government policy to university practice This article provides an overview of the Australian Federal Government initiatives in the area of early childhood with regard to the provision of early childhood education and care. These changes have influenced a Western Australian university to develop an innovative birth to 8 years preservice educator education curriculum. Using an ecological approach, this preservice curriculum reform is designed to address the growing need for teachers who recognize the importance of a child's physical, emotional, and cognitive development from birth to 8 years as significant in preparing young children for entry into "formal learning." (author abstract) |
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Basic factors that affect general academic motivation levels of candidate preschool teachers An investigation of personal and familial factors associated with both intrinsic and extrinsic motivation levels of preservice early care and education teachers, based on data from 285 students in Turkey at Selcuk University Faculty of Vocational Education in the 2007-2008 academic year |
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Beginning to "unpack" early childhood mental health consultation: Types of consultation services and their impact on teachers The goal of the current study was to examine the impact of the frequency of two types of early childhood mental health consultation (ECMHC) activities (time spent in the class and time spent meeting with teachers) on teacher-child interactions, use of positive classroom-management techniques, and the intent to quit the childcare profession. We addressed these questions with a sample of 115 teachers from private childcare settings participating in a midlength (6-8 months) consultation partnership, using pre- and posttest data collected from structured classroom observations and teacher surveys. Results suggest that ECMHC time spent in the classroom was associated with less teacher punitiveness, permissiveness, and detachment, and more use of positive classroom-management strategies at the posttest assessment (controlling for baseline teacher behaviors). The frequency of meetings with teachers did not impact teacher-child interactions; however, in an exploratory analysis, the frequency of meetings with the teacher was associated with a reduction in teachers' intent to leave the profession of childcare. (author abstract) |
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Case studies: Appendix II to the final report of the study Early childhood education and care (ECEC) in promoting educational attainment including social development of children from disadvantaged backgrounds and in fostering social inclusion An examination of early childhood education and care policy developments in England from 1997 through 2010, and an exploration of Step by Step, a program to support professional development and to promote social inclusion, child-centered practices, and family and community engagement |
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The challenges of evaluation: Assessing Early Talk's impact on speech language and communication practice in children's centres Findings from a qualitative evaluation of the Early Talk intervention, designed to improve speech, language, and communication outcomes in children aged birth through 5 by enhancing the knowledge and skills of early years' practitioners, based on data collected in 14 Sure Start Children's Centres in five regions of England |
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Choosing to compromise: Women studying childcare Reporting on a study of mature women training to work in childcare, this article demonstrates how some women choose to be part-time mothers, workers and students, wanting 'the best of both worlds'. It presents a theory of integrated lives that contrasts with customary deficit models and shows how a series of reciprocal links bind the women's different roles together, introducing an adaptation of Coser's theory of greedy institutions to demonstrate how this is an inherently stable position. Whilst the theory can stand alone, it is usefully recast as a localized example of a capability set as it frames the co-realisable choices open to the women. Making further links with Amartya Sen's capability approach, it is suggested that we should encourage governmental interventions that enable individual choice and support those women who want to integrate their lives alongside those who seek parity in the public sphere. (author abstract) |
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A comparison of workshop training versus intensive, experiential training for improving behavior support skills in early educators A comparison of the effects of two training approaches--a one-day workshop and an intensive training condition that included a one-day workshop plus an additional four days of practice--on teachers' use of positive behavioral supports for preschool children, based on data from 88 teachers and aides randomly assigned to one of the two training conditions in Head Start classrooms in Western New York |
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Conceptions of Finnish and Estonian pre-school teachers' goals in their pedagogical work A study of similarities and differences between Finnish and Estonian early care and education teachers' goals and their thoughts of ways to achieve these goals in their pedagogical work, based on data from 30 teachers from Finland and 30 teachers from Estonia |
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The conflict within the role: A longitudinal study of preschool student teachers' developing competence in and attitudes towards science teaching in relation to developing a professional role The aim of this exploratory, longitudinal study was to describe an overall picture of how perceptions of the teacher role and attitudes toward science and science teaching develop and interact during preschool teacher education, and how this in turn influences behavior when students are engaged in teaching science. Sixty-five students enrolled in a preschool teacher education program at a Swedish university were followed throughout their teacher education. The study used a phenomenographic approach within a theoretical framework of sociocultural and situated learning perspective. Questionnaires with open and closed questions were combined with interviews. The results show that in spite of growing competence and confidence, many of the students still found science activities to be awkward in preschool, mainly due to a wish to protect the children from school culture. The results have implications for teacher education and the preschool community, showing a need to problematize the purpose of teaching science in preschool and the meaning of pedagogical content knowledge in this context. (Author abstract) |
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Confronting invisibility: Early childhood pre-service teachers' beliefs toward homeless children An examination of preservice teachers' attitudes and beliefs about homeless children and their families both prior to and following community-based experiences with them, based on data from preservice teachers enrolled in an early childhood education program at a private university located in a city in the western United States |
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Continuing professional development in early childhood education in New Zealand A discussion of select literature, policy, and research related to continuing professional development in early childhood education in New Zealand |
