scholarly journals Early childhood practitioners’ insights on professionalism: Views from Indonesia

2021 ◽  
Author(s):  
◽  
Lukmanul Hakim
Keyword(s):  
Early Childhood ◽  
Role Model ◽  
Early Childhood Teachers ◽  
Early Childhood Teacher ◽  
Teaching Performance ◽  
Cultural Backgrounds ◽  
South Sulawesi ◽  
Entire Career ◽  
Personal Level ◽  
Teachers Perspectives

<p>Understanding early childhood teachers’ perspectives on professionalism is important because the notion of professionalism in early childhood is contextual and varies according to location and cultural backgrounds. Despite numerous studies on early childhood teachers’ insights on professionalism, no investigation has yet existed regarding unique environments of Indonesia. Thus this study examines Indonesian early childhood practitioners’ insights about the notion of professionalism and what constitutes the characteristics of a professional early childhood teacher. This study adopted a phenomenological method to be able to conduct an in-depth exploration of teachers’ experience and their insights about professionalism. The participants for this study were 21 kindergarten and playgroup teachers who had experienced intermediate level training in the national programme for up-skilling in South Sulawesi, Indonesia.  Teachers in this study considered professionalism as a journey toward an improved state at both the pedagogical level at their actual early childhood centre and the personal level of self-improvement as a role model. The study argues that these two outputs of the journey were like parallel tracks; that lead towards improvement in both teaching performance and personal qualities. The outcome of the first track is tangible in each day of teaching performance, while the outcomes of the second track are experienced one’s entire career, or even an entire life. This echoes Urban and Dalli (2012) conclusion that being professional cannot separate the “nature of practice, thinking about practice, and thinking about oneself in this practice – making the boundaries between doing, knowing and being blurred or non-existent” (p.161). This sense of understanding professionalism as collections of interrelated actions towards an overall goal underpinned the attitudes of the teachers in South Sulawesi, Indonesia.</p>

scholarly journals Early childhood practitioners’ insights on professionalism: Views from Indonesia

2021 ◽  
Author(s):  
◽  
Lukmanul Hakim
Keyword(s):  
Early Childhood ◽  
Role Model ◽  
Early Childhood Teachers ◽  
Early Childhood Teacher ◽  
Teaching Performance ◽  
Cultural Backgrounds ◽  
South Sulawesi ◽  
Entire Career ◽  
Personal Level ◽  
Teachers Perspectives

<p>Understanding early childhood teachers’ perspectives on professionalism is important because the notion of professionalism in early childhood is contextual and varies according to location and cultural backgrounds. Despite numerous studies on early childhood teachers’ insights on professionalism, no investigation has yet existed regarding unique environments of Indonesia. Thus this study examines Indonesian early childhood practitioners’ insights about the notion of professionalism and what constitutes the characteristics of a professional early childhood teacher. This study adopted a phenomenological method to be able to conduct an in-depth exploration of teachers’ experience and their insights about professionalism. The participants for this study were 21 kindergarten and playgroup teachers who had experienced intermediate level training in the national programme for up-skilling in South Sulawesi, Indonesia.  Teachers in this study considered professionalism as a journey toward an improved state at both the pedagogical level at their actual early childhood centre and the personal level of self-improvement as a role model. The study argues that these two outputs of the journey were like parallel tracks; that lead towards improvement in both teaching performance and personal qualities. The outcome of the first track is tangible in each day of teaching performance, while the outcomes of the second track are experienced one’s entire career, or even an entire life. This echoes Urban and Dalli (2012) conclusion that being professional cannot separate the “nature of practice, thinking about practice, and thinking about oneself in this practice – making the boundaries between doing, knowing and being blurred or non-existent” (p.161). This sense of understanding professionalism as collections of interrelated actions towards an overall goal underpinned the attitudes of the teachers in South Sulawesi, Indonesia.</p>

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.

Making the Body Ready for School: ADHD and Early Schooling in the Era of Accountability

2017 ◽  
Vol 119 (9) ◽  
pp. 1-38
Author(s):  
Kyunghwa Lee
Keyword(s):  
Early Childhood ◽  
School Readiness ◽  
Early Childhood Teachers ◽  
The Body ◽  
Negative Consequences ◽  
Teachers Perceptions ◽  
The Public ◽  
Children's Behavior ◽  
Early Schooling ◽  
Teachers Perspectives

