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Author: Melisa Ann Smitson
Publisher:
ISBN:
Category : Counseling in elementary education
Languages : en
Pages : 231
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Book Description
Child guidance approaches, models, and strategies impact the quality of the classroom environment through teacher-child interactions, positive and negative climates, and the development of self-regulation and autonomy. Teacher beliefs about guidance and their actual guidance practices impact teacher-child interactions which may be further hampered by the administrative decisions and policies regarding classroom management and child guidance. This study proposed to look at both the teachers' self-reported beliefs about guidance and their self-reported beliefs of their own guidance practices in early childhood guidance as measured by the Early Childhood Guidance Belief Survey (ECGBS-B) and the Early Childhood Guidance Belief Survey- Actual Practice (ECGBS-AP) as well as the quality of teacher-child interactions as measured by the Classroom Assessment Scoring System, Pre-K (CLASS Pre-K) for 46 Head Start and 10 non-Head Start classrooms within a metropolitan area. Correlations and hierarchical multiple regressions were computed to assess the strength of the relationships between predictor and criterion variables. Research question 1 asked about the relationship between early childhood teachers' self-reported beliefs (ECGBS-B) and practice (EBCGS-AP) about early childhood guidance and actual observed practice (CLASS Pre-K). Findings indicated that when teacher's beliefs and practices reflect more authoritative strategies of early childhood guidance CLASS scores were positively impacted resulting in greater positive teacher-child relationships. Teacher beliefs of early childhood guidance were found to be positively statistically significant predictors of Total CLASS scores. Research question 2 asked are more positive interactions between children and teachers, as measured by CLASS, found in classrooms where the teachers' beliefs of guidance are more consistent with their practice. While not statistically significant, teachers' beliefs of their actual practice had a negative impact on Total CLASS score which may indicate that when teacher beliefs of early childhood guidance and their beliefs of their actual early childhood guidance practices are incongruent there are negative impacts on teacher-child relationships. Research question 3 asked do inconsistencies between administrative policy and teacher beliefs have an impact on teacher guidance practice. Through the addition of discrepancy scores between belief and practice to the hierarchical multiple regression model the explained variance in the total CLASS score was increased by 5.9% indicating that administrative policies may have a small effect on teacher-child relationships. This research will add to the body of literature surrounding teacher beliefs, teacher beliefs of their own practice, the impact of administrative policies and procedures on classroom guidance practices and teacher-child relationships impacted by teacher beliefs.
Author: Melisa Ann Smitson
Publisher:
ISBN:
Category : Counseling in elementary education
Languages : en
Pages : 231
Get Book Here
Book Description
Child guidance approaches, models, and strategies impact the quality of the classroom environment through teacher-child interactions, positive and negative climates, and the development of self-regulation and autonomy. Teacher beliefs about guidance and their actual guidance practices impact teacher-child interactions which may be further hampered by the administrative decisions and policies regarding classroom management and child guidance. This study proposed to look at both the teachers' self-reported beliefs about guidance and their self-reported beliefs of their own guidance practices in early childhood guidance as measured by the Early Childhood Guidance Belief Survey (ECGBS-B) and the Early Childhood Guidance Belief Survey- Actual Practice (ECGBS-AP) as well as the quality of teacher-child interactions as measured by the Classroom Assessment Scoring System, Pre-K (CLASS Pre-K) for 46 Head Start and 10 non-Head Start classrooms within a metropolitan area. Correlations and hierarchical multiple regressions were computed to assess the strength of the relationships between predictor and criterion variables. Research question 1 asked about the relationship between early childhood teachers' self-reported beliefs (ECGBS-B) and practice (EBCGS-AP) about early childhood guidance and actual observed practice (CLASS Pre-K). Findings indicated that when teacher's beliefs and practices reflect more authoritative strategies of early childhood guidance CLASS scores were positively impacted resulting in greater positive teacher-child relationships. Teacher beliefs of early childhood guidance were found to be positively statistically significant predictors of Total CLASS scores. Research question 2 asked are more positive interactions between children and teachers, as measured by CLASS, found in classrooms where the teachers' beliefs of guidance are more consistent with their practice. While not statistically significant, teachers' beliefs of their actual practice had a negative impact on Total CLASS score which may indicate that when teacher beliefs of early childhood guidance and their beliefs of their actual early childhood guidance practices are incongruent there are negative impacts on teacher-child relationships. Research question 3 asked do inconsistencies between administrative policy and teacher beliefs have an impact on teacher guidance practice. Through the addition of discrepancy scores between belief and practice to the hierarchical multiple regression model the explained variance in the total CLASS score was increased by 5.9% indicating that administrative policies may have a small effect on teacher-child relationships. This research will add to the body of literature surrounding teacher beliefs, teacher beliefs of their own practice, the impact of administrative policies and procedures on classroom guidance practices and teacher-child relationships impacted by teacher beliefs.
