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Demircan, Hasibe Özlen – Journal of Early Childhood Research, 2022
This article analyzes the perspectives of three preschool teachers on integrative STEM practices and the facilitating and hindering factors in their implementation. The participants were preschool teachers working at public preschools. They volunteered to participate in a 14-hour STEM professional development program and to share their…
Descriptors: Preschool Teachers, STEM Education, Barriers, Preschool Education
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Awang, Zahiroh; Yakob, Nooraida; Hamzah, Aswati; Talling, Mohd Mernan – International Journal of Evaluation and Research in Education, 2020
The culture of Science, Technology, Engineering, Art and Mathematics (STEAM) teaching is still new among preschool teachers. Nevertheless, STEAM teaching is seen as challenging to be implemented if there is no clear guideline prepared by qualified experts. Therefore, a need analysis on STEAM teaching strategies ought to be conducted to ensure the…
Descriptors: Art Education, STEM Education, Preschool Education, Teaching Methods
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Hardy, Jessica K.; Hemmeter, Mary Louise – Young Exceptional Children, 2020
Many teachers want to provide meaningful science activities and instruction in their classroom that benefit all young children. This is consistent with the increasing focus on enhancing science experiences and instruction in preschool classrooms. Recommendations for how to engage in early childhood science activities are available, as are science…
Descriptors: Inclusion, Science Activities, Individualized Instruction, Preschool Teachers
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Whaley, Carrie – Dimensions of Early Childhood, 2007
Early childhood teachers face a daunting task when trying to incorporate so many important ideas into curriculum planning. Fortunately, standards are not prescriptive in how they are to be implemented. Teachers who are well versed in standards and developmentally appropriate practices "can" provide meaningful experiences for children. How can…
Descriptors: Integrated Curriculum, Early Childhood Education, Academic Standards, Developmentally Appropriate Practices
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McMullen, Mary Benson; Elicker, James; Goetze, Giselle; Huang, Hsin-Hui; Lee, Sun-Mi; Mathers, Carrie; Wen, Xiaoli; Yang, Heayoung – Early Childhood Education Journal, 2006
A team of researchers used a collaborative assessment protocol to compare the self-reported teaching beliefs of a convenience sample of preschool teachers (N = 57) to their documentable practices (i.e., practices that could be observed, recorded, and categorized using a deductive strategy). Data were examined from survey instruments, detailed…
Descriptors: Preschool Teachers, Language Acquisition, Emergent Literacy, Student Attitudes