Teachers' and students' cognitive styles in early childhood education

1998 ◽  
Vol 35 (07) ◽  
pp. 35-3995a-35-3995a
2019 ◽  
pp. 575-587
Author(s):  
Adela González Fernández

Bilingual education at the earlier stages of education is one of the main concerns of current governments and educative policies. This is resulting in the proliferation of new methodologies and educative proposals in order to obtain the best possible results. However, most of the time, teachers and educators focus on teaching linguistic elements in isolation. The aim of this chapter is to propose the use of musical tales in bilingual education in early childhood education as a tool for teachers and students to learn to communicate fluently in the foreign language. The use of music, literature, and drama in the same activity makes the perfect combination to help children learn a new language, since it improves aspects like vocabulary, grammar, pronunciation, and the communicative compentence in general.


2020 ◽  
Vol 52 (3) ◽  
pp. 267-280
Author(s):  
Anne Kultti ◽  
Niklas Pramling

AbstractIn this study, we investigate how professionals in early childhood education (ECE) reason about multilingualism. Empirical data are analyzed in terms of ‘traditions of argumentation’ which proposes that we cannot argue for something without, explicitly or implicitly, arguing against something else. The analyses use transcribed data from two focus groups conducted with teachers in two preschools in Sweden. These teachers had experience teaching culturally and linguistically diverse groups of children. The reoccurring rhetorical strategy used by the teachers to talk about their work with multilingual children used a set of contrasts. Three contrasts were identified: (1) I/we versus them (others); (2) here-and-now versus there-and-then; and (3) building ECE on research versus personal experience. The study has implications for teachers and students in preschool teacher education to understand the possible tensions and contrasts inherent in teaching culturally and linguistically diverse children. Rather than simplifying professional practice to either side of a dichotomy, teachers should be encouraged to understand and verbalize the bases of their professional knowledge, and understand the different positions from which they draw knowledge to inform practice.


Author(s):  
Upi Lutpiah ◽  
Ajat Rukajat ◽  
Yayat Herdiana

The goal of this research is to look at a case study of educational psychology that uses behavioristic theory at Edelwis PAUD in Bekasi Regency, West Java. Teachers and students at PAUD Edelwis were the subjects of this study. Interviews, documentation, and observation were utilized as research tools in a qualitative approach that was documented descriptively. The research was conducted based on the study's findings. Indicates that practically all of the teachers at PAUD Edelwis have applied behavioristic theory since the school's inception. As in the case of the instructor who explains in front of the class and writes the alphabet and numbers on the blackboard, when the learning process begins, the pupils write in their respective books under the teacher's instruction and model. The students hand in their notebooks to the teacher. The application of this behavioristic theory to PAUD (Early Childhood Education) is very appropriate and effective in learning, according to the author. When the learning process began, the students that attended the lesson were quite eager and active in the classroom. Keywords: Behavioristic Theory; Educational Psychology Case Study on the Application of Behavioristic Theory


Author(s):  
Adela González Fernández

Bilingual education at the earlier stages of education is one of the main concerns of current governments and educative policies. This is resulting in the proliferation of new methodologies and educative proposals in order to obtain the best possible results. However, most of the time, teachers and educators focus on teaching linguistic elements in isolation. The aim of this chapter is to propose the use of musical tales in bilingual education in early childhood education as a tool for teachers and students to learn to communicate fluently in the foreign language. The use of music, literature, and drama in the same activity makes the perfect combination to help children learn a new language, since it improves aspects like vocabulary, grammar, pronunciation, and the communicative compentence in general.


Author(s):  
Pablo Caballero-Blanco ◽  
Maria Jose Lasaga-Rodriguez

In this chapter, the authors present an intervention that was aimed to increase the realization of outdoor education practices (OEP) and, using the scientific method, they evaluate the effects of such practices on both teachers and students. The incorporation of OEP in the teaching-learning process and the perception of teachers toward its effects on the students were quantitatively and qualitatively analyzed through semi-structured interviews and using a teacher diary. Such approach began with a diagnostic questionnaire designed to reveal the use that the teachers make of this type of practices, their degree of training regarding these practices, the opinion of the teachers about the educational potential of OEP, limiting factors and propositions to improve their incorporation. From the results of the diagnosis, methodological guidelines were established between the early childhood education teachers and the researchers to quantitatively and qualitatively improve OEP.


2021 ◽  
pp. 147821032110630
Author(s):  
Yi-Huang Shih

As a philosophical basis of education, ‘love’ is crucial to early childhood education. For this reason, early childhood education should cultivate young children’s loving attitudes. Hence, by analysing related work, this paper explored how love-based relationships may be developed between preschool teachers and young children in early childhood education. The methods are as follows: (1) fostering love in preschool teachers’ hearts; (2) creating loving relationships between preschool teachers and young children; (3) providing opportunities for young children to practice loving behaviour; (4) giving young children freedom; (5) maintaining an open dialogue; (6) emphasising democratic participation; (7) avoiding indoctrination; (8) respecting young children’s experiences and discoveries; (9) allowing young children to make choices and (10) understanding young children as individuals.


1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.


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