scholarly journals ‘I Want to Educate School-Age Children’: Producing Early Childhood Teacher Professional Identities

2013 ◽  
Vol 14 (2) ◽  
pp. 127-137 ◽  
Author(s):  
Megan Gibson
Keyword(s):  
Early Childhood ◽  
Early Childhood Teacher ◽  
School Age Children ◽  
School Age ◽  
Professional Identities ◽  
Teacher Professional

scholarly journals Business managers in children’s playground : Exploring a problematic (or not!) identity construction of early childhood teachers in New Zealand

2021 ◽  
pp. 146394912198936
Author(s):  
Olivera Kamenarac
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Business Managers ◽  
Professional Identities ◽  
Education Policies ◽  
Childhood Education ◽  
Teacher Professional ◽  
Early Childhood Education Policies ◽  
Policies And Practices

The impacts of neo-liberal education reforms on the early childhood education sector have been a focal point of scholarly critiques in New Zealand. Interestingly, only a few studies have addressed how teacher professional identities and professionalism have changed in response to the neo-liberal context of New Zealand early childhood education. It has been, however, recognised that understanding the complexity of teacher professional identities within the rapidly transforming landscape of early childhood education is a key consideration in implementing and sustaining a change agenda in education policies and practices. In this article, the author draws on data from her research study about how teachers’ professional identities have been reconstructed in response to the shifting discourses in New Zealand early childhood education policies and practices. Specifically, the author explores the construction of teachers as business managers, which has emerged through an interplay of discourses of marketisation and privatisation driving some of the country’s early childhood education policies and practices. It is argued that the construction of teachers as business managers has altered core professional ethical values underpinning the teaching profession, professionalism and the purpose of early childhood education in New Zealand, which were traditionally embedded in discourses of collective democracy, equity and social justice.

Early Childhood Teacher Professional Development in Physical Education and Its Impact on Preschooler Motor Development

2021 ◽  
pp. 16-32
Author(s):  
Cristina Honrubia Montesinos ◽  
Pedro Gil-Madrona ◽  
Luisa Losada-Puente
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Physical Education ◽  
Teacher Professional Development ◽  
Motor Development ◽  
Early Childhood Teachers ◽  
Early Childhood Teacher ◽  
Personal Perspective ◽  
Teacher Professional ◽  
Teachers Professional Development

Physical education in early years makes a unique contribution to the learning experience of children and support physical, cognitive, and social development. Teacher plays an essential role, but early childhood teacher professional development remains unclear. Literature review has shown that it is influenced by individual and social factors. Teacher professional development may have an impact on student motor development in this stage. The objectives of this chapter were to study early childhood teachers' professional development in PE and to analyze the influence and impact of early childhood teachers' professional development on their students' motor development. This chapter describes the results and conclusions of two different studies which have been developed. They highlighted that the variables that affect professional development are initial training and professional development, external perception of physical education, and personal perspective. Furthermore, findings have revealed that these three variables condition their students' motor development most.

Early Childhood Teacher Professional Development on Technologies for Young Children

2021 ◽  
pp. 102-126
Author(s):  
Lynn Hartle ◽  
Diane Bales ◽  
Katherine Gardner ◽  
Kelsey MacLeod ◽  
Megan DeFluri ◽  
...  
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Young Children ◽  
Teacher Professional Development ◽  
Information And Communications Technology ◽  
Early Childhood Teacher ◽  
Shared Decision ◽  
Mandated Curriculum ◽  
Teacher Professional

Early childhood (EC) teachers need ongoing professional development (PD) to use information and communications technology (ICT) intentionally with young children. This chapter bridges the existing literature on PD best practices with additional interview data from EC teachers and higher education faculty. Three frames of influence on EC teachers' uses of ICT are discussed: personal – beliefs and comfort with technology; institutional – mandated curriculum, affordances of equipment, and ongoing personalized support; and societal – pervasive reliance on technology and influence on young children's future careers. The chapter concludes with PD recommendations for ICT that is content- and pedagogy-focused, based on research and policy, provides options for PD types and timing with follow up supports, and includes EC teachers in shared decision making for appropriate ICT practices in their classrooms.

scholarly journals Model Pendidikan Karakter Anak Usia Dini Dan Anak Usia Sekolah Dasar Di Jepang.

KIRYOKU ◽  
2019 ◽  
Vol 3 (3) ◽  
pp. 141
Author(s):  
Budi Mulyadi
Keyword(s):  
Early Childhood ◽  
Character Education ◽  
Moral Education ◽  
Daily Life ◽  
Field Research ◽  
School Age Children ◽  
School Age ◽  
Step Method ◽  
Know How

The title of this paper is The character education of early childhood and elementery school age children in Japan. The main goal of this research is to know how to apply   the character education of early childhood and elementery school age children in Japan. This research is the combination between liblary reaserach and field research. The step method used in this research is observation, interview, clasification, analysis, interpretasion and description. From the result of this paper in general can be describe there are uniqueness and  differences from the application of character education of early childhood and elementery school age children in Japan. But there are similarities that both are very concerned with moral education and personality. Moral education and personality is not taught trough special subject but is applied in daily life.

scholarly journals Early Childhood Risk Factors Associated with Daytime Wetting and Soiling in School-age Children

2008 ◽  
Vol 33 (7) ◽  
pp. 739-750 ◽  
Author(s):  
C. Joinson ◽  
J. Heron ◽  
A. von Gontard ◽  
U. Butler ◽  
J. Golding ◽  
...  
Keyword(s):  
Risk Factors ◽  
Early Childhood ◽  
School Age Children ◽  
School Age ◽  
Factors Associated ◽  
Childhood Risk Factors

Neurocognitive Effects In School Age Children Following Lead Exposure In Early Childhood

2008 ◽  
Vol 18 (9) ◽  
pp. 723-724
Author(s):  
KM Marano ◽  
L.C. Cohen ◽  
ENVIRON International Corporation
Keyword(s):  
Early Childhood ◽  
Lead Exposure ◽  
School Age Children ◽  
School Age

Lung Function in School-age Children Who Had Mild Lower Respiratory Illnesses in Early Childhood

1991 ◽  
Vol 144 (3_pt_1) ◽  
pp. 655-662 ◽  
Author(s):  
Gerald L. Strope ◽  
Paul W. Stewart ◽  
Frederick W. Henderson ◽  
Sally S. Ivins ◽  
Helen C. Stedman ◽  
...  
Keyword(s):  
Early Childhood ◽  
Lung Function ◽  
School Age Children ◽  
School Age ◽  
Respiratory Illnesses
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