The Comparison of Parents' Perceptions of Early Educators' Real and Ideal Personality and Optimism

2019 ◽  
pp. 231-258
Author(s):  
Sanja Tatalović Vorkapić ◽  
Korana Lisjak
Keyword(s):  
Early Childhood ◽  
Personality Traits ◽  
Early Childhood Educators ◽  
The Real ◽  
Ideal Image ◽  
The Republic ◽  
Very High

Given the importance of personality traits and optimism of early childhood educators in their work with children, this research was aimed at comparing their actual and ideal personality traits and optimism from the perspective of the parents. The study involved 295 parents from three counties of the Republic of Croatia. Parents evaluated the real and ideal personality traits and the optimism of 41 early childhood educators from the six kindergartens their children were enrolled. Two questionnaires were applied: TIPI for measuring the personality traits and the LOT-R for measuring optimism. Parents have rated the real and ideal educators' personality traits and optimism at very high levels. Testing the significance of differences, the results revealed that there are significant differences between the realistic and ideal image of educators' personality and optimism. In other words, ideal educators are considerably more extroverted, agreeable, conscientious, more emotionally stable, more open and more optimistic than their profiles based on realistic ratings.

Conservatism and Change in Roman Religion

1976 ◽  
Vol 44 ◽  
pp. 1-12 ◽  
Author(s):  
J. A. North
Keyword(s):  
Religious Tradition ◽  
The Self ◽  
Sacred Places ◽  
Roman Religion ◽  
The Real ◽  
The Past ◽  
The Republic ◽  
The Many ◽  
The City ◽  
Very High

The conservatism of the Romans in matters of religion is a generally accepted truth and it is in many ways a very obvious truth. I have no intention of denying it. They set a very high value on their religious tradition; they sought to preserve and reproduce the ceremonies and customs inherited from their ancestors; they thought it wrong and even dangerous to abandon or neglect the many gods, goddesses and sacred places of which the city was full; they had no ideological framework which would have enabled them to think in terms of reforming and improving the national cult, as opposed to reviving and restoring it.I say that this is an obvious truth, because some degree of conservatism in this sense seems to be an inevitable feature of the type of Graeco-Roman paganism of which the Roman State cult is one example. A system in which the emphasis falls primarily on the performance of ritual acts—not on the worshippers' belief, or religious emotions and experiences, or on theology or ethics—such a system inescapably makes it a primary value, though not necessarily the only value, that the known ritual should be successfully repeated. This in turn must imply some implicit respect for the past and for the tradition from which the ritual emerged. For the Romans of any generation, the real validation of their religion lay in the fact that it had worked: that their ancestors had won battles, survived crises, eaten dinners, begotten children and expanded their power by the practice of the self-same rites and ceremonies as they practised themselves. For the Romans of the last generation of the Republic, it was a fact that their ancestors had won more battles and eaten better dinners than anybody else.

Who's Afraid of the Real-Ideal Image Gulf?

1997 ◽  
Vol 42 (1) ◽  
pp. 41-42
Author(s):  
Allan Fenigstein
Keyword(s):  
The Real ◽  
Ideal Image

“State standards and IEP goals. A lot of TPT products.” What Early Childhood Educators Report Using to Plan Mathematics Instruction

2020 ◽  
Author(s):  
Corey Peltier ◽  
Tiffany K Peltier ◽  
Taylor Werthen ◽  
Andy Heuer
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Special Education Teachers ◽  
Mathematics Instruction ◽  
State Standards ◽  
Early Childhood Educators ◽  
Future Research ◽  
Exceptional Children ◽  
What Works ◽  
What Works Clearinghouse