Author: Norma Gonzalez
Publisher: Routledge
ISBN: 1135614059
Category : Education
Languages : en
Pages : 332
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Book Description
The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309324882
Category : Social Science
Languages : en
Pages : 587
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Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Author: Daniel Gartrell
Publisher: Delmar Thomson Learning
ISBN:
Category : Education
Languages : en
Pages : 564
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Book Description
A Guidance Approach for the Encouraging Classroom, 4E is intended for students in two-year and four-year early childhood programs as well as graduate courses. It can function easily as a primary text in classes that address group management, the learning environment, child guidance, child behavior, challenging behavior, conflict management, and peace education topics. Enhancements to this edition include the concept of challenging behavior, active classrooms, practical discussions of conflict management, and many new anecdotes and case studies. The text addresses ages 3-8 years in three parts: Part one explores the foundation of guidance in early childhood education and covers such key concepts as conventional discipline versus guidance, mistaken behavior, the guidance tradition, and innovative theories about child development with guidance. Part two focuses on building and organizing an encouraging classroom, as well as key elements of an encouraging classroom including daily schedule, routines, use of thematic instruction, and working with parents. Leadership communication is also addressed in this section. Part three addresses problem solving and challenging behavior in the encouraging classroom. It includes practical illustration for how to use and teach conflict management and covers the "five-finger-formula." Non-traditional families are covered and the effects of societal violence in the classroom are considered.
Author: Bernard Spodek
Publisher: IAP
ISBN: 1607527030
Category : Education
Languages : en
Pages : 242
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Book Description
The chapters in this volume reflect the impact that teachers have on their students when "they stand in front of the classroom" and the effect their performance have on children such as teachers gender, preparation, certification, knowledge, beliefs, cognitive style, creativity, accountability, and other actions on the part of the teachers. They describe research related to the preparation and certification or credentialing of early childhood practitioners, the issues regarding the nature of early childhood practice, and the needs of the field as it prepares for the future.
Author: Sandra Heidemann
Publisher: Free Spirit Publishing
ISBN: 1631984276
Category : Education
Languages : en
Pages : 218
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Book Description
Guides early childhood teachers on a journey of self-discovery and self-determination to take charge of their own professional development. This essential professional development resource provides advice for early childhood teachers who are navigating demands and changes in their careers, helping them see these challenges as growth opportunities. Through in-depth self-assessment and reflection, educators reexamine their teaching philosophy, integrate new knowledge and strategies into their practice, and strengthen the impact of their teaching on students. In the midst of a constantly changing education landscape, teachers will become more intentional in their practice and rediscover their unique purpose and passion for teaching young children. Digital content includes customizable forms from the book.
Author: Louise Derman-Sparks
Publisher:
ISBN: 9781938113574
Category :
Languages : en
Pages : 224
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Book Description
Anti-bias education begins with you! Become a skilled anti-bias teacher with this practical guidance to confronting and eliminating barriers.
Author: Marie Masterson
Publisher:
ISBN: 9781938113833
Category : Education
Languages : en
Pages : 152
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Book Description
Child-centered lesson planning provides a system to strengthen teaching. Great lesson planning helps teachers to choose a range of strategies that match what children are learning and doing-- from directed mini-lessons to facilitated group activities.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309459672
Category : Education
Languages : en
Pages : 347
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Book Description
There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.
Author: Naeyc
Publisher:
ISBN: 9781938113956
Category : Education
Languages : en
Pages : 400
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Book Description
The long-awaited new edition of NAEYC's book Developmentally Appropriate Practice in Early Childhood Programs is here, fully revised and updated! Since the first edition in 1987, it has been an essential resource for the early childhood education field. Early childhood educators have a professional responsibility to plan and implement intentional, developmentally appropriate learning experiences that promote the social and emotional development, physical development and health, cognitive development, and general learning competencies of each child served. But what is developmentally appropriate practice (DAP)? DAP is a framework designed to promote young children's optimal learning and development through a strengths-based approach to joyful, engaged learning. As educators make decisions to support each child's learning and development, they consider what they know about (1) commonality in children's development and learning, (2) each child as an individual (within the context of their family and community), and (3) everything discernible about the social and cultural contexts for each child, each educator, and the program as a whole. This latest edition of the book is fully revised to underscore the critical role social and cultural contexts play in child development and learning, including new research about implicit bias and teachers' own context and consideration of advances in neuroscience. Educators implement developmentally appropriate practice by recognizing the many assets all young children bring to the early learning program as individuals and as members of families and communities. They also develop an awareness of their own context. Building on each child's strengths, educators design and implement learning settings to help each child achieve their full potential across all domains of development and across all content areas.
