scholarly journals Transnational conversations about teacher identities in early childhood places and spaces: Call for alliance-building, advocacy and activism

2021 ◽  
Vol 19 (4) ◽  
pp. 400-405
Author(s):  
Editors Olivera Kamenarac ◽  
Kiri Gould
Keyword(s):  
Early Childhood ◽  
Teacher Identities ◽  
Alliance Building

scholarly journals Pedagogies of difference: Unknowing immigrant teachers as subjects forever in process

2015 ◽  
Vol 6 (2) ◽  
pp. 119-132 ◽  
Author(s):  
Sonja Arndt
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
The Other ◽  
Subject Formation ◽  
Teacher Identities ◽  
Aotearoa New Zealand ◽  
Immigrant Teachers ◽  
The Subject ◽  
Professional Expectations ◽  
Mass Participation

Abstract Immersed in the bicultural, increasingly globalized, yet uniquely local, Aotearoa New Zealand early childhood landscape, immigrant teacher subjects are shaped in complicated, entangled ways. This paper attempts to open fresh spaces for re-thinking knowable teacher identities by drawing on Julia Kristeva’s work on the foreigner and the subject-in-process. It explores the immigrant teacher subject as “infinitely in construction, de-constructible, open and evolving” (Kristeva, 2008, p. 2). In a sector that is grappling with the complexities of outcomes driven expectations of productivity, mass participation and often homogenized indicators of ‘quality’, this paper elevates insights into the subject formation of the Other, to expose cracks in this veneer, through the notions of the semiotic and revolt. In this critical philosophical examination, I reconceptualise the idea of knowing immigrant teacher subjects, and their confrontation and (re)negotiation of social, political and professional expectations and unknowable foreignness.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

Sign in / Sign up

Export Citation Format

Share Document