scholarly journals Work Hard and Play Hard: Perceptions of Play in Early Childhood Programs

2021 ◽  
Vol 5 (2) ◽  
pp. p54
Author(s):  
Patricia White ◽  
Barbara N. Martin ◽  
Bryan McDonald
Keyword(s):  
Early Childhood ◽  
Early Childhood Teachers ◽  
Early Childhood Educators ◽  
Learning Tool ◽  
Early Childhood Programs ◽  
High Stake ◽  
Research And Practice ◽  
School Day

This paper explored the perceptions of principals and teachers concerning the role of play in early childhood programs during an ethos of high strakes accountability. All early childhood participants identified play as a learning tool, but noted it was being eliminated from the curriculum due to high stake accountability. Viewed differently between administrators and early childhood educators was the purpose of play. Revealed were implications for administrators, teachers, and policymakers. The implications for this research and practice include that both administration and early childhood teachers must understand the value of play and implement play within the school day.

Student Teacher Knowledge: Knowing and Understanding Subject Matter in the New Zealand Context

2002 ◽  
Vol 27 (3) ◽  
pp. 1-6 ◽  
Author(s):  
Dawn Garbett ◽  
Belinda R Yourn
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Subject Matter ◽  
National Curriculum ◽  
Early Childhood Teachers ◽  
Professional Knowledge ◽  
Early Childhood Educators ◽  
Childhood Education ◽  
Changing Role

In the past few decades there has been an increasing awareness of the importance of early childhood education in New Zealand. Concomitant with this has been the move towards professionalising the early childhood sector through a national curriculum and increased expectations for its practitioners. This paper examines issues relating to the changing role of early childhood teachers as they manage the implementation of the New Zealand curriculum. There is no consensus about what makes up the professional knowledge base for early childhood educators. This paper explores the nature of professional knowledge and suggests that subject matter knowledge may be more important than previously recognised for early childhood educators.

Play in Early Childhood Education and the Perceived Impacts of Accountability and Rigor

2021 ◽  
Vol 8 (3) ◽  
pp. 176-187
Author(s):  
Patricia White ◽  
Barbara N Martin ◽  
Bryan McDonald
Keyword(s):  
Early Childhood ◽  
Early Childhood Curriculum ◽  
Early Childhood Programs ◽  
High Stake ◽  
Teachers Perceptions ◽  
Childhood Education ◽  
District Policy ◽  
Significant Difference ◽  
Perceived Impacts

Exploring explored principals' and teachers' perceptions concerning the role of play in early childhood programs was this quantitative inquiry. All early childhood participants identified play as a learning tool but noted it was being eliminated from the curriculum due to high stake accountability. There was a significant difference between administrators and early childhood educators concerning the purpose of play. Implications for early childhood curriculum and school district policy were determined.

scholarly journals Inquiry on early childhood teachers preparation and retention

2017 ◽  
Vol 38 (3) ◽  
pp. 61-72
Author(s):  
Krystyna Nowak-Fabrykowski ◽  
Mary Lou Aylor
Keyword(s):  
Early Childhood ◽  
Teacher Preparation ◽  
Online Survey ◽  
Early Childhood Teachers ◽  
Professional Preparation ◽  
Early Childhood Educators ◽  
Early Childhood Teacher

The purpose of this study is to analyze early childhood teacher preparation and investigate the factors that motivated individuals to become early childhood teachers and that have kept them in the profession. This study reports the results of an online survey investigating motives of staying or leaving the early childhood profession. The results of this inquiry point to factors that influenced their choice, taking into consideration their professional preparation. Advice for new early childhood educators just entering the profession is also provided.

Peran Guru Anak Usia Dini Dalam Pengenalan Bahasa Inggris Dasar di PAUD

2021 ◽  
Vol 5 (2) ◽  
pp. 21-35
Author(s):  
Taranindya Zulhi Amalia
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Teachers ◽  
Field Research ◽  
Secondary Data ◽  
Primary Data ◽  
Structured Interviews ◽  
Childhood Education ◽  
Basic English

