Pre-Service Teachers' Critical Reflections of Arts and Education Discourse: Reconstructions of Experiences in Early Childhood and Higher Education

2008 ◽  
Vol 9 (4) ◽  
pp. 354-364 ◽  
Author(s):  
Melinda G. Miller ◽  
Ellen L. Nicholas ◽  
Meaghan L. Lambeth
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Teaching And Learning ◽  
Reflective Practices ◽  
Reflective Inquiry ◽  
Childhood Education ◽  
The Arts ◽  
Pre Service Teacher ◽  
Education Discourse ◽  
Critical Reflections

This layered account of arts education is produced through the three authors' critical reflections of experiences in their own early childhood education, and their pre-service teacher education. The first layer establishes links between the arts, learning in the arts and critically reflective practices through an account of teaching and learning in Unit X — a compulsory arts unit in a four-year teacher education course. The second layer is a recall of early childhood arts experiences and how these informed our identities as artists, students of the arts and critically reflective teachers. Possibilities for promoting critically reflective practices in teacher education are recommended, alongside a call for more systematic modes of reflective inquiry in a teacher degree program.

scholarly journals Imaginación, creatividad y aprendizaje por descubrimiento a través del arte en Educación Infantil / Imagination, creativity and discovery learning through art in early childhood education

2017 ◽  
Author(s):  
Jessica Rodríguez Cristino
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
Discovery Learning ◽  
Childhood Education ◽  
The Arts ◽  
Five Senses ◽  
Real Practice

Este artículo presenta una forma de aprendizaje a través del arte en la etapa de Educación Infantil. El arte es una herramienta crucial para lograr aprendizajes significativos y que perdurarán en  el recuerdo de los más pequeños a lo largo de toda su vida, porque ellos habrán sido los protagonistas de sus procesos de enseñanza y de aprendizaje. Se trata de desarrollar la creatividad de estos, la imaginación y la curiosidad mediante la experimentación, el aprendizaje por descubrimiento, la manipulación y el empleo de los cinco sentidos. El objetivo fundamental es presentar una manera diferente y atractiva de trabajar en las aulas cualquier contenido a través del arte mediante las “instalaciones artísticas” y formar a los educadores en ello. Una vez expuesta la parte teórica y fundamentada se presentará una investigación a través de las artes llevada a cabo durante tres meses en un aula de Infantil  de niños y niñas de entre 3 y 4 años de edad y cuya práctica real en dicho colegio llamado “Niña María” de Linares (Jaén) duró dos días. Finalmente, para concluir el trabajo se recogen  los resultados obtenidos.Imagination, creativity and discovery learning through art in early childhood educationThis article presents a way of learning through art in the kindergarten stage. Art is a crucial tool to achieve significant learning and that will last in the memory of the little ones throughout their lives because they have been the protagonists of their teaching and learning. It is about developing creativity of these, imagination and curiosity through experimentation, discovery learning, handling and use of the five senses. The main objective is to present a different and attractive way to work in the classroom any content through art by the “artistic installations” and train educators about it. Once exposed the theoretical and research based part through the arts held for three months in a classroom of children Children aged between 3 and 4 years old and whose real practice in that school will be presented called “Niña María” Linares (Jaén) lasted two days. Finally, to complete the work, the results obtained are presented. 

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.

Creative Arts-Based Pedagogies in Early Childhood Education for Sustainability (EfS): Challenges and Possibilities

2013 ◽  
Vol 29 (2) ◽  
pp. 165-181 ◽  
Author(s):  
Kumara S. Ward
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
Natural World ◽  
Education For Sustainability ◽  
Natural Environments ◽  
Embodied Experience ◽  
Childhood Education ◽  
Doctoral Research ◽  
The Arts

AbstractThis article showcases a creative approach to early childhood education for sustainability (ECEfS). It reports on the author's doctoral research program, which examined the effectiveness of arts-based pedagogies for exploring and understanding the natural world in an early childhood education program. Motivated by their existing commitment to education for sustainability (EfS), the participating educators used the arts for further exploration and understanding of the natural world in teaching and learning. They explored the role of the arts in knowledge production and embodied experience, and reinterpreted and built on their own funds of knowledge about their environment. The result was meaningful curriculum steeped in content about the natural environments that were local to the children and their educators. The findings further signify the challenges educators needed to overcome in order to intensify their connection with their own local environments, and the effect that this enhanced connection had on their capacity to reflect local natural environments in their programs with the children.

scholarly journals Pre-Service Early Childhood Teachers’ Preparedness to Teach Education for Sustainability

2018 ◽  
Vol 34 (1) ◽  
pp. 95-96
Author(s):  
Anita Croft
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Early Childhood Teachers ◽  
Education For Sustainability ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
Sustainability Practices ◽  
Preparedness To Teach

The benefits of beginning Education for Sustainability (EfS) in early childhood are now widely documented. With the support of their teachers, young children have shown that through engagement in sustainability practices they are capable of becoming active citizens in their communities (Duhn, Bachmann, & Harris, 2010; Kelly & White, 2012; Ritchie, 2010; Vaealiki & Mackey, 2008). Engagement with EfS has not been widespread across the early childhood sector in Aotearoa New Zealand (Duhn et al., 2010; Vaealiki & Mackey, 2008) until recently. One way of addressing EfS in early childhood education is through teacher education institutions preparing students to teach EfS when they graduate.

scholarly journals Biography, policy and language teaching practices in a multilingual context: Early childhood classrooms in Mauritius

