Talking Technologically in Preschool and School: Three Case Examples

1996 ◽  
Vol 21 (2) ◽  
pp. 1-6 ◽  
Author(s):  
Marilyn Fleer
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Technology Education ◽  
Early Childhood Teacher ◽  
Case Examples ◽  
The Third ◽  
Very Young Children ◽  
First Case ◽  
Insight Into

This paper details three examples of technology education in process. The first case study highlights how an early childhood teacher comes to think about and plan for technology education. A series of diary entries are included to show the progression in thinking. In the second case study, a preschool teacher shows how very young children can participate in technology education. In the third case study a Year 3 teacher reveals how young children can become investigators in a simulated architects studio. The focus is on following the children's technological questions. All three case studies provide some insight into the sort of technological language that can be fostered in early childhood.

The Early Use and Development of Graphic Formulas: Two Case Study Reports of Graphic Formula Production by 2- to 3-year-old Children

1995 ◽  
Vol 18 (1) ◽  
pp. 127-149 ◽  
Author(s):  
Joan Stiles
Keyword(s):  
Young Children ◽  
Strong Evidence ◽  
School Age Children ◽  
School Age ◽  
Developmental Processes ◽  
Very Young Children ◽  
Early Use ◽  
Working Out ◽  
Insight Into

Graphic formulas are an important denotational device in the drawing repertoires of adults and school-age children. They provide a stable basis for working out, modifying, and elaborating various aspects of graphicrepresentation. As such, they might also serve as useful graphic devices for very young children who are just beginning to use drawing as a representational medium. However, there are very few studies which have examined graphic formula production in the earliest phases of drawing. The case study reports presented here focus on the use and elaboration of graphic formulas by two 2to 3-year-old children. They provide strong evidence, first, that graphic formulas are indeed available to even very young children. Secondly, they provide insight into the developmental processes by which the elaboration and reorganisation of graphic formulas occurs.

scholarly journals Generalized Anxiety Disorder in Very Young Children: First Case Reports on Stability and Developmental Considerations

2018 ◽  
Vol 2018 ◽  
pp. 1-5
Author(s):  
Michael S. Scheeringa ◽  
Lauren C. Burns
Keyword(s):  
Anxiety Disorder ◽  
Young Children ◽  
Diagnostic Criteria ◽  
Generalized Anxiety Disorder ◽  
Emotional Processing ◽  
Case Reports ◽  
Future Research ◽  
Generalized Anxiety ◽  
Very Young Children ◽  
First Case

Generalized anxiety disorder (GAD) is purported to start in early childhood but concerns about attenuation of anxiety symptoms over time and the development of emerging cognitive and emotional processing capabilities pose multiple challenges for accurate detection. This paper presents the first known case reports of very young children with GAD to examine these developmental challenges at the item level. Three children, five-to-six years of age, were assessed with the Diagnostic Infant and Preschool Assessment twice in a test-retest reliability study. One case appeared to show attenuation of the worries during the test-retest period based on caregiver report but not when followed over two years. The other two cases showed stability of the full complement of diagnostic criteria. The cases were useful for demonstrating that the current diagnostic criteria appear adequate for this developmental period. The challenges of accurate assessment of young children that might cause missed diagnoses are discussed. Future research on the underlying dysregulation of negative emotionality and long-term follow-ups are needed to better understand the etiology, treatment, and course of GAD in this age group.

Confronting the Contradictions: A Case Study of Early Childhood Teacher Development in Neoliberal Times

2009 ◽  
Vol 10 (3) ◽  
pp. 240-259 ◽  
Author(s):  
Christopher P. Brown
Keyword(s):  
Early Childhood ◽  
Teacher Development ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Early Learning ◽  
Early Childhood Teacher ◽  
Reform Process ◽  
Instrumental Case Study ◽  
The Impact

As neoliberal polices that emphasize governing the modern state through market-based principles expand across the globe, they are altering the training of early childhood teacher candidates. This creates a range of challenges for those teacher educators who are critical of this reform process. This article presents an instrumental case study that examined the impact of neoliberal education reforms on the development of a sample of early education teacher candidates. Analyzing this case of teacher development offers teacher educators the opportunity to consider the practical and critical steps they might take to better prepare their candidates for these reforms. Doing so will help teacher candidates develop early learning experiences for their children that teach them to become engaged democratic citizens rather than compliant consumers within the neoliberal state.