Background Although concerns about unintended negative consequences of standards-based accountability (SBA) reform for children's socioemotional development have been raised, few studies have systematically examined early childhood teachers’ perceptions of and practices for children's behavior and bodies under such policy. This study was conducted against the backdrop of the intersection of the accountability policy and the increasing prevalence of Attention Deficit/Hyperactivity Disorder (ADHD) among children, including preschoolers. Purpose The study investigated how early childhood teachers’ perspectives of and practices for the behavior and bodies of children considered at risk of being identified with ADHD later in schooling were related to the increasing concern over school readiness under SBA reform. Research Design Data for a qualitative case study were generated through multiple methods, including video-recorded observations in two African-American children's pre-kindergarten and kindergarten classrooms, interviews with their teachers, and artifact collection. Results The focal children's teachers appropriated the authoritative discourses of ADHD and readiness for school to perceive the children's bodies as uncontrollable and unready for school. The teachers taught the children a variety of bodily techniques to enculturate them in public school and to develop docile student bodies. Keeping their authoritative practices intact, the teachers hardly incorporated the children's areas of strengths into the curriculum and instruction. School was introduced to the children as a carnivalesqueless place, and both SBA reform and ADHD contributed to disembodiment in the public early childhood education settings. Conclusions This study suggests the need for reframing the notion of school readiness; bringing teachers’ folk theories about children's behavior and bodies to their critical awareness; and intentionally balancing serious, rigid parts of the daily classroom routine with relaxed, pleasurable moments.

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.

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.

scholarly journals Montessori Early Childhood Teacher Perceptions of Family Priorities and Stressors

2015 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Ann Epstein
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Teacher Perceptions ◽  
Response Rate ◽  
Early Childhood Teachers ◽  
Early Childhood Teacher ◽  
Family Stressors ◽  
Teachers Perceptions ◽  
Self Reflection ◽  
Family Partnerships

<p>Teachers of young children work closely with families. One component of teacher-family partnerships is teachers’ understanding of family priorities and stressors. This study examines Montessori early childhood (ages three through six) teacher perceptions of family priorities and stressors through an analysis of responses to two parallel surveys.  Eighty teachers (37% of those who received the survey) and forty-nine family members (representing a 55% response rate) completed the survey.  Significant differences were found between teachers’ perceptions of four (of seven) family priorities and families’ actual responses. Teachers ranked “making academic progress” as the most important of seven possible family priorities. However, families stated that “developing kindness” is the most important priority for their young children. No significant differences were found when comparing teacher rankings of family stressors with actual family responses. Montessori early childhood teachers ranked “not having enough time” as the most stressful of six possible stressors. Families confirmed that time pressures cause them the most stress. Maria Montessori’s recommendations for teachers and families are summarized. Recommendations for building stronger family partnerships in the context of Montessori’s philosophy, for example on-going self-reflection, are provided.</p><p>            <em>Keywords: Montessori, teacher-family partnerships, early childhood teacher perceptions</em></p>

The Combined Bachelor of Education Early Childhood and Primary Degree: Student Perceptions of Value

2017 ◽  
Vol 42 (1) ◽  
pp. 4-13 ◽  
Author(s):  
Cathie Harrison ◽  
Sarah Heinrich Joerdens
Keyword(s):  
Early Childhood ◽  
Student Perceptions ◽  
Policy Development ◽  
Early Childhood Teachers ◽  
Early Childhood Teacher ◽  
Funding Policy ◽  
School Settings ◽  
Bachelor Of Education ◽  
Education And Care ◽  
Staff Qualification

THE FIELD OF EARLY CHILDHOOD education and care (ECEC) in Australia is a highly dynamic one. Increased government interest and funding during the years of the Labor Governments from 2008–2012 strengthened the sector in terms of increased funding, policy development, level of staff qualification and measures of quality. While this support resulted in increased numbers of children enrolled in ECEC settings and greater numbers of students enrolled in early childhood teacher education degrees, it also contributed to increased workforce pressures and a shortage of qualified early childhood teachers. In this paper we report on a quantitative study that investigated the nature of student experience in a combined Bachelor of Education Early Childhood and Primary degree, and student perceptions of value. The results of the study indicate positive responses to the inclusion of both early childhood and primary content and professional experience undertaken in both prior to school and school settings.

Teachers’ perspectives of children’s social behaviours in preschool: Does gender matter?

2019 ◽  
Vol 44 (4) ◽  
pp. 408-422
Author(s):  
Jessica Smith ◽  
Tara McLaughlin ◽  
Karyn Aspden
Keyword(s):  
Early Childhood ◽  
Mixed Methods ◽  
Social Dominance ◽  
Online Survey ◽  
Early Childhood Teachers ◽  
Aggressive Behaviours ◽  
And Gender ◽  
Teachers Perspectives ◽  
Prosocial Behaviours ◽  
Social Behaviours

The article will explore early childhood teachers’ perspectives about social behaviours and gender in young children, in particular the way in which children’s gender related to teachers’ reports of the prevalence and interpretations of children’s social behaviours. The specific social behaviours examined were prosocial behaviours, social leadership, social dominance, and aggressive behaviours. This study used a mixed methods online survey to gather teachers’ perspectives. Findings showed that teachers reported little difference in the display of social behaviours across boys and girls. Moreover, teachers’ views of different social behaviours were similar across boys and girls; however, findings suggested that gender might play a limited, but potentially influential role in teachers’ perspectives of prosocial and aggressive behaviours in girls and boys. Findings from the present study are discussed in connection with previous research.

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