The Effects of Interactive Multimedia iPad E-Books on Preschoolers' Literacy

2015 ◽  
pp. 139-155
Author(s):  
Marisol Estevez-Menendez ◽  
Heejung An ◽  
Janis Strasser
Keyword(s):  
Early Childhood ◽  
New Jersey ◽  
Early Childhood Education ◽  
Interactive Multimedia ◽  
Preschool Teachers ◽  
Story Comprehension ◽  
Electronic Books ◽  
Childhood Education ◽  
Preschool Classrooms ◽  
Reading Activities

As tablet technology becomes more widely available for preschoolers at home and at school, it is necessary to examine the effects of these tools in early childhood education classrooms. This chapter focuses on the use of iPad electronic books (e-books) and their effects on preschoolers' understanding of vocabulary and story comprehension as well as engagement during reading activities in an urban New Jersey school. The results of this study highlight the positive ways in which iPad e-books can be used to support literacy in preschool classrooms. This chapter also includes recommendations for preschool teachers who may be considering using e-books in their classrooms.

The Effects of Interactive Multimedia iPad E-Books on Preschoolers' Literacy

2019 ◽  
pp. 841-856
Author(s):  
Marisol Estevez-Menendez ◽  
Heejung An ◽  
Janis Strasser
Keyword(s):  
Early Childhood ◽  
New Jersey ◽  
Early Childhood Education ◽  
Interactive Multimedia ◽  
Preschool Teachers ◽  
Story Comprehension ◽  
Electronic Books ◽  
Childhood Education ◽  
Preschool Classrooms ◽  
Reading Activities

As tablet technology becomes more widely available for preschoolers at home and at school, it is necessary to examine the effects of these tools in early childhood education classrooms. This chapter focuses on the use of iPad electronic books (e-books) and their effects on preschoolers' understanding of vocabulary and story comprehension as well as engagement during reading activities in an urban New Jersey school. The results of this study highlight the positive ways in which iPad e-books can be used to support literacy in preschool classrooms. This chapter also includes recommendations for preschool teachers who may be considering using e-books in their classrooms.

scholarly journals Ideas in dialogue: Leveraging the power of child-led storytelling in the multicultural preschool classroom

2018 ◽  
Vol 47 (4) ◽  
pp. 601-633 ◽  
Author(s):  
Erin Elizabeth Flynn
Keyword(s):  
Socioeconomic Status ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Small Group ◽  
Lower Socioeconomic Status ◽  
Childhood Education ◽  
Preschool Classrooms ◽  
Lower Socioeconomic ◽  
Literate Identities ◽  
Group Child

AbstractAn investigation into the interactive features of small group, child-led storytelling in preschool classrooms serving lower socioeconomic status (SES), multilingual children shows both the affordances and constraints of positioning children to author their own experiences in the classroom. In story circles, children told stories that included canonical instantiations of story and culturally shaped features. Through their stories, the children advanced ideas, built connections, and evaluated ways of telling stories as they continued ideas like threads from story to story. Child-led storytelling did not disrupt the dynamics of power through which some ways of using language are privileged while others are marginalized. Instead, story circles simply shifted children’ relationship to the process of being and becoming literate such that children did the evaluating, valuing, and promoting of ways of using language, developing literate identities, but potentially forestalling some ways of participating even as shared interactional norms were developed. (Storytelling, multicultural, early childhood education)*

Development and Implementation of an Early Childhood Parenting Curriculum for Preschool Teachers

2021 ◽  
pp. 227-251
Author(s):  
Theresa J. Canada
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Preschool Teachers ◽  
University Campus ◽  
Childhood Education ◽  
Urban City ◽  
Parents And Children ◽  
Childhood Parenting ◽  
Early Childhood Center

This chapter describes the development and subsequent implementation of a parenting curriculum in an early childhood education classroom. The purpose of the study is to provide a curriculum for preschool teachers to improve the quality of early childhood education. The study was implemented in several classrooms of an early childhood center. The center was located on a university campus of an urban city in the state of Connecticut, USA. The innovation in this work was the idea that curriculum for early childhood providers could be created in a way that started from parent perceptions, rather than from telling parents how they need to change to meet school needs. The results of this study suggest that teachers who implement the parenting curriculum would be better prepared to work with both parents and children in a preschool setting.

scholarly journals Demokratiske samtaler i barnehagen?