Digital Technology in Kindergarten

2019 ◽  
pp. 1541-1560
Author(s):  
Vicki Schriever
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Mobile Devices ◽  
Digital Technology ◽  
Early Childhood Teachers ◽  
Parental Expectations ◽  
Digital Technologies ◽  
Early Childhood Teacher ◽  
Digital Devices

This chapter examines the literature surrounding digital technologies within kindergarten. It highlights the ways in which mobile devices and smart gadgets are used by early childhood teachers and young children in diverse teacher-focused and child-centred approaches. The challenges faced by early childhood teachers to successfully use and integrate mobile devices and smart gadgets within their kindergarten will be explored. These challenges include, meeting curriculum requirements, mediating parental expectations, seeing the potential of digital technologies, having the confidence and self-efficacy to use digital devices and determining the value and place of digital technologies within a play-based environment. Each of these challenges are explored within the chapter and the ways these challenges can be overcome are detailed. The opportunities which mobile devices and smart gadgets present to maximise young children's learning, play and engagement and which facilitate and support the role of the early childhood teacher will also be examined.

The design(ing) of language

2020 ◽  
pp. 69-85
Author(s):  
Grant Goodall
Keyword(s):  
Case Studies ◽  
Inflectional Morphology ◽  
Human Language ◽  
The Third ◽  
First Case ◽  
Design Property ◽  
The Creation ◽  
John Wilkins ◽  
Fundamental Design

Courses on invented languages can do much more than just introduce students to linguistics. Through three case studies, it is shown that as students learn how to design a language, they also learn about the design of human language in a way that is unlikely to occur in other courses. The first case study involves the creation of a lexicon, in relation to John Wilkins’ invented language of 1668 and to Saussurean arbitrariness, commonly regarded as a fundamental design property of human language. The second case study concerns phonemic inventories. By designing their own from scratch, students see the competing pressures that phonemic inventories must satisfy in all languages. The third case study concerns inflectional morphology and the pressures that determine the form of particular morphemes. All of these case studies are accessible to students and help them engage with important aspects of the design properties of human language.

scholarly journals Montessori Early Childhood Teacher Perceptions of Family Priorities and Stressors

2015 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Ann Epstein
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Teacher Perceptions ◽  
Response Rate ◽  
Early Childhood Teachers ◽  
Early Childhood Teacher ◽  
Family Stressors ◽  
Teachers Perceptions ◽  
Self Reflection ◽  
Family Partnerships

<p>Teachers of young children work closely with families. One component of teacher-family partnerships is teachers’ understanding of family priorities and stressors. This study examines Montessori early childhood (ages three through six) teacher perceptions of family priorities and stressors through an analysis of responses to two parallel surveys.  Eighty teachers (37% of those who received the survey) and forty-nine family members (representing a 55% response rate) completed the survey.  Significant differences were found between teachers’ perceptions of four (of seven) family priorities and families’ actual responses. Teachers ranked “making academic progress” as the most important of seven possible family priorities. However, families stated that “developing kindness” is the most important priority for their young children. No significant differences were found when comparing teacher rankings of family stressors with actual family responses. Montessori early childhood teachers ranked “not having enough time” as the most stressful of six possible stressors. Families confirmed that time pressures cause them the most stress. Maria Montessori’s recommendations for teachers and families are summarized. Recommendations for building stronger family partnerships in the context of Montessori’s philosophy, for example on-going self-reflection, are provided.</p><p>            <em>Keywords: Montessori, teacher-family partnerships, early childhood teacher perceptions</em></p>

Early Childhood Teacher Professional Development on Technologies for Young Children

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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