Development and Application of a Moral Imagination Education Program for Early Childhood Pre-service Teachers

2018 ◽  
Vol 22 (3) ◽  
pp. 37-61
Author(s):  
Min-Jung Lim
Keyword(s):  
Early Childhood ◽  
Education Program ◽  
Moral Imagination

POLEMIK CALISTUNG UNTUK ANAK USIA DINI (Telaah Konsep Development Approriate Practice)

2018 ◽  
Vol 6 (2) ◽  
pp. 325
Author(s):  
Amin Nasir
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Elementary Students ◽  
Education Program ◽  
High Standard ◽  
Big Cities ◽  
Play Groups ◽  
Character Building

<p class="Default"><em>The problem of reading, writing and numeracy (calistung) for early childhood is a very dilemmatic phenomenon. At this time, many elementary school (SD) have a high standard of competence. Prospectif elementary students must take the test read,write,and numeracy to enter elementary school. Whereas learning in Kindergarden (TK) calistung only introduction. Kindergarden education program is more emphasized on the activity of playing as well a character building. The fact is, many kindergarden even play groups, especially in big cities have taught calistung and have a target to know calistung after they come out. This raises a polemic regarding calistung for early childhood.</em></p>

“If Not Me, Then Who?”

2018 ◽  
pp. 1-22
Author(s):  
Elizabeth Ann Ethridge ◽  
Vickie E. Lake ◽  
Amber H. Beisly
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Mixed Methods ◽  
Service Learning ◽  
Education Program ◽  
Teacher Education Program ◽  
Early Childhood Teacher ◽  
Agents Of Change ◽  
Sense Of Power

Research has indicated that teachers typically do not view themselves as advocates for many reasons such as fear of personal and professional risk (Peters & Reid, 2009). Participants include both preservice teachers and graduates of an early childhood teacher education program. This chapter addresses how the program utilized intentional assignments and group and individual scaffolding as preservice teachers moved from experiencing service learning to pure advocacy. Through a mixed methods study, preservice teachers began to see themselves as agents of change with increased confidence and sense of power. These transformations continued as graduates of the program reported they were still engaging in advocacy.

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