scholarly journals Effect of University Students’ Type of Self-Determination and Academic Emotions on Learning Community Participant Competence: Focusing on Students Majoring in Early-Childhood Education

2017 ◽  
Vol 55 (5) ◽  
pp. 527-538
Author(s):  
HyoJin Ahn ◽  
HyunJung Lee
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
University Students ◽  
Learning Community ◽  
Self Determination ◽  
Academic Emotions ◽  
Childhood Education ◽  
Community Participant

scholarly journals Shaping space and practice to support autonomy: lessons from natural settings in Scotland

2019 ◽  
Vol 23 (3) ◽  
pp. 291-305
Author(s):  
Alexia Barrable
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Natural Environment ◽  
Autonomy Support ◽  
Self Determination Theory ◽  
Early Years ◽  
Self Determination ◽  
Childhood Education ◽  
Support Autonomy ◽  
Natural Settings

AbstractIn the present paper, I explore some of the concrete manifestation of autonomy support in natural childcare and early childhood education settings, under the organising framework of self-determination theory. More specifically, I present the ways in which early childhood educators shape the space of natural settings and use the affordances of the natural environment to promote autonomy in children aged 3–8 years. The practices presented are a result of direct observation in several Scotland-based outdoor settings, observations and organic conversations with educators in outdoor and forest kindergartens. Hopefully the practices and spaces presented in this paper can be of use by educators and setting managers who aim to support autonomous learning and intrinsic motivation in their pupils in outdoor natural early years’ settings.

Creating a Leadership Learning Community

2020 ◽  
pp. 50-69
Author(s):  
Marisa Macy ◽  
Jacqueline Towson ◽  
Judith Levin
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Public Schools ◽  
Graduate Students ◽  
Early Childhood Education ◽  
Learning Community ◽  
Childhood Education

A blended approach where pre-service and in-service professionals attend the same professional development event has the potential to create a leadership learning community. Bidirectional opportunities can result from a professional development format where experienced in-service professionals spend time with pre-service professionals. Public schools and universities can play a part in providing valuable resources to the community. This study shares how a leadership learning community was created by blending professional development to serve the needs of pre-service graduate students and in-service professionals in the field of early childhood education.

scholarly journals Professional learning communities: Enhancing collaborative leadership in Singapore early childhood settings

2019 ◽  
Vol 20 (1) ◽  
pp. 79-92 ◽  
Author(s):  
Sukuna Vijayadevar ◽  
Kate Thornton ◽  
Sue Cherrington
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Leadership Practices ◽  
Collaborative Leadership ◽  
Childhood Education

Leadership in early childhood education has been promoted as a collaborative process in which all teachers, rather than just the positional leader, are involved. Collaborative leadership practices are not well understood within the marketised Singapore early childhood education context. Beyond mandatory leadership training, little is known about how leaders are supported to strengthen their leadership practices and involve others in leadership activities. School-based literature suggests that learning through professional learning communities expands the collective capacity of organisations; however, literature on professional learning communities in early childhood education is limited. This article reports on the findings of an interpretive case study examining the current understandings and leadership practices of principals in the Singapore early childhood education context, and investigating how participation in professional learning communities can support the development of collaborative leadership practices. The participants in two professional learning communities established as part of this study were six principals from an anchor-operator childcare provider and five principals from private childcare centres in Singapore. Two teachers working with each of the respective principals were also involved in focus group interviews to ascertain if there were changes in their principals’ leadership practices. Data was collected from professional learning community meetings, online reflections, pre- and post-professional learning community interviews with the principals, and follow-up focus group discussions with the teachers. The key findings indicate that praxis as a result of participation in a professional learning community led to some shifts in principals’ thinking about collaborative leadership practices and resulted in reported changes to their leadership approaches, distribution of leadership, and improved collegiality and collaborative learning for teachers. The results indicate that considering and implementing collaborative leadership practices through professional learning communities in the Singapore early childhood education context requires sensitivity towards Asian Singapore sociocultural values related to hierarchy and economic pragmatism.