2014 ◽  
Vol 4 (2) ◽  
pp. 16
Author(s):  
Aruna Ankiah-Gangadeen ◽  
Michael Anthony Samuel
Keyword(s):  
Early Childhood ◽  
Teacher Development ◽  
Teaching And Learning ◽  
English Language ◽  
African Country ◽  
Language Teaching ◽  
Primary Teachers ◽  
Language Policies ◽  
Childhood Education ◽  
Implementation Level

Language policies in education in multilingual postcolonial contexts are often driven by ideological considerations more veered towards socio-economic and political viability for the country than towards the practicality at implementation level. Centuries after the advent of colonisation, when culturally and linguistically homogenous countries helped to maintain the dominion of colonisers, the English language still has a stronghold in numerous countries due to the material rewards it offers. How then are the diversity of languages – often with different statuses and functions in society – reconciled in the teaching and learning process? How do teachers deal with the intricacies that are generated within a situation where children are taught in a language that is foreign to them? This paper is based on a study involving pre-primary teachers in Mauritius, a developing multilingual African country. The aim was to understand how their approach to the teaching of English was shaped by their biographical experiences of learning the language. The narrative inquiry methodology offered rich possibilities to foray into these experiences, including the manifestations of negotiating their classroom pedagogy in relation to their own personal historical biographies of language teaching and learning, the policy environment, and the pragmatic classroom specificities of diverse, multilingual learners. These insights become resources for early childhood education and teacher development in multilingual contexts caught within the tensions between language policy and pedagogy.

scholarly journals How to Use Challenge-Based Learning for the Acquisition of Learning to Learn Competence in Early Childhood Preservice Teachers: A Virtual Archaeological Museum Tour in Spain

2021 ◽  
Vol 6 ◽  
Author(s):  
Daniel Abril-López ◽  
Dolores López Carrillo ◽  
Pedro Miguel González-Moreno ◽  
Emilio José Delgado-Algarra
Keyword(s):  
Preservice Teachers ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
Virtual Museum ◽  
Learning To Learn ◽  
Virtual Tour ◽  
Childhood Education ◽  
Challenge Based Learning ◽  
Museum Tour

This article presents the research results in relation to an interdisciplinary teaching innovation project—Teaching and Learning of Social Sciences and Teaching and Learning of Natural Sciences—with Early Childhood Preservice Teachers (ECPT) at the University of Alcalá (Spain) in the pandemic context by COVID-19 during 2020–2021 (N = 55): 52 women (94.55%) and 3 men (5.45%) from 20 to 22 years of age. The main research problem is to know if the ECPT improves the learning to learn competence after a challenge-based learning (CBL) linked to virtual tour in a museum. The main objective was to improve the learning to learn competence, during a virtual tour at the Community of Madrid Regional Archaeological Museum (MAR) (Alcalá de Henares, Spain) for a reflective training of students to understand problems of the past and present and future global challenges, promote collaborative and multidisciplinary work, and defend ethics and leadership. In order to ascertain the level of acquisition of this competence in those teachers who were being trained, their self-perception—pretest–posttest—of the experience was assessed through a system of categories adapted from the European Commission. ECPT worked, in small groups and using e/m-learning tools, ten challenges and one storytelling cooperatively with university teachers to solve prehistoric questions related to current situations and problems. Subsequently, two Early Childhood Education teachers from a school in Alcalá de Henares reviewed the proposals and adapted them for application in the classroom of 5-year-old boys and girls. The results show an improvement in this competence in Early Childhood Preservice Teachers: total score pre-post comparison paired-samples Wilcoxon test result shows a statistically significant difference (p > 0.001); an evaluation rubric verified the results of self-perception. Second, we highlight the importance of carrying out virtual museum tours from a challenge-based learning for the development of big ideas, essential questions, challenges, and activities on socioeconomic, environmental, and emotional knowledge, skills, and attitudes. Third, this experience shows the insufficient educational adaptation of the virtual museum tour to the Early Childhood Education stage from a technological and didactic workshops point of view, but there is a diversity of paleontological and archaeological materials and a significant sociocritical discourse.

scholarly journals Learning Alphabets Through Infographics

2020 ◽  
Vol 23 (1) ◽  
pp. 1
Author(s):  
MICHAEL OLUBUNMI ODEWUMI ◽  
Grace O. OPUTA, Grace O ◽  
Isyaka BELLO
Keyword(s):  
Early Childhood ◽  
Staff Development ◽  
Teaching And Learning ◽  
Control Group ◽  
School Teachers ◽  
Childhood Education ◽  
Post Test ◽  
Elementary Classes ◽  
Effective Staff Development ◽  
Experimental Group

Early stages of reading and writing rest solely on the alphabet.  Learning of letters with infographics in the elementary classes makes learning more easy and meaningful.  The study examined the potentials of infographics in enhancing learning at an early childhood level especially on letters.  The researcher utilized experimental design which including pre and post-test. The package was validated by experts with a reliability coefficient of 0. 77. The findings of this study showed that the experimental group means a score of 30.60 is higher than the control group means a score of 30.50 co-efficient. Moreover, the means score of 30.742 for females and 30.345 for male pupils was obtained. The study concluded that children at the early childhood level could learn better using infographics based approach. It was recommended that incentives should be provided for pre-school teachers to participate in highly effective staff development to help them integrate infographics into their teaching and learning. Also, infographics based approach be used for all subjects in early childhood education in Nigeria

Sign in / Sign up

Export Citation Format

Share Document