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Oppermann, Elisa; Hummel, Theresia; Anders, Yvonne – Early Child Development and Care, 2021
Regular science practices in preschool are crucial for children's learning in science. Yet, preschool teachers may only offer science learning opportunities if they "are" and "feel" sufficiently qualified to teach early science. The present study investigates the relation between teachers' qualifications, their self-efficacy…
Descriptors: Preschool Teachers, Self Efficacy, Science Instruction, Faculty Development
Semple-McBean, Michelle; Rodrigues, Audrey Michele – Early Child Development and Care, 2018
This report examines bottlenecks impeding desirable discipline practices in Guyana, with specific focus on the impact pedagogical training has in shaping early childhood practitioners' practices during interaction with children's stimulation and learning programmes. Targeting disciplinary approaches through an ethnographic-type case study, this…
Descriptors: Foreign Countries, Early Childhood Education, Stimulation, Educational Practices
Kamudu Applasawmy, B.; Naugah, J.; Maulloo, A. K. – Early Child Development and Care, 2017
Children act as emergent scientists through active involvement with their environment and adults. Science forms an important component of early childhood education curriculum in Mauritius. Since 2015, The Rajiv Gandhi Science Centre (RGSC), has initiated a new project: empowering educators to teach science in pre-primary schools. One-day workshop…
Descriptors: Teacher Empowerment, Teacher Competencies, Preschool Teachers, Preschool Education