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Download full textLim, Jane Seok Jeng; Ridgley, Robyn – International Journal of the Whole Child, 2021
In this paper, early childhood teacher educators describe their work to provide opportunities for pre-service teacher candidates to engage in specific practices that facilitate reflection and planning related to enhancing toddlers' engagement during free play. The practices targeted were structured by the instructor and supported by the mentor…
Descriptors: Preservice Teachers, Preservice Teacher Education, Practicums, Learner Engagement
Direct linkLoizou, Eleni; Demetriou, Maria – European Early Childhood Education Research Journal, 2019
Through an examination of the reflective comments of 42 pre-service Early Childhood Education Teachers (PS-ECETs), this study describes how an infancy course within an Early Childhood Education program used four different ways of organizing learning to unravel details of infant pedagogy, focusing on the role of the teacher. It is vital to theorize…
Descriptors: Infants, Early Childhood Teachers, Student Attitudes, Preservice Teachers
Beers, Courtney – Early Child Development and Care, 2019
The quality of early caregiving and educational environments has a significant effect on children's later cognitive outcomes. Early childhood teachers are an important determining factor in the quality of these environments and therefore they need appropriate professional preparation. The purpose of this study was to describe the ways in which…
Descriptors: Preservice Teachers, Cognitive Development, Child Development, Early Childhood Teachers
Cunningham, Denise D. – Critical Questions in Education, 2014
In this article, Denise D. Cunningham presents a project that emerged from informal discussions with early childhood pre-service teachers during their content area methods courses at a large, Midwestern four-year university. Students stated that they needed personal experience with materials and practices that they will be expected to use in…
Descriptors: Early Childhood Education, Developmentally Appropriate Practices, Teacher Education Programs, Methods Courses
Donegan-Ritter, Mary; Kohler, Frank W. – Journal of the American Academy of Special Education Professionals, 2017
Preparing early childhood teachers for inclusion requires the blending of high quality developmentally appropriate practices with environmental adaptations and individualized instructional practices. This article describes how a field experience was redesigned to incorporate evidence based practices in teaming and collaboration, environment and…
Descriptors: Early Childhood Education, Preschool Teachers, Inclusion, Evidence Based Practice
Alexander, Curby; Langub, Lee Woodham; Rosen, Dina – International Journal of Technology in Teaching and Learning, 2014
This article presents the WDT Framework, which consists of three levels of integrating field-based technology experiences into early childhood education coursework. Early childhood teacher education programs have historically utilized field experiences for the purpose of helping pre-service teachers build their understanding of developmentally…
Descriptors: Field Experience Programs, Early Childhood Education, Teacher Education Programs, Preservice Teachers