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Daycare children of divorce and their helpers Caring for children of divorce may prevent emotional and behavioural problems. This study investigates daycare staff's beliefs about caring for young children who have experienced parental divorce. Q methodology was applied for this purpose, and 33 participants sorted 40 subjective statements. The Q factor analyses resulted in four factors or viewpoints: (1) child-sensitive helpers, (2) insecure helpers, (3) confident helpers, and (4) distant child helpers. The results show both coherence and diversity between the daycare staff's viewpoints. Practical implications of the four main views regarding daycare staff and children of divorce are discussed. Education and counselling for daycare staff in dealing with children of divorce are suggested. (author abstract) |
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Delaware's early childhood teachers and administrators 2012 A study of the demographic characteristics, benefits, and workplaces of early childhood and school age care professionals in Delaware, based on survey responses from 1,501 professionals |
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Delaware's family care providers 2012 A study of the demographic characteristics and benefits of the family child care workforce in Delaware, based on survey responses from 538 family child care providers |
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Delegation of childcare as a corner stone of children's interethnic relations An overview of the engagement of children with child care providers and educators of other ethnicities and/or nationalities that is informed by a select reading of historical documents and reference to a preliminary study of child care workers in Switzerland |
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Determinants of day care teachers' job satisfaction Background: Although job satisfaction is among the most widely researched topics, relatively little research has been done on this issue as it relates to early childhood educators. This study was designed to contribute significantly to the deficient body of knowledge about working conditions and job satisfaction of day care teachers, in particular with regard to differences in job satisfaction depending on day care centres' ownership. Methods: Analyses were based on cross-sectional comparison of 469 questionnaires (42.55% response rate) from day care teachers working at public day care centres with those working at day care centres run by churches or parents' initiatives. Results: A significant difference in job satisfaction was found between these three types. The important interaction between socio-demographic characteristics, psychosocial working conditions, and job satisfaction could be demonstrated. Conclusion: The present study is one of the few that examines the impacts of day care centres ownership on pedagogical staffs' job satisfaction and indicates that the type of the centre is a potential factor explaining variations. Results provide a valuable basis for the development of solution-focused approaches to improve pedagogical staff working conditions. (author abstract) |
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The dilemma of cultural responsiveness and professionalization: Listening closer to immigrant teachers who teach children of recent immigrants Background/Context: Many scholars in the fields of teacher education, multicultural education, and bilingual education have argued that children of recent immigrants are best served in classrooms that have teachers who understand the cultural background and the home language of their students. Culturally knowledgeable and responsive teachers are important in early education and care settings that serve children from immigrant families. However, there is little research on immigrant teachers' cultural and professional knowledge or on their political access to curricular/pedagogical decision-making. Focus of Study: This study is part of the larger Children Crossing Borders (CCB) study: a comparative study of what practitioners and parents who are recent immigrants in multiple countries think should happen in early education settings. Here, we present an analysis of the teacher interviews that our team conducted in the United States and compare the perspectives of immigrant teachers with those of their nonimmigrant counterparts, specifically centering on the cultural expertise of immigrant teachers who work within their own immigrant community. Research Design: The research method used in the CCB project is a variation of the multivocal ethnographic research method used in the two Preschool in Three Cultures studies. We made videotapes of typical days in classrooms for 4-year-olds in early childhood education and care (ECEC) settings in five countries (England, France, Germany, Italy, and the United States) and then used these videos as cues for focus group interviews with parents and teachers. Using a coding framework designed by the national CCB team, we coded 30 focus group interviews. The coding framework was designed to facilitate comparisons across countries, cities, and categories of participants (teachers and parents, immigrant and nonimmigrant). Findings/Results: Teachers who are themselves immigrants from the same communities of the children and families they serve seem perfectly positioned to bridge the cultural and linguistic worlds of home and school. However, our study of teachers in five U.S. cities at a number of early childhood settings suggests that teachers who are themselves immigrants often experience a dilemma that prevents them from applying their full expertise to the education and care of children of recent immigrants. Rather than feeling empowered by their bicultural, bilingual knowledge and their connection to multiple communities, many immigrant teachers instead report that they often feel stuck between their pedagogical training and their cultural knowledge. Conclusions/Recommendations: Bicultural, bilingual staff, and especially staff members who are themselves immigrants from the community served by the school, can play an invaluable role in parent-staff dialogues, but only if their knowledge is valued, enacted, and encouraged as an extension of their professional role as early childhood educators. For the teachers, classrooms, and structures in our study, this would require nonimmigrant practitioners to have a willingness to consider other cultural versions of early childhood pedagogy as having merit and to enter into dialogue with immigrant teachers and immigrant communities. (author abstract) |
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Early care and education matters: A conceptual model for early childhood teacher preparation integrating the key constructs of knowledge, reflection, and practice An examination of the model for and promising practices in an early childhood teacher education program at a university, based on student reflections, course syllabi, and exit surveys from 78 graduating seniors |
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Early childhood teacher education: Why does it matter? How does it matter? [Special issue] A special issue of the Journal of Early Childhood Teacher Education focusing on the role of early childhood teacher educators in supporting the education and professional development of early childhood teachers |
Other
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Early childhood teacher preparation: Essential aspects for the achievement of social justice A discussion of a conceptual framework to inform early childhood teacher education programs, and an exploration of its application to an early childhood teacher education program at a college in California |
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Early childhood teachers reconstruct beliefs and practices through reflexive action An examination of the experiences of early childhood teachers enrolled in an early childhood graduate program, based on written and oral reflections from, focus groups and interviews with, and observations of a cohort of 5 early childhood teachers |
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