After the Media Literacy Course: Three Early Childhood Teachers Look Back

Early childhood teachers are well-positioned to maximise preschoolers’ development in oral language and emergent literacy; both of which are vital predictors of academic success at school. Research investigating their pre-service training in language and emergent literacy remains limited. This issue is addressed in the present study, with the first nation-wide review of the oral language and emergent literacy course content across all 84 Australian early childhood teacher pre-service courses. Qualitative Content Analysis was employed to gain an overview of language and emergent literacy teaching content reported in publicly available course documents. Study findings demonstrated large variation in the oral language and emergent literacy course content reported. The results showed that course content on the structure of language and code-related skills including phonological awareness and concepts of print, do not feature prominently across pre-service course documents. Further, course content on evidence-based strategies to foster children’s oral language and emergent literacy development, such as dialogic book reading, and intentional adult-child interactions were also limited. Findings are discussed with respect to their implications for preparing early childhood teachers to support the oral language and emergent literacy growth of preschoolers.

Download Full-text

Investigating the impact of professional development on Turkish early childhood teachers’ professional growth about education for sustainable development through critical media literacy

Australian Journal of Environmental Education ◽

10.1017/aee.2020.29 ◽

2020 ◽

pp. 1-4

Author(s):

Sule Alici

Keyword(s):

Professional Development ◽

Sustainable Development ◽

Early Childhood ◽

Media Literacy ◽

Professional Growth ◽

Early Childhood Teachers ◽

Education For Sustainable Development ◽

Critical Media Literacy ◽

Critical Media ◽

The Impact

Download Full-text

Peningkatan Motorik Halus Anak Usia Dini melalui Pemanfaatan Media Daun dalam Kegiatan Pembelajaran

Aṭfālunā: Journal of Islamic Early Childhood Education ◽

10.32505/atfaluna.v2i1.930 ◽

2019 ◽

Vol 2 (1) ◽

pp. 39-47

Author(s):

Rifka R Sidabutar ◽

Hasnah Siahaan

Keyword(s):

Early Childhood ◽

Motor Skills ◽

Qualitative Data ◽

Action Observation ◽

Early Childhood Teachers ◽

Fine Motor ◽

Motor Ability ◽

Number Of Children ◽

The Media ◽

Natural Media

Early childhood has a range of abilities that need to be developed, one of them is fine motor capability, which is organizing the use of small muscles such as fingers and hands that often require care and eye coordination by hand. In the development of fine motor ability of the child that appears in the number of children who reach the end, where the research subject consists of 20 children, 8 boys and 12 daughters. Cycle I is only 10 children (40%), cycle II to 18 children (90%) That are categorized quite well on the II cycle. Based on the results obtained, it can be concluded that the implementation of action, observation, and reflection. The data of this research includes qualitative data that the utilization of natural media made from Based on the results of the research, it is recommended to early childhood teachers to apply natural-made leaves in the development of child fine motor skills. Thereby improving the fine motor of early childhood through the use of the media in the surrounding leaves is very effective to be used in learning.

Download Full-text