scholarly journals Early Childhood Education Students’ Emergent Skills in Literacy Scaffolding

2011 ◽  
Vol 36 (1) ◽  
pp. 13-19
Author(s):  
Jodi Nickel
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Phonological Awareness ◽  
Early Literacy ◽  
Emergent Literacy ◽  
Book Reading ◽  
Education Students ◽  
Print Awareness ◽  
Story Reading ◽  
Childhood Education

This study examined how four early childhood education students applied their knowledge of emergent literacy in their practicum settings. Literacy research has shown that in order for young children to become effective readers, they must develop 1) a vocabulary-rich knowledge base, 2) the ability to reason about story messages, and 3) the code-related skills of phonological awareness and print awareness. The students’ college instruction focused on ways to promote emergent literacy by scaffolding children’s skill development in these three early literacy areas, particularly during story reading. At the conclusion of their practicum, the students were asked to identify the specific ways in which they had promoted emergent literacy skills. The resulting data suggested students were sometimes confused about the code-related skills of phonological awareness and print awareness. Students reported they seldom had conversations with the children that focused on coderelated skills as part of their story reading activities. Furthermore, their application of discussion techniques in support of children’s vocabulary development and the ability to reason about story messages were of questionable quality. This data suggests that early childhood educators require significant modeling and  practice to develop the complex skills needed for effective instructional  scaffolding during story book reading.

Music Education in Training Early Childhood Education Teachers in the Context of Jerome Bruner’s System of Representations. Its Purpose and Teaching Methodology Modification for Remote Work

2020 ◽  
Vol 15 ◽  
pp. 263-277
Author(s):  
Tomasz Dolski
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Music Education ◽  
Developmental Psychology ◽  
Teaching Methodology ◽  
Remote Work ◽  
Education Students ◽  
Proper Understanding ◽  
Childhood Education ◽  
Practical Nature

The article consists of two parts. The first presents the implications for training early childhood music education teachers which arise from the theory of developmental psychology concerning Jerome Bruner’s system of representations. The author strives to point out that their proper understanding appears to be essential to building a good teaching foundation for working with early childhood education students. With reference to the theory in question, the second part of the article discusses a modification of selected methods of conducting music education at the indicated stage of education in relation to the challenges connected with the necessity to work remotely. The author discusses examples of methodology in detail and suggests modifications. The aim of such treatment of the matter is to demonstrate that it is possible to retain the practical nature of educational efforts in spite of the unfavourable conditions that stem from the need to be isolated and work online.

scholarly journals Å gi rom for muslimske barns utprøving av faste i barnehagen

Prismet ◽  
2019 ◽  
Vol 70 (4) ◽  
pp. 311-326 ◽  
Author(s):  
Katrine Giæver
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Focus Group ◽  
Key Words ◽  
Life Stories ◽  
Religious Diversity ◽  
Religious Practices ◽  
Education Students ◽  
Childhood Education ◽  
Part Time

I denne artikkelen utforskes muligheten til å gi rom for barns livshistorier knyttet til religiøse praksiser i barnehagen. I lys av en fokusgruppesamtale om barnehagebarn som vokser opp i hjem med muslimske praksiser, diskuteres det hvorvidt barns livshistorier gis begrenset plass når de kommer i konflikt med personalets forståelse av hva som er barns grunnleggende behov. Fokusgruppen besto av barnehagelærerstudenter som jobbet deltid i barnehage, og barns tilnærming til ramadan og faste ble brukt som eksempel på praksiser som kan oppleves utfordrende i barnehagen. Diskusjonen har utgangspunkt i Hannah Arendts teorier om livshistorier og Mikhail Bakhtins diskursteori. Avslutningsvis foreslås noen alternative måter til å gi plass til ulike livshistorier knyttet til kulturelt og religiøst mangfold i barnehagen. Nøkkelord: Barnehage, muslim, Islam, faste, diskurser, livshistorier   This article explores possibilities to embrace children's life stories connected to religious practices in kindergarten. In the light of a focus group conversation about children who grow up in homes with Muslim traditions, the author discusses the consequences when children's life-stories conflict with practitioners' understanding of children's fundamental needs. The focus group consisted of early childhood education students who worked part-time in kindergarten, and children's approach to Ramadan and fasting was used as an example of practices that were experienced as challenging in kindergarten. The discussion draws on aspects of Hannah Arendt and Bakhtin’s theorisations concerning life-worlds and discourses. In conclusion, some alternative ways of including diverse life-stories connected to cultural and religious diversity are suggested.   Key words: Kindergarten, Muslim, Islam, fasting, discourses, life stories.

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