scholarly journals Early Childhood Metacognitive Learning among Students of Early Childhood Teacher Education

2020 ◽  
Vol 4 (2) ◽  
pp. 658
Author(s):  
Fadillah Fadillah
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Prospective Teachers ◽  
Early Childhood Teacher ◽  
Education Students ◽  
Early Childhood Teacher Education ◽  
Thinking Ability ◽  
Metacognitive Learning ◽  
Teacher Education Students ◽  
Teacher's Perception

The purpose of this research is to describe the ability of Early Childhood Teacher Education students to carry out Early Childhood metacognitive learning.By using the developmental research method that refers to the Dick and Carey's model, the following research results are obtained: Based on the teaching of thinking, teaching for thinking and teaching about thinking, early childhood metacognitive learning is planned so that the method and media used are clear, to train students' thinking ability. The implementation of early childhood metacognitive learning is assessed from the teacher's perception, namely students of Early Childhood Education as prospective teachers and from children's perceptions. From the teacher's perception it is believed that early childhood metacognitive learning can start at the age of 2 years old. From the children's perception, early childhood metacognitive learning occurs because of the process of habituation and imitation.

Music Education and the Primary/Early Childhood Teacher: A Solution

1994 ◽  
Vol 11 (3) ◽  
pp. 197-207 ◽  
Author(s):  
Margaret Barrett
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Music Education ◽  
Learning Strategies ◽  
Qualitative Evaluation ◽  
Early Childhood Teacher ◽  
Music Curriculum ◽  
Education Students ◽  
Early Childhood Teacher Education ◽  
Teacher Education Students

Music curriculum courses for generalist primary and early childhood teacher education students have tended traditionally to be heavily skill-intensive and instruction-based and reflective of the pedagogical methods of prominent music educators. In such learning experiences emphasis is generally placed upon the acquisition of skills dealing with notational and historical precedents and the development of some expertise in the areas of singing, playing and listening. Whilst these experiences provide students with valuable insights into traditional music education pedagogy, students who have a limited formal knowledge of music and who do not consider themselves to be musically articulate or literate frequently find such experiences alienating. Furthermore the teaching practices modelled through such programs tend to conflict with those advocated in other curriculum areas.In an attempt to redress this situation an action research study was undertaken in which compulsory music curriculum units for generalist primary and early childhood teacher education students were re-developed to place compositional experience at the heart of the music education enterprise. In developing a theoretical and philosophical base for the pre-service music education units a number of educational strategies common in other curriculum areas were examined and adapted for use in the music education classroom.Qualitative evaluation of the units has indicated that participating students whilst developing skills and knowledge in music and understanding of a range of teaching and learning strategies also perceive themselves to be more capable and confident as musicians.

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