PERSONALITY TRAITS AND SUBJECTIVE THEORIES OF FUTURE EARLY CHILDHOOD EDUCATORS AS DETERMINANTS OF THEIR PROFESSIONAL IDENTITY

2020 ◽  
Author(s):  
Sanja Tatalović Vorkapić ◽  
Lorena Ljevar ◽  
Marcela Batistič Zorec
Keyword(s):  
Early Childhood ◽  
Professional Identity ◽  
Personality Traits ◽  
Early Childhood Educators

scholarly journals A discourse analysis of the College of Early Childhood educators communications: how do they shape the professional identity of Ontario's registered early childhood educators?

2021 ◽  
Author(s):  
Chanequa Cameron
Keyword(s):  
Early Childhood ◽  
Discourse Analysis ◽  
Critical Race Theory ◽  
Professional Identity ◽  
Feminist Theory ◽  
Working Conditions ◽  
Real Life ◽  
Early Childhood Educators ◽  
Critical Race ◽  
Race Theory

The College of Early Childhood Educators (CECE) regulates registered early childhood educators (RECEs) in Ontario, Canada. The CECE distributes numerous communications to RECEs, whereby the text (both implicitly and explicitly) works to situate ECEs within a particular professional identity. This research study applies discourse analysis to code and categorize text from 66 communications disseminated by the CECE to RECEs. I identify five key discourses as well as several discursive strategies used to reinforce the discourses that contribute to the construction of a professional identity for Ontario RECEs. This study also employs two theoretical frameworks, feminist theory and critical race theory (CRT), to examine “what is not being said” by the CECE about the realities of RECE working conditions. I offer a counter-discourse to provide a narrative account of how particular RECE working conditions and real life professional experiences collide with the five discourses, and create a professional crisis in a current patchwork system. Keywords: professional identity, discourses, constructionism, feminist theory, critical race theory (CRT)

The Comparison of Parents' Perceptions of Early Educators' Real and Ideal Personality and Optimism

2019 ◽  
pp. 231-258
Author(s):  
Sanja Tatalović Vorkapić ◽  
Korana Lisjak
Keyword(s):  
Early Childhood ◽  
Personality Traits ◽  
Early Childhood Educators ◽  
The Real ◽  
Ideal Image ◽  
The Republic ◽  
Very High

Given the importance of personality traits and optimism of early childhood educators in their work with children, this research was aimed at comparing their actual and ideal personality traits and optimism from the perspective of the parents. The study involved 295 parents from three counties of the Republic of Croatia. Parents evaluated the real and ideal personality traits and the optimism of 41 early childhood educators from the six kindergartens their children were enrolled. Two questionnaires were applied: TIPI for measuring the personality traits and the LOT-R for measuring optimism. Parents have rated the real and ideal educators' personality traits and optimism at very high levels. Testing the significance of differences, the results revealed that there are significant differences between the realistic and ideal image of educators' personality and optimism. In other words, ideal educators are considerably more extroverted, agreeable, conscientious, more emotionally stable, more open and more optimistic than their profiles based on realistic ratings.

scholarly journals How does the professional identity of teachers from India change when they work as early childhood educators in Ontario?

2021 ◽  
Author(s):  
Preeti Alwani
Keyword(s):  
Early Childhood ◽  
Professional Identity ◽  
Teacher Identity ◽  
Teaching Profession ◽  
Early Childhood Educators ◽  
Daily Routines ◽  
For Profit ◽  
Downward Spiral ◽  
Entry Requirements ◽  
Former Teachers

Many Early Childhood Educators (ECE) in Toronto are foreign-educated teachers. They take up this profession because they cannot enter the teaching profession. Training as ECEs takes a shorter time, has lower entry requirements, and is more affordable. The case studies undertaken for this project are based on qualitative data collected by interviewing and observing two former teachers from India, now working as ECEs in a for-profit daycare. The data shows that because of low compensation rates, poorer working conditions, and lack of appreciation, community and respect, especially compared to what they received in India, these teachers report a downward spiral in their professional identity. Their daily routines and practices follow the norms in childcare centers, but they feel as though their employers and parents do not value them. As a result, these ECEs struggling to suppress their dominant teacher identity, think of themselves simply as ‘babysitters’ and do not value the work they do.

scholarly journals How does the professional identity of teachers from India change when they work as early childhood educators in Ontario?

