ICT and play in preschool: early childhood teachers’ beliefs and confidence

2015 ◽  
Vol 23 (4) ◽  
pp. 409-425 ◽  
Author(s):  
Kleopatra Nikolopoulou ◽  
Vasilis Gialamas
Keyword(s):  
Early Childhood ◽  
Early Childhood Teachers ◽  
Teachers Beliefs

scholarly journals Teachers’ Practices in the Acquisition of English by Asian Immigrant English Language Learners

2019 ◽  
Vol 16 (Number 1) ◽  
pp. 207-232
Author(s):  
Mazlina Che Mustafa ◽  
Nor Mashitah Md. Radzi ◽  
Abdul Halim Masnan ◽  
Juppri Bacotang ◽  
Zainiah Mohamed Isa ◽  
...  
Keyword(s):  
Early Childhood ◽  
English Language Learners ◽  
New Zealand ◽  
Language Acquisition ◽  
English Language ◽  
Early Childhood Teachers ◽  
Asian Immigrant ◽  
English Language Acquisition ◽  
Beliefs And Practices ◽  
Teachers Beliefs

Purpose - The increase in the enrolments of immigrant children in New Zealand seems to have posed great challenges to early childhood education services when it comes to developing the children’s English language acquisition. This qualitative case study explored how New Zealand early childhood teachers develop the English language acquisition of Asian immigrant English language learners (ELLs). The theoretical framework of this research drew on a range of sociocultural perspectives, including sociocultural adaptation and acculturation strategies. Methodology - The main participants of this study were seven early childhood teachers and six Asian immigrant ELLs from two early childhood centres. Data on the teachers were collected through observations and semi-structured interviews. For each centre, observations were carried out over a six week period which enabled a series of snapshots of how the teachers developed the English language acquisition of the ELLs. Findings - Making interactions comprehensible for the ELLs is one of the main strategies used by the teachers in developing the acquisition of English language by the ELLs. In the process of teaching the English language to the ELLs, most of the teachers were observed to use certain strategies in making interactions comprehensible for them. The teachers highlighted the strategies and modifications they made in order to make their interactions comprehensible for the ELLs. During the interview, it was clearly seen that with better proficiency in the English language, the communication between the ELLs and their teachers improved. Therefore, the sociocultural adaptation process takes place in a smooth manner for both the ELLs and the teachers. Significance - The central significance of the finding is that through the exploration of New Zealand early childhood teachers’ beliefs and practices, important insights are offered which lead to the improvement of educational practices in early childhood settings for immigrant children in relation to English acquisition. While some of the teachers’ beliefs and practices may have facilitative or positive effects on English acquisition, others may bring debilitative or harmful effects. The findings also add to the existing body of knowledge on teachers’ beliefs and practices in developing English acquisition among the ELLs, particularly Asian children. In the New Zealand early childhood education context, the study provides a platform on how early childhood teachers in New Zealand could develop English acquisition among Asian immigrant ELLs, while valuing and understanding children’s cultural backgrounds.

Early childhood teachers’ beliefs about readiness for teaching science, technology, engineering, and mathematics

2016 ◽  
Vol 15 (3) ◽  
pp. 275-291 ◽  
Author(s):  
Mi-Hwa Park ◽  
Dimiter M Dimitrov ◽  
Lynn G Patterson ◽  
Do-Yong Park
Keyword(s):  
Early Childhood ◽  
Mathematics Education ◽  
Early Childhood Teachers ◽  
Teaching Experience ◽  
Teaching Science ◽  
Latent Classes ◽  
Early Childhood Science ◽  
Science Technology ◽  
Teachers Beliefs ◽  
And Mathematics

The purpose of this study was to examine beliefs of early childhood teachers about their readiness for teaching science, technology, engineering, and mathematics, with a focus on testing for heterogeneity of such beliefs and differential effects of teacher-related factors. The results from latent class analysis of survey data revealed two latent classes of teachers, not known a priori, with significant differences in levels of teachers’ beliefs about readiness to teach science, technology, engineering, and mathematics. The teachers’ teaching experience and their awareness of the importance of science, technology, engineering, and mathematics and potential challenges in teaching science, technology, engineering, and mathematics played a differential role in the classification of teachers into latent classes. In addition, the analysis of two open-ended survey questions revealed several themes in the early childhood teachers’ opinions about early childhood science, technology, engineering, and mathematics education. Study findings support the necessity for professional development practices that will enhance teachers’ understanding of the importance of early childhood science, technology, engineering, and mathematics education, as well as their knowledge of science, technology, engineering, and mathematics disciplines and potential challenges of teaching science, technology, engineering, and mathematics.

A Survey Study of Early Childhood Teachers’ Beliefs and Confidence about Teaching Early Math

2013 ◽  
Vol 42 (6) ◽  
pp. 367-377 ◽  
Author(s):  
Jie-Qi Chen ◽  
Jennifer McCray ◽  
Margaret Adams ◽  
Christine Leow
Keyword(s):  
Early Childhood ◽  
Early Childhood Teachers ◽  
Survey Study ◽  
Teachers Beliefs

scholarly journals Exploring Early Childhood Teachers’ Beliefs About STEAM Education in Saudi Arabia

2022 ◽  
Author(s):  
Ahlam A. Alghamdi
Keyword(s):  
Early Childhood ◽  
Professional Training ◽  
Early Childhood Teachers ◽  
Integration Process ◽  
Chi Square ◽  
Childhood Education ◽  
Steam Education ◽  
Teachers Beliefs ◽  
Chi Square Test ◽  
And Training

AbstractThis study explores Saudi teachers’ beliefs about STEAM education in early childhood education settings. The study sample consisted of 245 teachers working in kindergartens. The participants completed a survey comprising twelve items to elaborate teachers’ beliefs toward implementing STEAM practices in their classrooms, as well as four close-ended questions to evaluate teachers’ knowledge of and familiarity with the terminology of STEAM education and their professional training in STEAM-related content. The findings reveal overall positive beliefs toward STEAM education for young children and rather moderate beliefs regarding the implementation of STEAM practices. The results also reveal that teachers were somewhat familiar with the term STEAM; however, they reported limited knowledge of the integration process and basic strategies and skills needed for its implementation. The results also demonstrate that the majority of the Saudi teachers participating in this study believed they needed additional professional development and training regarding STEAM implementation. A chi-square test indicated statistically significant associations between teachers’ knowledge of STEAM education and their beliefs and between teachers’ previous professional training in STEAM education and their beliefs. The implications and future recommendations are also discussed.

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