Access to high-quality resources is integral for educators to provide research-aligned mathematics instruction. Identifying the supplemental resources educators use to plan mathematics instruction can inform the ways researchers and organizations disseminate research-based practices. The goal of this study was to identify the frequency in which early childhood educators (i.e., pre-Kindergarten through third grade) reported using various resources to plan for mathematics instruction. Furthermore, we investigated whether differences were observed based on teacher factors (i.e., general or special education, route to certification, years of experience) and locale (i.e., rural, urban, suburban). We retained data from 917 teachers for data analysis. The three most frequently reported resources by educators were colleagues, Teachers Pay Teachers, and Google/Yahoo. The three least frequently reported resources were the typical outlets researchers use to reach teachers: What Works Clearinghouse, Teaching Exceptional Children, and Teaching Children Mathematics. General and special education teachers differed on their self-reported usage of five resources: colleagues, Google/Yahoo, teaching blogs, Teaching Exceptional Children, and the What Works Clearinghouse. Rural educators self-reported that they were less likely than suburban educators to use colleagues or specialists at the district to plan instruction. Implications for future research and practice are discussed.

La experiencia del prácticum en educación infantil. Una narración en primera persona

2019 ◽  
pp. 60-76
Author(s):  
Victor Amar
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Professional Growth ◽  
Childhood Education ◽  
The Third ◽  
Formative Experience ◽  
Narrative Methodology ◽  
Very High

The chances of success of the internship in early childhood education, which takes place in the third degree, are very high. However, there may be circumstances that may befall the teacher-training student, which in a way turn the formative experience into a pretext for personal and professional growth. In order to know and understand its practice, we use narrative methodology. It is the most suitable way we have found to share his voice, giving him epistemological authority and being a pretext to improve from his experience. Her words lead us to understand that she wants to be a teacher, and that she learns in any situation, even though her tutor is in a context and with a very particular reality. The conclusion is in continuous construction as the student has learned, disapproved and reappeared with the practice; from being a student of practice to becoming one in practice.

scholarly journals Training may enhance early childhood educators’ self-efficacy to lead physical activity in childcare

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Brianne A. Bruijns ◽  
Andrew M. Johnson ◽  
Jennifer D. Irwin ◽  
Shauna M. Burke ◽  
Molly Driediger ◽  
...  
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Self Efficacy ◽  
Critical Role ◽  
Early Childhood Educators ◽  
Outdoor Play ◽  
Future Research ◽  
Intervention Component ◽  
Space Extension ◽  
The Impact

Abstract Background Early childhood educators (ECEs) play a critical role in promoting physical activity (PA) among preschoolers in childcare; thus, PA-related training for ECEs is essential. The Supporting PA in the Childcare Environment (SPACE) intervention incorporated: 1. shorter, more frequent outdoor play sessions; 2. provision of portable play equipment; and, PA training for ECEs. An extension of the SPACE intervention (the SPACE-Extension) incorporated only the shorter, more frequent outdoor play periods component of the original SPACE intervention. The purpose of this study was to explore the individual impact of these interventions on ECEs’ PA-related self-efficacy and knowledge. Methods ECEs from the SPACE (n = 83) and SPACE-Extension (n = 31) were administered surveys at all intervention time-points to assess: self-efficacy to engage preschoolers in PA (n = 6 items; scale 0 to 100); self-efficacy to implement the intervention (n = 6 items); and, knowledge of preschooler-specific PA and screen-viewing guidelines (n = 2 items). A linear mixed effects model was used to analyze the impact of each intervention on ECEs’ self-efficacy and knowledge and controlled for multiple comparison bias. Results The SPACE intervention significantly impacted ECEs’ self-efficacy to engage preschoolers in PA for 180 min/day (main effect), and when outdoor playtime was not an option (interaction effect). Further, the interaction model for ECEs’ knowledge of the total PA guideline for preschoolers approached significance when compared to the main effects model. Participants within the SPACE-Extension did not demonstrate any significant changes in self-efficacy or knowledge variables. Conclusions Findings from this study highlight the benefit of ECE training in PA with regard to fostering their PA-related self-efficacy and knowledge. Future research should explore the impact of PA training for ECEs uniquely in order to determine if this intervention component, alone, can produce meaningful changes in children’s PA behaviours at childcare.

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