The Fractal Dynamics of Early Childhood Play Development and Nonlinear Teaching and Learning

In this chapter, pros and cons of assessing young children’s music skills and content knowledge are explored. An integrative literature review is included as well as a thematic review lending support to core themes. Several reasons were identified as to the importance of promoting student assessment as children participate in early childhood music. Use of music assessments in the classroom and for research should consider practices consistent with musical age as well as chronological age. Increased recognition of the importance of music in total development of the child supports need for effective early childhood assessment systems especially by the music education research community as they continue to gather evidence regarding the utilitarian value of music in early childhood. Researchers need to be aware of environmental factors that may impact early music learning and cognizant of current best practices in music education for early childhood. Researcher-developed criterion measures often are not investigated for quality characteristics, and thus rigorous guidelines for such criterion measures are needed. It appears there are no definitive policy or ethics statements regarding early childhood music assessment but both should be considered vital priorities for the profession. Most likely only those scholars with profound interest in assessment and teachers with deep understanding of the role of assessment in teaching and learning will volunteer to respond. Everything developed in such a national network will be useful, providing we start with clearly defined, intended outcomes and then develop assessments to document student attainment of those musical outcomes.

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The Learning to Learn Competence in Early Childhood Preservice Teachers: An Outdoor and e/m-Learning Experience in the Museum

Future Internet ◽

10.3390/fi13020025 ◽

2021 ◽

Vol 13 (2) ◽

pp. 25

Author(s):

Daniel Abril-López ◽

Hortensia Morón-Monge ◽

María del Carmen Morón-Monge ◽

María Dolores López Carrillo

Keyword(s):

Social Sciences ◽

Preservice Teachers ◽

Early Childhood ◽

Teaching And Learning ◽

Formal Education ◽

Learning Experience ◽

Point Of View ◽

Learning To Learn ◽

Outdoor Experience ◽

Outdoor Experiences

This study was developed with Early Childhood Preservice Teachers within the framework of the Teaching and Learning of Social Sciences over three academic years (2017–2018, 2018–2019, and 2019–2020) at the University of Alcalá. The main objective was to improve the learning to learn competence during teacher training from an outdoor experience at the Museum of Guadalajara (Spain), using e/m-learning tools (Blackboard Learn, Google Forms, QR codes, and websites) and the inquiry-based learning approach. To ascertain the level of acquisition of this competence in those teachers who were being trained, their self-perception—before and after—of the outdoor experience was assessed through a system of categories adapted from the European Commission. The results show a certain improvement in this competence in Early Childhood Preservice Teachers. Additionally, this outdoor experience shows the insufficient educational adaptation of the museum to the early childhood education stage from a social sciences point of view. Finally, we highlight the importance of carrying out outdoor experiences from an inquiry-based education approach. These outdoor experiences should be carried out in places like museums to encourage contextualized and experiential learning of the youngest in formal education.

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Growing Healthy Minds, Bodies, and Communities: Early childhood teachers’ perceptions of a nutrition-integrated pilot curriculum

Public Health Nutrition ◽

10.1017/s136898002100118x ◽

2021 ◽

pp. 1-24

Author(s):

Alicia Cooper Stapp ◽

Gerogianna Mann ◽

Laurel Lambert ◽

Kenya Wolff

Keyword(s):

Early Childhood ◽

Teaching And Learning ◽

Eating Behaviors ◽

Early Childhood Teachers ◽

Research Approach ◽

Learning Collaborative ◽

Convenience Sample ◽

Teachers Perceptions ◽

Hands On Learning ◽

Flexible Schedule

Abstract Objective: Healthy eating behaviors are often developed early in life, yet nutrition is rarely emphasized in early childhood education. Integration of nutrition into academic content is warranted, still, its ability to positively impact teaching and learning has been understudied. Therefore, this study explored the feasibility of application in the classroom and the perceived usability of a nutrition-integrated pilot curriculum. Design: Early childhood teachers’ perceptions of four nutrition-integrated lessons were explored through a qualitative research approach. Data were collected through pre- and post-focus groups, lesson observations, and teacher feedback. Focus group transcripts were analyzed using inductive thematic analysis and supplemented with observations and lesson feedback. Setting: This pilot study took place in Northwest Mississippi at three preschools which are part of the Mississippi Early Learning Collaborative. Participants: A non-probability convenience sample was utilized to acquire participants. Ten early childhood teachers and 132 Pre-K4 students participated in the study. Results: Three themes emerged and were categorized accordingly: (a) preconceived concern of the unknown versus experienced reality; (b) promoting buy-in and engagement through hands-on learning experiences; and (c) manifestation of perceived prioritization. Conclusions: Nutrition-integrated lessons were reported to be creative, facilitate positive food behaviors, and highly engaging for teachers and children. Concerns for new and unfamiliar curriculum were noted but could be alleviated with more detailed instructions. Future nutrition-integrated curriculum efforts should include detailed video instructions and offer a gradual and flexible schedule allowing teacher autonomy in how to prioritize implementation.

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