A Case Study of an Early Childhood Teacher Introducing Scientific Concepts, Aiming to Challenge the Practical Side of Concept-Based Pedagogies

2018 ◽  
Vol 22 (3) ◽  
pp. 59-86
Author(s):  
Changkee Lee
Keyword(s):  
Early Childhood ◽  
Early Childhood Teacher ◽  
Scientific Concepts

Confronting the Contradictions: A Case Study of Early Childhood Teacher Development in Neoliberal Times

2009 ◽  
Vol 10 (3) ◽  
pp. 240-259 ◽  
Author(s):  
Christopher P. Brown
Keyword(s):  
Early Childhood ◽  
Teacher Development ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Early Learning ◽  
Early Childhood Teacher ◽  
Reform Process ◽  
Instrumental Case Study ◽  
The Impact

As neoliberal polices that emphasize governing the modern state through market-based principles expand across the globe, they are altering the training of early childhood teacher candidates. This creates a range of challenges for those teacher educators who are critical of this reform process. This article presents an instrumental case study that examined the impact of neoliberal education reforms on the development of a sample of early education teacher candidates. Analyzing this case of teacher development offers teacher educators the opportunity to consider the practical and critical steps they might take to better prepare their candidates for these reforms. Doing so will help teacher candidates develop early learning experiences for their children that teach them to become engaged democratic citizens rather than compliant consumers within the neoliberal state.

Talking Technologically in Preschool and School: Three Case Examples

1996 ◽  
Vol 21 (2) ◽  
pp. 1-6 ◽  
Author(s):  
Marilyn Fleer
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Technology Education ◽  
Early Childhood Teacher ◽  
Case Examples ◽  
The Third ◽  
Very Young Children ◽  
First Case ◽  
Insight Into

This paper details three examples of technology education in process. The first case study highlights how an early childhood teacher comes to think about and plan for technology education. A series of diary entries are included to show the progression in thinking. In the second case study, a preschool teacher shows how very young children can participate in technology education. In the third case study a Year 3 teacher reveals how young children can become investigators in a simulated architects studio. The focus is on following the children's technological questions. All three case studies provide some insight into the sort of technological language that can be fostered in early childhood.

scholarly journals From everyday to scientific (mathematical) concepts: A Vygotskian interpretation of a young child's speech

2021 ◽  
pp. 86-99
Author(s):  
Marie Therese Farrugia
Keyword(s):  
Early Childhood ◽  
Theoretical Framework ◽  
Scientific Concepts ◽  
Mathematical Concepts ◽  
Asking Questions ◽  
Loose Parts ◽  
Early Childhood Settings

In Early Childhood settings, children are considered to learn through play. In this paper I report on a case-study of a four-year-old boy playing with loose parts. As he played, I interacted with him by commenting and asking questions. My aim was to include mathematics in his play. My analysis involved an micro-examination of the interaction to trace the child’s language over the sessions. The theoretical framework employed was Vygotsky’s distincton between everyday and scientific concepts and his theory of play. I noted that the interactive contexts supported the child to use certain words in association with others. In particular, he started to link the words big/small with numbers, thus quantifying size, which is the foundation of measurement. In line with the importance afforded to speech by Vygotsky, I was able to trace the role played by words in the child’s progression from everday (play) concepts to scientific (mathematical) concepts. 

scholarly journals USING PARTICIPATORY VISUAL METHODS TO TEACH CHARACTER EDUCATION IN EARLY CHILDHOOD IN KENYA

2021 ◽  
Vol 8 (6) ◽  
Author(s):  
Evans M. Olao ◽  
Bernard L. Misigo ◽  
Karsten Speck
Keyword(s):  
Early Childhood ◽  
Character Education ◽  
Early Childhood Teacher ◽  
Visual Methods ◽  
Youth Engagement ◽  
Educational Stakeholders ◽  
Individual Interviews ◽  
Open Coding ◽  
Multiple Case

<p>The rising cases of youth engagement in anti-social behaviour in Kenya present the need for educational stakeholders to invest in the teaching of character education. This paper has explored the use of participatory visual methods (PVM) in the teaching of character education. A multiple case-study design was used where eight grade three teachers were selected purposively. Data were generated through drawings, individual interviews and reflective journals. These were later analysed thematically through systematic open coding. The findings showed that PVM are learner centred and that they advance collaborative learning. This child-centeredness encouraged active learning and excitement among learners. It also boosted learners’ memories and overcame the language barriers that learners experience during communication in class. This paper concluded that participatory visual methods are new approaches as an alternative for better teaching of character education in early childhood. This conclusion has implications for early childhood teacher education on child-appropriate teaching styles to be used in character education. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0771/a.php" alt="Hit counter" /></p>

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