Learning and Teaching Positive Guidance Skills: Lessons from Early Childhood Practicum Students

2008 ◽  
Vol 29 (3) ◽  
pp. 204-221 ◽  
Author(s):  
Laura Mcfarland ◽  
Rachel Saunders ◽  
Sydnye Allen
Keyword(s):  
Early Childhood ◽  
Learning And Teaching ◽  
Practicum Students ◽  
Positive Guidance

scholarly journals Didaktisk diskussion om barnträdgårdslärares möjligheter att arbeta med matematik i finländsk småbarnsfostran

2013 ◽  
Vol 6 ◽  
Author(s):  
Camilla Björklund
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Educational Practice ◽  
Early Years ◽  
School Teachers ◽  
Learning And Teaching ◽  
Childhood Education ◽  
School Activities ◽  
Starting Point ◽  
New Research

Title: Didactical discussion on pre-school teachers’ prerequisites for working with mathematics in Finnish early childhood educationAbstract: Finnish teachers encounter an increased focus on learning aspects and a revised legislation strengthens teachers’ professional role for early learning, which also has impact on pre-school teachers’ work in early childhood education (children 0–5 years). The paradigm in early childhood education in recent years emphasizes development, learning and teaching. Mathematics is one content area that has been given a lot of attention in Nordic discussions on education for early years. However, the Finnish national curricula and guidelines for early childhood education give limited support for developing stimulating and goal-oriented educational practice in so called academic fields of knowledge, for example mathematics. This article aims at pointing at some of the prerequisites for working with mathematics in Finnish early childhood education in relation to new research on mathematical development and didactics suitable for early childhood education. Three authentic examples of traditional pre-school activities with toddlers are taken as a starting point for the didactical discussion.

scholarly journals Vocabulary used by ethno-linguistically diverse South African toddlers: A parent report using the Language Development Survey

2013 ◽  
Vol 60 (1) ◽  
Author(s):  
Aurellia Shamaleni Gonasillan ◽  
Juan Bornman ◽  
Michal Harty
Keyword(s):  
Early Childhood ◽  
Language Development ◽  
South African ◽  
Early Childhood Development ◽  
Linguistically Diverse ◽  
Parent Report ◽  
Childhood Development ◽  
Expressive Vocabulary ◽  
Learning And Teaching ◽  
African Context

Objective: The primary aim of this study was to ascertain the relevance of the vocabulary of the Language Development Survey (LDS) for typically developing South African toddlers who attend ethno-linguistically diverse early childhood development centres.Rationale: The need for exploration of the expressive vocabulary of this population stems from the diverse linguistic contexts to which toddlers are exposed on a day-to-day basis in South Africa. Many parents prefer English as the language of learning and teaching for their child. As a result, toddlers interact with ethno-linguistically diverse peers from a young age, usually within their early childhood development centres.Method: An adapted version of the LDS was presented to 40 middle-class parents in Mpumalanga. Vocabulary commonly used by toddlers was determined and a comparison of parent responses made between the present study and the original American-based survey.Results: Results revealed that nouns were used most often by toddlers, in keeping with research on vocabulary acquisition. Significant correlations between the two groups were evident in 12 of the 14 categories. Parents reported that nouns, verbs, adjectives and words from other word classes were used similarly by toddlers, despite differences in their linguistic exposure.Conclusions: These findings suggest that the LDS is a valuable clinical screening tool for speech-language therapists who deliver services to toddlers within the South African context.

Children as capable: daily plans in a preschool community

2020 ◽  
pp. 146394912096608
Author(s):  
Leslie Gleim ◽  
Jeanne Marie Iorio ◽  
Catherine Hamm ◽  
Kirsten Sadler
Keyword(s):  
Early Childhood ◽  
Teaching And Learning ◽  
Reciprocal Relationship ◽  
Quality Teaching ◽  
Learning And Teaching ◽  
Teaching Learning ◽  
Deep Listening

Quality, teaching and assessment in early childhood are often steeped in developmental logic and narrow understandings of teaching and learning. Pedagogy situated in agency and complexity disrupts these taken-for-granted narratives and offers multiple ways of teaching, learning and doing. In this article, the authors offer an example of these pedagogies through daily plans. Daily plans are a process of mark-making, deep listening and engagement with children’s theories of their everyday worlds. Further, they illustrate a reciprocal relationship between child and teacher, co-participating in learning and teaching. Through daily plans, children engage as capable, pedagogical intentions are made visible, and the complexity of teaching and learning is realized.

Learning and Teaching in Early Childhood

2021 ◽  
Author(s):  
Wendy Boyd ◽  
Nicole Green ◽  
Jessie Jovanovic
Keyword(s):  
Early Childhood ◽  
Learning And Teaching

Using Brain-Based Instruction to Optimize Early Childhood English Language Education

2019 ◽  
pp. 460-483
Author(s):  
Walaa M. El-Henawy
Keyword(s):  
Early Childhood ◽  
Classroom Environment ◽  
English Language ◽  
Developmental Stages ◽  
Language Education ◽  
Early Childhood Classroom ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
Based Instruction ◽  
The Brain

Neuroscience has given educators new insights into how the brain learns at different developmental stages and practical ways to use those findings in the classroom to optimize student learning. Current studies provide a biologically driven framework for planning and implementing effective instruction called brain-based instruction. Brain-based instruction is a comprehensive approach to learning and teaching grounded in cognitive neuroscience research that is concerned with perception, action, memory, language, and selective attention. This chapter introduces brain-based approach to learning and teaching and how it could be incorporated in earl ELL education especially early childhood classroom. It reviews how the brain learns and how this knowledge is important for ELL teachers. In addition, educational implications of brain-based education are provided particularly for language arts instruction, classroom environment, and assessment.

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