An Analysis of Differences in Communication Ability of Early Childhood Teachers According to Multicultural Teacher Training and Teaching Experiences for Young Children from Multicultural Families

2021 ◽  
Vol 6 (1) ◽  
pp. 111-132
Author(s):  
Sun-Kyung Choi ◽  
Hyun-Sun Suh
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Young Children ◽  
Early Childhood Teachers ◽  
Teaching Experiences ◽  
Communication Ability ◽  
Multicultural Teacher

Early Childhood Teachers’ Concept Map of Gifted Young Children Education

2018 ◽  
Vol 18 (2) ◽  
pp. 51-65
Author(s):  
Kyoung Ha Hwang ◽  
Sae Byeol Lee ◽  
Hee Sook Hwang
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Concept Map ◽  
Early Childhood Teachers ◽  
Children Education

Digital Technology in Kindergarten

2019 ◽  
pp. 1541-1560
Author(s):  
Vicki Schriever
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Mobile Devices ◽  
Digital Technology ◽  
Early Childhood Teachers ◽  
Parental Expectations ◽  
Digital Technologies ◽  
Early Childhood Teacher ◽  
Digital Devices

This chapter examines the literature surrounding digital technologies within kindergarten. It highlights the ways in which mobile devices and smart gadgets are used by early childhood teachers and young children in diverse teacher-focused and child-centred approaches. The challenges faced by early childhood teachers to successfully use and integrate mobile devices and smart gadgets within their kindergarten will be explored. These challenges include, meeting curriculum requirements, mediating parental expectations, seeing the potential of digital technologies, having the confidence and self-efficacy to use digital devices and determining the value and place of digital technologies within a play-based environment. Each of these challenges are explored within the chapter and the ways these challenges can be overcome are detailed. The opportunities which mobile devices and smart gadgets present to maximise young children's learning, play and engagement and which facilitate and support the role of the early childhood teacher will also be examined.

Early Childhood Teachers

2011 ◽  
pp. 126-150 ◽  
Author(s):  
Kevin Thomas ◽  
Kathleen Spencer Cooter
Keyword(s):  
Early Childhood ◽  
Teacher Preparation ◽  
Teacher Training ◽  
Early Childhood Teachers ◽  
Field Experiences ◽  
Technology Training ◽  
Google Earth ◽  
Virtual Manipulatives ◽  
Mathematics Classrooms ◽  
And Mathematics

This chapter reviews the state of technology training for early childhood educators in teacher preparation institutions across the country. Using NCATE and NAEYC standards as benchmarks of practice, the chapter outlines some current issues and research on technology training at the preservice level, such as course sequence, textbook choice, content infusion, field experiences, et cetera. The chapter also outlines three technologies, Web 2.0, Google Earth, and the virtual manipulatives that are accessible, free to users, require little teacher training, and have evidence to support their instructional benefits. These three well-developed technologies can easily be introduced to students and teachers as exemplars of constructivist pedagogical technology in early childhood science and mathematics classrooms. Activities using each are included.

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