2011 ◽  
Vol 4 (2) ◽  
pp. 103-114 ◽  
Author(s):  
Kristin Rydjord Tholin ◽  
Turid Thorsby Jansen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Preschool Teachers ◽  
Theoretical Studies ◽  
Childhood Education ◽  
Video Observations

Title: Democratic dialogues in early childhood education?Abstract: We examine what democracy-promoting practices may be in early childhood education. From an understanding of democracy as multifaceted we have studied how teachers lead planned conversations which enable children to present themselves and their interests. The issue discussed being: How can the teacher create conditions for conversations that are characterized by democracy promoting practices? The research is based on theoretical studies of democracy and conversations and video observations of conversations between teachers and children in two early childhood education institutions. The results are presented four themes: The preschool teachers’ emphasis on common experiences, their ability to make different voices distinct, show a listening participation and their daring when encountering the unexpected. Analysis shows that conversations in connections with projects can have a potential to promote practices characterized by democracy, but this seems demanding.   

scholarly journals Integration and Innovation in Early Childhood Education in Nigeria: Implications for Quality Teacher Production

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
V C Onu ◽  
William Emeka Obiozor ◽  
O E Agbo ◽  
Ezeanwu Chiamaka
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Survey Research ◽  
Preschool Teachers ◽  
Public And Private ◽  
Childhood Education ◽  
Significant Difference ◽  
Research Questions ◽  
Descriptive Survey ◽  
Private Preschool

This survey research studied integration and innovation in early childhood education and implications for quality teacher preparation. The study was a descriptive survey research, with one hundred and twelve (112) sampled preschool teacher. Eight research questions and three hypotheses guided the study. Early Childhood Programme Instrument on Integration and Innovation (ECPAI) was constructed, validated and used in eliciting responses from the respondents. The data collected were analyzed using percentage, mean, and Paired Sample tests. The study revealed a significant difference in the opinions of public and private preschool teachers toward integration and innovative practices in early childhood education in Nigeria. It was equally revealed that are Early Childhood Education (ECE) programme in Nigeria is influenced by traditional, uncreative approaches. Thus, training and retraining of focus teachers and stakeholders in ECE was highly recommended

scholarly journals Specialised education makes a difference in preschool teachers’ knowledge bases in the teaching of mathematics and science: A case of Botswana and Sweden

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Kabita Bose ◽  
Kerstin Bäckman
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Professional Training ◽  
Preschool Teachers ◽  
Knowledge Bases ◽  
Daily Routine ◽  
Childhood Education ◽  
Qualitative Approaches ◽  
Teaching Of Mathematics ◽  
Mathematics And Science

Background: Education in mathematics and science is important at all school levels and should ideally start in the preschool, which implies that preschool teachers should have an adequate knowledge base in these subjects.Aim: This study aimed to investigate preschool teachers’ knowledge bases, including their subject matter knowledge (SMK) and pedagogical content knowledge (PCK) in mathematics and science.Setting: The study presents an account of preschool teachers’ knowledge bases in mathematics and science in Botswana and Sweden and how they influence their teaching choices and strategies.Methods: A pragmatic paradigm with a survey design and a mixed-methods mode with quantitative and qualitative approaches was used. Using a purposive sampling procedure, 64 preschool teachers from Botswana and 67 from Sweden participated in the study. Questionnaires and observation schedules were used to collect the data.Results: The findings showed that the Swedish preschool teachers had SMK and PCK in the two subjects. The Botswana teachers had SMK but lacked PCK. The early childhood educated preschool teachers from Sweden with developed PCK highlighted the daily routine situations as teaching or learning situations, whereas the primary school teachers from Botswana had SMK but found it difficult to teach at the preschool level.Conclusion: The preschool teachers’ knowledge bases included a play-based approach and knowledge about didactic considerations in spontaneous situations that made them teachable. The findings also showed the importance of a framework for specialised and professional early childhood education (ECE) training and acquiring SMK and PCK that contributed to the preschool teachers’ knowledge bases and practices in their teaching of mathematics and science. Early childhood education teachers’ educational experiences, their specialised and professional training profiles and the knowledge they acquired determined their knowledge bases and the SMK and PCK that minimised the constraints and challenges faced by them in the teaching of mathematics and science in ECE classrooms.

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