A Qualitative Study on Pre-service Early Childhood Teachers' Perceptions on the Value of Children

2019 ◽  
Vol 23 (3) ◽  
pp. 29-57
Author(s):  
Woo-Yeong Jeong ◽  
Hyeong-Suk Cho ◽  
Hye-Jun Ahn
Keyword(s):  
Early Childhood ◽  
Qualitative Study ◽  
Early Childhood Teachers ◽  
Teachers Perceptions ◽  
Value Of Children

scholarly journals A Qualitative Study of Teachers’ Perceptions of Children’s Physical Activity and Learning in Preschool

2019 ◽  
Vol 14 (2) ◽  
pp. 141
Author(s):  
Waode Eti Hardiyanti ◽  
Muhammad Ilham
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Qualitative Study ◽  
Learning Process ◽  
Early Childhood Teachers ◽  
Physical Activities ◽  
Learning Materials ◽  
Teachers Perceptions ◽  
Positive Attitudes ◽  
Children’S Physical Activity

AbstractThe aimed of this research is to examine teachers’ perception of physical activity that can indicate the level of physical activities displayed in children’s classroom. Semi-formal interviews were conducted with six early childhood teachers. Results of the study indicated that early childhood teachers used physical activity to promote the learning materials. The teachers stated that through their physical activities, children might develop a better comprehension of academic concepts. The teachers also reported that children’s positive attitudes improved when physical activity was undertaken, particularly evidenced by an increase in children’s confidence and enthusiasm during the learning process. However, inadequate opportunity to include physical activity in preschool due to limited equipment, deterred teachers from truly facilitating the physical activities of children. The teachers were also concerned that their ability and understanding to accommodate physical activity may not be adequate for the children. Therefore, underpinning the teacher’s role with training may be required in order to cover the children’s needs to actively engage in physical activities as mentioned in curriculum.

Growing Healthy Minds, Bodies, and Communities: Early childhood teachers’ perceptions of a nutrition-integrated pilot curriculum

2021 ◽  
pp. 1-24
Author(s):  
Alicia Cooper Stapp ◽  
Gerogianna Mann ◽  
Laurel Lambert ◽  
Kenya Wolff
Keyword(s):  
Early Childhood ◽  
Teaching And Learning ◽  
Eating Behaviors ◽  
Early Childhood Teachers ◽  
Research Approach ◽  
Learning Collaborative ◽  
Convenience Sample ◽  
Teachers Perceptions ◽  
Hands On Learning ◽  
Flexible Schedule

Abstract Objective: Healthy eating behaviors are often developed early in life, yet nutrition is rarely emphasized in early childhood education. Integration of nutrition into academic content is warranted, still, its ability to positively impact teaching and learning has been understudied. Therefore, this study explored the feasibility of application in the classroom and the perceived usability of a nutrition-integrated pilot curriculum. Design: Early childhood teachers’ perceptions of four nutrition-integrated lessons were explored through a qualitative research approach. Data were collected through pre- and post-focus groups, lesson observations, and teacher feedback. Focus group transcripts were analyzed using inductive thematic analysis and supplemented with observations and lesson feedback. Setting: This pilot study took place in Northwest Mississippi at three preschools which are part of the Mississippi Early Learning Collaborative. Participants: A non-probability convenience sample was utilized to acquire participants. Ten early childhood teachers and 132 Pre-K4 students participated in the study. Results: Three themes emerged and were categorized accordingly: (a) preconceived concern of the unknown versus experienced reality; (b) promoting buy-in and engagement through hands-on learning experiences; and (c) manifestation of perceived prioritization. Conclusions: Nutrition-integrated lessons were reported to be creative, facilitate positive food behaviors, and highly engaging for teachers and children. Concerns for new and unfamiliar curriculum were noted but could be alleviated with more detailed instructions. Future nutrition-integrated curriculum efforts should include detailed video instructions and offer a gradual and flexible schedule allowing teacher autonomy in how to prioritize implementation.

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.

Impact of Group Mentoring on the Professional Development of Early Childhood Teachers in a Shanghai Kindergarten

2020 ◽  
pp. 115-144
Author(s):  
Lingyun Lu
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Early Childhood Teachers ◽  
Mentoring Relationships ◽  
Future Research ◽  
Group Mentoring ◽  
Teachers Perceptions ◽  
Individual Interviews ◽  
Traditional Mentoring ◽  
Teachers Professional Development

This study sought to discover whether group mentoring could serve the purpose for which it is intended in an early childhood educational context. As an alternative to the traditional mentoring model, group mentoring attempts to provide as much, if not more, instructional and emotional support as traditional mentoring relationships, which we assume to be conducive to teachers' professional development in Chinese early childhood educational contexts. In addition, group mentoring facilitates communication, collaboration and mutual growth in ways that traditional mentoring lacks. It also examined whether both mentors and mentees could be involved in the mentoring process as learners and as reflective educators on their journey of professional development, including developing their reflective and research capabilities. This qualitative case study focused on the impact of group mentoring on the professional development of four teachers in a Shanghai kindergarten. Within the theoretical framework of COP (Community of Practice), it was an investigation of how the group mentoring process, an alternative to traditional models of professional development, had an impact on the teachers in a changing early childhood education context in China. This study featured in-depth individual interviews with the four teachers (two mentors and two mentees), who are in the same mentoring group, and observations of their group mentoring activities. Data was coded and analyzed qualitatively. Major themes emerged from the study: the teachers' perceptions of the model, the benefits and challenges it brings, and its influence on their relationships and identity. The study aimed to gain insight into how group mentoring, a potentially optimal model, has exerted an influence on the teachers' professional development. This study concludes with a discussion of the implications of the findings and areas for future research.

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