Starting Small: A Descriptive Case Study of Principal Competencies That Support the PreK-K-3 Continuum

2021 ◽  
pp. 105268462110088
Author(s):  
Sarah M. Garrity ◽  
Julia Bridi ◽  
Jaqueline Kotas ◽  
Gina Gianzero
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Community ◽  
Professional Growth ◽  
Structural Changes ◽  
Critical Role ◽  
Organizational Capacity ◽  
School Principal ◽  
Childhood Education

Research and theory suggests that children and families are best served by a preschool to third grade approach (PreK−3) to early childhood education that is aligned, integrated, and based on developmentally appropriate practice. Because of the recent expansion of publicly funded preschool programs, principals are becoming increasingly responsible for overseeing these programs, and, as instructional leaders, play a critical role in establishing working conditions and creating organizational capacity to support teachers’ professional growth. Unfortunately, however, early childhood education is rarely addressed in principal preparation programs and principals are often unfamiliar with the science of child development. Using a qualitative case study design, the current study describes how one school principal began to lead a PreK−3 community at her school by examining data collected across a two-year period as the principal led a professional learning community with preschool, transitional kindergarten, and kindergarten teachers. The PreK−3 Learning Communities Competencies for Effective Principals developed by the National Association of Elementary School Principals were used to identify the thoughts, behaviors, and actions of one principal as she engaged in this work. Results from this study further discourse in the field as to what this approach looks like in practice and call attention to the need for structural changes in preschool and elementary settings.

scholarly journals Influencia de la ansiedad en la formación inicial del maestro de educación infantil / / / \ \ \ Influence of anxiety on the initial training of early childhood teachers

2021 ◽  
pp. 392
Author(s):  
María-Camino Escolar-Llamazares ◽  
Cristina Di Giusto Valle ◽  
Isabel Luis Rico ◽  
Tamara De la Torre Cruz ◽  
Esther Ruiz Palomo ◽  
...  
Keyword(s):  
Early Childhood ◽  
Academic Performance ◽  
Early Childhood Education ◽  
University Students ◽  
Teaching Performance ◽  
Childhood Education ◽  
Castilla Y Leon ◽  
Palabras Clave ◽  
The Future ◽  
Estudiantes Universitarios

R Resumen: Es conocido que la ansiedad interfiere en el rendimiento académico de los estudiantes universitarios y, por lo tanto, disminuye la adecuada adquisición de las competencias -genéricas y específicas- que los distintos grados universitarios establecen. La adquisición de dichas competencias se puede ver beneficiada de la implementación de metodologías activas que ayuden a configurar el futuro desempeño docente de los estudiantes de educación, contribuyendo al desarrollo de una educación para el desarrollo sostenible. El objetivo principal de este trabajo fue evaluar cómo afecta la ansiedad en la adquisición de dichas competencias en 23 alumnas del grado en Maestro de Educación Infantil de una universidad pública de Castilla y León durante el curso académico 2019-2020. Se concluye que la aplicación de metodologías activas contribuye a la correcta adquisición de las competencias en estudiantes universitarias, lo que fomenta su futuro desempeño docente y en consecuencia la futura promoción de la sostenibilidad. Igualmente, se concluye que la ansiedad interfiere en una correcta adquisición de las competencias, disminuyendo el rendimiento académico. Por lo tanto, como implicación teórica se sugiere la necesidad de renovar y reformular los planes universitarios para incluir competencias de sostenibilidad en el aprendizaje y de manejo de emociones.   Palabras clave: estudiantes universitarios, educación infantil, competencias, rendimiento académico, sostenibilidad. Abstract: It is known that anxiety interferes with the academic performance of university students and, therefore, diminishes the adequate acquisition of the competences (generic and specific) that the different university degrees establish. The acquisition of these skills can benefit from the implementation of active methodologies that help shape the future teaching performance of education students. This aspect will contribute to the development of an education for sustainable development. The main objective of this work was to evaluate how anxiety affects the acquisition of these competences in 23 students of the degree in Early Childhood Education Teacher from a public university in Castilla y León during the 2019-2020 academic year. It is concluded that the application of active methodologies contributes to the correct acquisition of competences in university students, which encourages their future teaching performance and consequently the future promotion of sustainability. Likewise, it is concluded that anxiety interferes in the correct acquisition of competences, reducing academic performance in the whole of the subject. Therefore, there is a need to renew and reformulate university plans to include sustainability competencies in learning and emotion management.   Key words: university students, early childhood education, skills, academic performance, sustainability.

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