2021 ◽  
Author(s):  
Preeti Alwani
Keyword(s):  
Early Childhood ◽  
Professional Identity ◽  
Teacher Identity ◽  
Teaching Profession ◽  
Early Childhood Educators ◽  
Daily Routines ◽  
For Profit ◽  
Downward Spiral ◽  
Entry Requirements ◽  
Former Teachers

Many Early Childhood Educators (ECE) in Toronto are foreign-educated teachers. They take up this profession because they cannot enter the teaching profession. Training as ECEs takes a shorter time, has lower entry requirements, and is more affordable. The case studies undertaken for this project are based on qualitative data collected by interviewing and observing two former teachers from India, now working as ECEs in a for-profit daycare. The data shows that because of low compensation rates, poorer working conditions, and lack of appreciation, community and respect, especially compared to what they received in India, these teachers report a downward spiral in their professional identity. Their daily routines and practices follow the norms in childcare centers, but they feel as though their employers and parents do not value them. As a result, these ECEs struggling to suppress their dominant teacher identity, think of themselves simply as ‘babysitters’ and do not value the work they do.

“State standards and IEP goals. A lot of TPT products.” What Early Childhood Educators Report Using to Plan Mathematics Instruction

2020 ◽  
Author(s):  
Corey Peltier ◽  
Tiffany K Peltier ◽  
Taylor Werthen ◽  
Andy Heuer
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Special Education Teachers ◽  
Mathematics Instruction ◽  
State Standards ◽  
Early Childhood Educators ◽  
Future Research ◽  
Exceptional Children ◽  
What Works ◽  
What Works Clearinghouse

Access to high-quality resources is integral for educators to provide research-aligned mathematics instruction. Identifying the supplemental resources educators use to plan mathematics instruction can inform the ways researchers and organizations disseminate research-based practices. The goal of this study was to identify the frequency in which early childhood educators (i.e., pre-Kindergarten through third grade) reported using various resources to plan for mathematics instruction. Furthermore, we investigated whether differences were observed based on teacher factors (i.e., general or special education, route to certification, years of experience) and locale (i.e., rural, urban, suburban). We retained data from 917 teachers for data analysis. The three most frequently reported resources by educators were colleagues, Teachers Pay Teachers, and Google/Yahoo. The three least frequently reported resources were the typical outlets researchers use to reach teachers: What Works Clearinghouse, Teaching Exceptional Children, and Teaching Children Mathematics. General and special education teachers differed on their self-reported usage of five resources: colleagues, Google/Yahoo, teaching blogs, Teaching Exceptional Children, and the What Works Clearinghouse. Rural educators self-reported that they were less likely than suburban educators to use colleagues or specialists at the district to plan instruction. Implications for future research and practice are discussed.

scholarly journals Training may enhance early childhood educators’ self-efficacy to lead physical activity in childcare

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Brianne A. Bruijns ◽  
Andrew M. Johnson ◽  
Jennifer D. Irwin ◽  
Shauna M. Burke ◽  
Molly Driediger ◽  
...  
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Self Efficacy ◽  
Critical Role ◽  
Early Childhood Educators ◽  
Outdoor Play ◽  
Future Research ◽  
Intervention Component ◽  
Space Extension ◽  
The Impact

Abstract Background Early childhood educators (ECEs) play a critical role in promoting physical activity (PA) among preschoolers in childcare; thus, PA-related training for ECEs is essential. The Supporting PA in the Childcare Environment (SPACE) intervention incorporated: 1. shorter, more frequent outdoor play sessions; 2. provision of portable play equipment; and, PA training for ECEs. An extension of the SPACE intervention (the SPACE-Extension) incorporated only the shorter, more frequent outdoor play periods component of the original SPACE intervention. The purpose of this study was to explore the individual impact of these interventions on ECEs’ PA-related self-efficacy and knowledge. Methods ECEs from the SPACE (n = 83) and SPACE-Extension (n = 31) were administered surveys at all intervention time-points to assess: self-efficacy to engage preschoolers in PA (n = 6 items; scale 0 to 100); self-efficacy to implement the intervention (n = 6 items); and, knowledge of preschooler-specific PA and screen-viewing guidelines (n = 2 items). A linear mixed effects model was used to analyze the impact of each intervention on ECEs’ self-efficacy and knowledge and controlled for multiple comparison bias. Results The SPACE intervention significantly impacted ECEs’ self-efficacy to engage preschoolers in PA for 180 min/day (main effect), and when outdoor playtime was not an option (interaction effect). Further, the interaction model for ECEs’ knowledge of the total PA guideline for preschoolers approached significance when compared to the main effects model. Participants within the SPACE-Extension did not demonstrate any significant changes in self-efficacy or knowledge variables. Conclusions Findings from this study highlight the benefit of ECE training in PA with regard to fostering their PA-related self-efficacy and knowledge. Future research should explore the impact of PA training for ECEs uniquely in order to determine if this intervention component, alone, can produce meaningful changes in children’s PA behaviours at childcare.

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