Changes in Pre-service Early Childhood Teachers' Attitudes toward people with Disabilities through Special Education Introductory Class

2018 ◽  
Vol 34 (2) ◽  
pp. 73-100
Author(s):  
Kyu Young Cho ◽  
Seok Jin Seo
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Early Childhood Teachers ◽  
People With Disabilities ◽  
Introductory Class ◽  
Teachers Attitudes

scholarly journals Montessori and Non-Montessori Early Childhood Teachers’ Attitudes Towards Inclusion and Access

2015 ◽  
Vol 1 (1) ◽  
pp. 28 ◽  
Author(s):  
Natalie Danner ◽  
Susan Fowler
Keyword(s):  
Professional Development ◽  
Special Education ◽  
Early Childhood ◽  
Teacher Preparation ◽  
General Education ◽  
Early Childhood Teachers ◽  
Education Professional ◽  
Education Professional Development ◽  
Teachers Attitudes ◽  
Attitudes Towards Inclusion

<p>Montessori and non-Montessori general education early childhood teachers were surveyed about their attitudes towards including children with disabilities and providing access in their classrooms.  Both groups reported similar and positive supports for inclusion within their schools. Montessori teachers reported having less knowledge about inclusion and less special education professional development than their non-Montessori counterparts.   Implications for professional development and teacher preparation are described.</p>

Examining early childhood teachers’ attitudes and responses to superhero play

2020 ◽  
Vol 45 (2) ◽  
pp. 170-182
Author(s):  
Megan Wiwatowski ◽  
Jane Page ◽  
Sarah Young
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Critical Reflection ◽  
Early Childhood Teachers ◽  
Professional Knowledge ◽  
Learning And Development ◽  
Childhood Education ◽  
Children’S Learning ◽  
Education And Care ◽  
Teachers Attitudes

Research highlights that early childhood teachers (ECTs) hold varied opinions on the value of superhero play (SP) to young children’s learning and development. This study sought to investigate how ECTs in Victoria are responding to superhero play, and to examine the beliefs that underpin their responses. Interviews were conducted with eight ECTs from the Bayside area in Melbourne. The study revealed that while the majority of the teachers interviewed responded to children’s superhero play in a variety of ways, there were a number of barriers to supporting superhero play in early childhood education and care settings. This paper concludes by identifying the value of ECTs engaging in critical reflection to ensure that their responses to superhero play are based on professional knowledge that is informed by theory and research.

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