ERIC Number: EJ1136152
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: 22
Assessing Birth to Age 5 Teaching Methods at a University Laboratory School
Hall, Alice H.; Peden, John G.; Maurer, Trent W.
Journal of Research in Childhood Education, v31 n2 p270-280 2017
This research evaluated the effectiveness of training and educating preservice teachers to understand and implement developmentally appropriate practices for children birth to age 5. Data from 803 participants were collected over a 3-year period at a university with a laboratory child care program associated with an undergraduate degree in child and family development. Findings supported the strength of a 17-item scale that was developed to assess gains in knowledge and skills in a multicourse sequence over the 3-year period. Knowledge and skill increased significantly in all three courses from pre to posttest. The magnitude of change decreased for knowledge and increased for skill as students progressed through the three-course sequence. Knowledge gains were greatest in Course 1 and smallest in Course 3. However, skill gains were greatest in Course 3 and smallest in Course 1. A multivariate analysis of all six time points, involving students who completed the survey in all three classes, indicated that knowledge and skills increased in each class with the greatest increase in skills in Course 3. The laboratory courses were an effective means of promoting understanding and implementation of developmentally appropriate practices in preservice teachers. Implications for improving early childhood teacher education are discussed.
Descriptors: Young Children, Teaching Methods, Child Development, Teacher Education, Laboratory Schools, Higher Education, Developmentally Appropriate Practices, Early Childhood Education, Preservice Teachers, Pretests Posttests, Statistical Analysis, Undergraduate Students, Pilot Projects, Factor Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Early Childhood Education
Authoring Institution: N/A