scholarly journals The Interplay Between Early Childhood Education and Mental Health: How Students in an In-Service Early Childhood Teacher Education Program Experience Children with Mental Health and Behavioral Challenges in the Classroom

2000 ◽  
Author(s):  
Katie Statman-Weil
Keyword(s):  
Mental Health ◽  
Teacher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Early Childhood Teacher ◽  
Early Childhood Teacher Education ◽  
Behavioral Challenges ◽  
Childhood Education

Integrating the Arts into Early Childhood Teacher Education Through Technology

2014 ◽  
pp. 208-218
Author(s):  
Kevin Hsieh ◽  
Melanie Davenport
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Teacher ◽  
Early Childhood Classroom ◽  
Future Teachers ◽  
Early Childhood Teacher Education ◽  
Childhood Education ◽  
Use Of Technology ◽  
The Arts

Integrating the arts into the early childhood classroom is considered one of the effective pedagogies for children to learn different disciplines. However, most students in early childhood teacher education programs do not have experience in art, nor do they generally create art themselves. However, these future teachers and their students alike are surrounded with visual culture, immersed in technology, and grew up with television and other devices as indispensable parts of their lives, so these can provide portals for teaching them about the arts and interdisciplinary content integration. Teaching future Early Childhood Education (ECE) teachers creative pedagogies for integrating the arts into their classrooms through the use of technology is essential. The purpose is not just to help them understand the connections between the visual arts and what they see around them on television, tablet, and computer, but also, perhaps optimistically, to encourage them to be advocates for the arts in the lives of their students. In this chapter, the authors contemplate some of the challenges in building those connections for ECE students. They consider the questions: How can we build their confidence with this subject matter and guide them to integrate art forms through technology into their curricula? How can we foster in these future teachers a creative sensibility that recognizes the arts as a fundamental shared human means of expressing identity, understandings, beliefs, and ideas? How can we utilize very accessible community resources to encourage this transformation? This chapter describes a hands-on approach developed for guiding ECE majors who have little or no arts experience to understand, appreciate, and engage in the arts through technology and the interdisciplinary possibilities of Puppetry Arts. They describe the philosophy, process, resources, and outcomes of the course and offer recommendations for integrating the arts into early childhood education coursework through technology.

scholarly journals Changing Learning Ecologies in Early Childhood Teacher Education: From Technology to stem Learning

2019 ◽  
Vol 1 (2-3) ◽  
pp. 488-506 ◽  
Author(s):  
Xinyun Hu ◽  
Nicola Yelland
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Education Program ◽  
New Technologies ◽  
Teacher Education Program ◽  
Early Childhood Teacher ◽  
Pedagogical Practices ◽  
Early Childhood Teacher Education ◽  
Learning Ecologies

This review examines the design cycles of innovation in response to changing policy, technological and practical imperatives. It begins with the initial creation of an information and communication technology course in an early childhood teacher education program and describes its evolution into a contemporary topic. Program changes occur because of policy-driven trends, including the expansion of the definition of what constitutes technology and the incorporation of innovations into curricula and pedagogical practices. We characterize these changes in three design cycles. In the first cycle, courses to prepare preservice teachers for early childhood centers focused primarily on computer-based skills. In the second cycle, new technologies were integrated into the curricula and teaching programs and incorporated into the practicum. In the third cycle, the principles and practices inherent to science, technology, engineering and mathematics (stem) education were adopted to extend the role of new technologies in contemporary curricula and pedagogies. These new learning ecologies were characterized by the application of inter-disciplinary knowledge in authentic learning contexts. The reviewed case studies included students in three new technologies course projects in an early childhood teacher education program. The findings revealed that early childhood preservice teachers expected more opportunities to practice and apply new technologies in innovative learning spaces focused on stem learning. Furthermore, they believed that university teacher education courses should be applicable to practice-based contexts. The implications of this review inform the process of change in the design of teacher education programs from technology-based learning to the pedagogical innovations needed to prepare future teachers. It illustrates that new technologies for learning should consider changing learning ecologies in their design and implementation, and should support early childhood teachers in understanding and using child-centered pedagogical approaches.

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