Child Observation Assessment Practice and Reflections of a First-year Early Childhood Teacher Through Collaborative Action Research

2020 ◽  
Vol 14 (5) ◽  
pp. 159-170
Author(s):  
Jung-Eun Yang
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Collaborative Action Research ◽  
Early Childhood Teacher ◽  
First Year ◽  
Assessment Practice ◽  
Collaborative Action ◽  
Child Observation

scholarly journals Growing-and-Giving Mindset Intervention in Early Childhood Education: A Collaborative Action Research

2021 ◽  
Author(s):  
Fumiko Masaki
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Early Childhood Education ◽  
Self Regulation ◽  
Collaborative Action Research ◽  
Constructivist Approach ◽  
Childhood Education ◽  
Target Behaviors ◽  
Collaborative Action ◽  
Mindset Intervention

In childhood education, a behaviorist approach (a mixture of praise and punishment) has been used for student target behaviors; however, the results have not been consistent. This study investigated how a constructivist approach would work in the same setting. The participant was a four-year-old student who showed target behaviors with negative attention-seeking and avoidance of self-regulation; three teachers and the author worked with him on collaborative action research. We treated him using the behaviorist approach in the first cycle of intervention. It seemed to work on the surface but was not helping him become autonomously self-regulated; his surroundings learned to remove the antecedents. We took the constructivist approach for the second cycle of intervention, wherein the student was provided opportunities to build puzzle pictures and give them to his teachers or friends. The teacher’s scaffolding helped him complete the task, perceive his competence, and aim for even bigger challenges. Through his efforts, he experienced making others happy, and as the growing-giving mindset was fostered, the target behaviors were decreased.

scholarly journals Improving early childhood teachers’ formative assessment practices: Transformative role of collaborative action research

2019 ◽  
Vol 9 (2) ◽  
pp. 221-240
Author(s):  
Selda Aras
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Formative Assessment ◽  
Early Childhood Teachers ◽  
Collaborative Action Research ◽  
Assessment Practices ◽  
Systematic Observation ◽  
Collaborative Action ◽  
Children's Development ◽  
Children’S Development

The aim of this study is to investigate the change process of early childhood teachers’ formative assessment practices via collaborative action research. Formative assessment contributes to children’s development and learning process and also guides teachers on instructional decisions. Although research emphasizes the importance of formative assessment, teachers encounter difficulties while implementing it in their classrooms. Three early childhood teachers participated in this qualitative study, and the data were gathered through interviews and observations. The findings about the teachers’ change processes revealed that despite the difficulties experienced; teachers began to conduct systematic observation, document children’s development and learning, and use assessment data for their further plans. The transformative power of action research in changing teachers’ practices is highlighted in this study.

scholarly journals "Literate Playing”—An Oral Language Empowerment Strategy for Underprivileged Children

2017 ◽  
Vol 19 (2) ◽  
pp. 33
Author(s):  
Gisela Wajskop
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Early Childhood Education ◽  
Professional Learning ◽  
Oral Language ◽  
Research Study ◽  
Collaborative Action Research ◽  
Childhood Education ◽  
Collaborative Action ◽  
Quality Program

This article describes an ongoing collaborative action research study, and presents initial observations of the outcomes of teachers’ interventions in early childhood education centres in a major Brazilian city. Designed as a professional development initiative, the action research is based on a view of a quality program being one that offers both play-based learning and linguistically enriching experiences for children and opportunities for professional learning of its professionals to support those same programs in a personal, self-confident, and collective manner. It presents initial observations of the outcomes of teachers’ interventions in four non-governmental early childhood education centres, and some implications the results can suggest for the NOW Play Project. 

scholarly journals University Faculty, Colleagues and Teachers’ Federation as Mentors in Collaborative Action Research

2011 ◽  
Vol 45 (2) ◽  
pp. 255-272
Author(s):  
Shelley Stagg Peterson ◽  
Cathy Marks Krpan ◽  
Larry Swartz ◽  
Jane Bennett
Keyword(s):  
Action Research ◽  
Leadership Skills ◽  
Subject Area ◽  
Collaborative Action Research ◽  
First Year ◽  
University Faculty ◽  
Collaborative Action ◽  
The Subject ◽  
Second Year ◽  
Faculty Teachers

This research reports on collaborative research projects supported by a teachers’ federation. We compare research teams involved in the first year of the project, where they had free choice of research purposes with those in the second year who had the subject area defined for them. University faculty, teachers’ colleagues, and the teachers’ federation served as mentors for participating teachers. The action research resulted in change in teachers’ practice and in the development of leadership skills.

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