Abstrak: Guru PAUD memiliki beragam peran seperti guru pada umumnya.  Namun pembedanya tampak pada peran guru PAUD yang bertugas mengembangkan beragam kemampuan dasar anak untuk menggali potensi anak sejak dini.  Kemampuan dasar bahasa asing pada usia ini dimulai dari pengenalan bahasa Inggris secara mendasar yakni melalui kosakata sederhana. Tujuan penelitian ini untuk: 1) mengetahui pengenalan bahasa Inggris dasar dan 2) peran guru anak usia dini dalam pengenalan bahasa Inggris RA/PAUD. Dengan menggunakan jenis penelitian lapangan serta pendekatan deskriptif kualitatif peneliti menentukan Sumber data primer nya adalah kepala RA/PAUD, sie kurikulum, serta wali peserta didik. Sedangkan sumber data sekunder adalah referensi yang relevan dengan pengenalan bahasa Inggris, peran guru, dan PAUD. Kemudian Data diperoleh melalui teknik observasi partisipatif wawancara semi terstruktur dan dokumentasi uji keabsahan data menggunakan uji credibility, transferability dan confirmability melalui reduction, display data dan conclusion drawing.Hasil yang diperoleh adalah pengenalan bahasa Inggris dasar di RA/PAUD dilakukan setiap hari menyatu dengan pembelajaran tema-tema dan sub tema dalam muatan kurikulumnya berbentuk kosakata harian dan sapaan peran guru anak usia dini dalam pengenalan bahasa Inggris dasar sangat bervariasi. Guru memiliki multi peran dalam satu waktu. Peran-peran tersebut adalah sebagai educator, mediator, observer, facilitator, motivator, administrator, dan composer. KataKunci: peran guru PAUD, pengenalan bahasa Inggris, PAUD     Abstract: Early Childhood Education (PAUD) teachers have various roles like teachers in general. But the difference is seen in their roles tasked with developing a variety of children's basic abilities to explore children's potential from an early age. The basic ability of foreign languages ​​at this age starts from the basic introduction of English through simple vocabulary. The purpose of this study is to: 1) determine the introduction of basic English and 2) the roles of early childhood teachers in the introduction of English in this level. By using the type of field research and the qualitative descriptive approach, the researcher determines that the primary data source is the head of the RA, curriculum courses, and guardians of students. While secondary data sources are relevant references to the introduction of English, the role of teachers, and PAUD. Then the data obtained through participatory observation techniques semi-structured interviews and documentation of data validity test using the test of credibility, transferability and confirmability through reduction, display data and conclusion drawing.The results obtained are the introduction of basic English in RA done every day together with the learning of themes and sub themes in the curriculum content in the form of daily vocabulary and the greeting of the role of early childhood teachers in the introduction of basic English varies greatly. The teacher has multiple roles at one time. These roles are as educator, mediator, observer, facilitator, motivator, administrator, and composer.   Keywords: the role of PAUD teachers, introduction to English, early childhood education

Early Experiences With Family Involvement

2018 ◽  
pp. 42-64
Author(s):  
Jade Burris
Keyword(s):  
Early Childhood ◽  
Family Involvement ◽  
Early Childhood Teachers ◽  
Developmentally Appropriate ◽  
Developmentally Appropriate Practices ◽  
Early Childhood Programs ◽  
Early Experiences ◽  
Appropriate Practices ◽  
The Impact ◽  
Successes And Challenges

This chapter reviews the impact early experiences with family involvement have on young children and their families, early childhood programs, and teachers. The author discusses the growing demand for early childhood services, characterized by a growing and changing society. There is discussion of developmentally appropriate practices and the ethical conduct of early childhood teachers as they navigate issues of social justice related to family involvement and engagement. The author presents findings from a recent pilot study to illustrate the successes and challenges experienced by eight diverse early childhood programs as they reflected on their family involvement practices. The author also emphasizes the importance of promoting equity and celebrating diversity through family involvement practices including examples, successes, and challenges that may arise.

Digital Technology in Kindergarten

2019 ◽  
pp. 1541-1560
Author(s):  
Vicki Schriever
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Mobile Devices ◽  
Digital Technology ◽  
Early Childhood Teachers ◽  
Parental Expectations ◽  
Digital Technologies ◽  
Early Childhood Teacher ◽  
Digital Devices

This chapter examines the literature surrounding digital technologies within kindergarten. It highlights the ways in which mobile devices and smart gadgets are used by early childhood teachers and young children in diverse teacher-focused and child-centred approaches. The challenges faced by early childhood teachers to successfully use and integrate mobile devices and smart gadgets within their kindergarten will be explored. These challenges include, meeting curriculum requirements, mediating parental expectations, seeing the potential of digital technologies, having the confidence and self-efficacy to use digital devices and determining the value and place of digital technologies within a play-based environment. Each of these challenges are explored within the chapter and the ways these challenges can be overcome are detailed. The opportunities which mobile devices and smart gadgets present to maximise young children's learning, play and engagement and which facilitate and support the role of the early childhood teacher will also be examined.

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