Early Childhood Teacher Beliefs About STEAM Education After a Professional Development Conference

Teacher education programs serving early childhood education teacher candidates have unique challenges and need to work to ensure that each future educator be exposed to a variety of settings and practices throughout their preparation in order to best prepare them to serve the needs of their future young students. A solid background in human development, a well-rounded complement of methods courses grounded in developmentally appropriate practice and experience in a diverse variety of Professional Development Schools (PDS) will go far in meeting this goal. In Pre-K through 3rd grade classrooms early childhood teacher educators can significantly shape these competencies through their choice of, support for, and use of PDSs.

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Early Childhood Teacher Professional Development in Physical Education and Its Impact on Preschooler Motor Development

Advances in Early Childhood and K-12 Education - Physical Education Initiatives for Early Childhood Learners ◽

10.4018/978-1-7998-7585-7.ch002 ◽

2021 ◽

pp. 16-32

Author(s):

Cristina Honrubia Montesinos ◽

Pedro Gil-Madrona ◽

Luisa Losada-Puente

Keyword(s):

Professional Development ◽

Early Childhood ◽

Physical Education ◽

Teacher Professional Development ◽

Motor Development ◽

Early Childhood Teachers ◽

Early Childhood Teacher ◽

Personal Perspective ◽

Teacher Professional ◽

Teachers Professional Development

Physical education in early years makes a unique contribution to the learning experience of children and support physical, cognitive, and social development. Teacher plays an essential role, but early childhood teacher professional development remains unclear. Literature review has shown that it is influenced by individual and social factors. Teacher professional development may have an impact on student motor development in this stage. The objectives of this chapter were to study early childhood teachers' professional development in PE and to analyze the influence and impact of early childhood teachers' professional development on their students' motor development. This chapter describes the results and conclusions of two different studies which have been developed. They highlighted that the variables that affect professional development are initial training and professional development, external perception of physical education, and personal perspective. Furthermore, findings have revealed that these three variables condition their students' motor development most.

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Early Childhood Teacher Professional Development on Technologies for Young Children

Handbook of Research on Empowering Early Childhood Educators With Technology - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-6888-0.ch006 ◽

2021 ◽

pp. 102-126

Author(s):

Lynn Hartle ◽

Diane Bales ◽

Katherine Gardner ◽

Kelsey MacLeod ◽

Megan DeFluri ◽

...

Keyword(s):

Professional Development ◽

Early Childhood ◽

Young Children ◽

Teacher Professional Development ◽

Information And Communications Technology ◽

Early Childhood Teacher ◽

Shared Decision ◽

Mandated Curriculum ◽

Teacher Professional

Early childhood (EC) teachers need ongoing professional development (PD) to use information and communications technology (ICT) intentionally with young children. This chapter bridges the existing literature on PD best practices with additional interview data from EC teachers and higher education faculty. Three frames of influence on EC teachers' uses of ICT are discussed: personal – beliefs and comfort with technology; institutional – mandated curriculum, affordances of equipment, and ongoing personalized support; and societal – pervasive reliance on technology and influence on young children's future careers. The chapter concludes with PD recommendations for ICT that is content- and pedagogy-focused, based on research and policy, provides options for PD types and timing with follow up supports, and includes EC teachers in shared decision making for appropriate ICT practices in their classrooms.

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Performance: A Strategy for Professional Development in Early Childhood Teacher Preparation

Journal of Early Childhood Teacher Education ◽

10.1080/10901027.2011.622244 ◽

2011 ◽

Vol 32 (4) ◽

pp. 355-366 ◽

Cited By ~ 2

Author(s):

Susan P. Maude ◽

Mary Jane Brotherson ◽

Jean Ann Summers ◽

Elizabeth J. Erwin ◽

Susan Palmer ◽

...

Keyword(s):

Professional Development ◽

Early Childhood ◽

Teacher Preparation ◽

Early Childhood Teacher

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Engaging All Learners Through Quality Early Childhood Teacher Education

Handbook of Research on Empowering Early Childhood Educators With Technology - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-6888-0.ch004 ◽

2021 ◽

pp. 59-77

Author(s):

Lynn Ellen Cohen ◽

Angela Kalthoff

Keyword(s):

Professional Development ◽

Early Childhood ◽

Digital Media ◽

Teacher Educators ◽

Computational Thinking ◽

Early Childhood Teacher ◽

Digital Tools ◽

Learning Theories ◽

Face To Face ◽

Professional Development Model

This chapter guides early childhood teacher educators, teachers, and policy makers to use appropriate technological tools in early childhood classrooms. It begins with learning theories related to computational thinking with a discussion of Seymour Papert and presents Marina Bers' framework. The chapter includes a professional development model for teachers and teacher educators. Technological apps and computational thinking are offered for use with face-to-face, hybrid, and remote instruction in early childhood settings. Many of the digital tools described in the chapter have numerous suggestions and resources available for teachers, teacher educators, and students to create a platform to begin using digital tools and evaluate how to select and use digital media. Changes can be brought about by reimagining classrooms and reshaping pedagogy with continued professional development.

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