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ERIC Number: EJ891626
Record Type: Journal
Publication Date: 2010-Jul
Pages: 11
Abstractor: As Provided
Reference Count: 23
ISSN: ISSN-0957-5146
"Baby Teachers": How Pre-Service Early Childhood Students Transform Their Conceptions of Teaching and Learning through an Infant Practicum
Recchia, Susan L.; Shin, Minsun
Early Years: An International Journal of Research and Development, v30 n2 p135-145 Jul 2010
This qualitative study explores how working with infants changed pre-service early childhood students' thinking about important aspects of early childhood education. Through a qualitative analysis of four pre-service early childhood students' weekly dialogue journals during a required, one-semester infant practicum, the authors discovered how the course provided a context for challenging students' previously held notions about early childhood teaching and learning. Their findings showed that infants' ways of being were a powerful influence on pre-service early childhood students' sense of themselves as teachers and emphasized the value of hands-on experiences with infants as an important component of early childhood professional preparation. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York