Kindergarten teachers’ perceptions of early childhood mathematics education in 2019 revised Nuri curriculum:  Using metaphor analysis

Classroom teachers, curriculum spectal ists, administrators, and others interested in early childhood mathematics education are Invited to attend the NATIONAL LEADERSHIP CONFERENCE ON MATHEMATICS FOR EARLY CHILDHOOD to be held 23–25 January 1975 in Reston, Virginia. The conference, planned by the Association for Childhood Education International (ACEI) and the NCTM, will explore ways to he lp teachers (1) mathematize the young child's environment; (2) understand the child's cognitive, language, and affective development with respect to mathemat ical learning; (3) assess the child's level of concept development in order to plan appropriate mathemat ical learning experiences for him; (4) understand the importance of continuity in early learning expe riences; and (5) review and analyze recent research relevant to mathemat ics in early childhood education. For further information, write to the NCTM Headquarters Office, 1906 Association Drive, Reston, VA 22091.

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Review: Constructivism in the Classroom

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.22.5.0422 ◽

1991 ◽

Vol 22 (5) ◽

pp. 422-428

Author(s):

John Clement

Keyword(s):

Early Childhood ◽

Education Research ◽

Mathematics Education ◽

Early Childhood Education ◽

International Congress ◽

Future Research ◽

Mathematical Education ◽

Early Childhood Mathematics ◽

Research And Practice ◽

Childhood Education

The International Congress on Mathematical Education, which convenes every four years to discuss issues in mathematics education research and practice, last met in 1988. This book is the product of the subgroup on early childhood education within the Congress, which took as its charge “to identify the issues, problems, and opportunities presented by constructivism for mathematics education in early childhood and to make recommendations for the work in this area over the next four years.” Thus the book not only contains reports on previous research, but also recommendations for future research and practice in early childhood mathematics education.

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Early Childhood Mathematics Education Research

10.4324/9780203883785 ◽

2009 ◽

Cited By ~ 318

Author(s):

Julie Sarama ◽

Douglas H. Clements

Keyword(s):

Early Childhood ◽

Education Research ◽

Mathematics Education ◽

Mathematics Education Research ◽

Early Childhood Mathematics

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A comparative study of American, Japanese, and Taiwanese early childhood teachers’ perceptions of clean-up time

Research in Comparative and International Education ◽

10.1177/1745499917712610 ◽

2017 ◽

Vol 12 (2) ◽

pp. 231-242 ◽

Cited By ~ 1

Author(s):

Satomi Izumi-Taylor ◽

Yoko Ito ◽

Chia-Hui Lin ◽

Kiyomi Akita

Keyword(s):

Early Childhood ◽

Developmental Stages ◽

Practical Knowledge ◽

Early Childhood Teachers ◽

Kindergarten Teachers ◽

Teachers Perceptions ◽

Southeastern Us ◽

Central Taiwan ◽

Teachers Perspectives ◽

Transitional Time

The purpose of this study was to examine similarities and differences of American, Japanese, and Taiwanese kindergarten teachers’ perspectives about clean-up time. The participants consisted of two female American kindergarten teachers in the southeastern US, two female Japanese kindergarten teachers on the main island, and two female Taiwanese kindergarten teachers from central Taiwan, all of whom teach four-year-olds. Qualitative analysis of the data yielded four themes regarding teachers’ views of clean-up time: teaching cleaning-up methods, the developmental stages, the extension of play, and reflection of one’s own practical knowledge and skills. These teachers perceived clean-up time was more than just a transitional time. The implications for early childhood education are presented.

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Kindergarten Teachers’ Understanding on Social Justice: Stories From Indonesia

SAGE Open ◽

10.1177/2158244017739340 ◽

2017 ◽

Vol 7 (4) ◽

pp. 215824401773934 ◽

Cited By ~ 2

Author(s):

Muhammad Solehuddin ◽

Vina Adriany

Keyword(s):

Social Justice ◽

Early Childhood ◽

Training Programs ◽

Kindergarten Teachers ◽

Reform Curriculum ◽

Teachers Perceptions ◽

Childhood Education ◽

Semistructured Interviews ◽

Teacher Training Programs

The notion of social justice has often been overlooked in the field of early childhood education because many teachers think that it is too early to introduce the concept to young children. Using multicultural theories, this article attempts to explore kindergarten teachers’ perceptions on the issue of social justice. The method adopted in this research is case study. Thirteen kindergarten teachers from five different schools in three different cities in West Java, Indonesia, are selected as participants. Data are collected through semistructured interviews and analyzed using a grounded approach. Findings of this study highlight the extent to which kindergarten teachers understand issues of social justice in terms of equality of treatment. The findings also illuminate complexities faced by the teachers in negotiating social justice in their teaching. The findings also indicate the need to reform curriculum for teacher training programs to include matters like social justice.

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