NotesFAQContact Us
Collection
Advanced
Search Tips
Source
Early Childhood Education…73
Audience
Teachers4
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Showing 1 to 15 of 73 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Yu, SeonYeong; Cho, Eunjin – Early Childhood Education Journal, 2022
The purpose of this article is to describe what has been learned over the past 20 years of research on general early childhood preservice teachers' attitudes toward inclusion. An extensive literature review was conducted to critically examine the purposes that guided the reviewed studies, the methods used to measure preservice teachers' attitudes…
Descriptors: Preservice Teachers, Student Attitudes, Inclusion, Early Childhood Education
Peer reviewed Peer reviewed
Direct linkDirect link
Muimongkol, Supreeya Chamnanuea; Subramaniam, Karthigeyan; Wickstrom, Carol D. – Early Childhood Education Journal, 2022
The purpose of the study was to investigate prospective early childhood teachers' conceptions of teaching science, and thus identify their strategies for enabling their future pre-K to 3rd grade students' construction of science content. For the purpose of this study, we subscribed to the view of conceptions of teaching as having dimensions and…
Descriptors: Preservice Teacher Education, Preservice Teachers, Student Attitudes, Early Childhood Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
McLeod, Ragan H.; Hardy, Jessica K.; Sands, Michelle M. – Early Childhood Education Journal, 2022
Preparation of early childhood special educators, including early interventionists, includes knowledge and application of different practices than either early childhood generally or school-age special education. Several organizations, including the Division of Early Childhood of the Council for Exceptional Children, have identified relevant…
Descriptors: Special Education, Young Children, Early Childhood Teachers, Early Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Roybal-Lewis, Angela – Early Childhood Education Journal, 2022
Demands placed on early childhood teacher development, teacher candidates, and professionals who prepare future teachers, continue to increase. Although inquiry addresses high-stakes teacher development, research on programs in early childhood professional development schools as a pathway to mediate the increased demand is needed. The purpose of…
Descriptors: Early Childhood Teachers, Preservice Teachers, Professional Development Schools, Student Development
Peer reviewed Peer reviewed
Direct linkDirect link
Hall, Anna H.; Gao, Qianyi; Hirsch, Shanna – Early Childhood Education Journal, 2021
Preservice teachers' (PSTs) writing attitudes have been well formed through countless positive and negative interactions by the time they enter higher education. The present study examined 17 PSTs' beliefs about teaching writing, confidence levels, and plans for future instruction, before and after a semester-long language arts methods course.…
Descriptors: Preservice Teachers, Student Attitudes, Writing Instruction, Self Efficacy
Peer reviewed Peer reviewed
Direct linkDirect link
Jalongo, Mary Renck – Early Childhood Education Journal, 2021
The COVID-19 world health crisis has profound implications for the care and education of young children in homes and schools, the lives of preservice and inservice teachers, and the work of college/university faculty. This article begins by discussing the implications of a world health pandemic for education and the challenges of conducting a…
Descriptors: COVID-19, Pandemics, Early Childhood Education, Child Care
Peer reviewed Peer reviewed
Direct linkDirect link
Callaway-Cole, Larisa; Kimble, Ashley – Early Childhood Education Journal, 2021
At institutions striving to maintain face-to-face field placements and instruction amidst the COVID-19 pandemic, circumstances changed daily in response to new developments at the university, local school districts, and personal circumstances. This mixed-methods study explored and evaluated the adaptations made to early childhood teacher…
Descriptors: Academic Standards, Early Childhood Teachers, Teacher Education, Educational Change
Peer reviewed Peer reviewed
Direct linkDirect link
Martínez-Bello, Vladimir E.; Bernabé-Villodre, María del Mar; Lahuerta-Contell, Sara; Vega-Perona, Herminia; Giménez-Calvo, Mila – Early Childhood Education Journal, 2021
Early childhood education (ECE) teachers have traditionally been trained as generalists. However, there is now a growing awareness of the potential importance of having pedagogical content knowledge (PCK) of physical activity opportunities in the ECE curriculum. Furthermore, several scholars argue that movement content knowledge in physical…
Descriptors: Pedagogical Content Knowledge, Physical Activities, Early Childhood Teachers, Teacher Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Han, Feifei; Degotardi, Sheila – Early Childhood Education Journal, 2021
This study examined infant educators' conceptions of infant language development and approaches to supporting the development. The phenomenographic analyses of interviews with 59 educators identified five and six hierarchically related conceptions and approaches respectively. The conceptions were broadly distinguished as deep or surface…
Descriptors: Infants, Preschool Teachers, Teacher Attitudes, Language Acquisition
Peer reviewed Peer reviewed
Direct linkDirect link
Chen, Ya-Ling; Huang, Lee-Feng; Wu, Pei-Chen – Early Childhood Education Journal, 2021
This study analyzed early childhood preservice teachers' specific components of self-efficacy to provide a more exhaustive comprehension of the relationships among STEM self-efficacy, pedagogical belief, and the self-reported need for professional development (PD). The participants were undergraduate or graduate preservice teachers recruited from…
Descriptors: Preservice Teachers, Preschool Teachers, Self Efficacy, STEM Education
Peer reviewed Peer reviewed
Direct linkDirect link
Mohebi, Laila; Meda, Lawrence – Early Childhood Education Journal, 2021
The global pandemic of COVID-19 forced trainee teachers from the United Arab Emirates to have virtual field experiences in the field of early childhood education. The various stakeholders, young children, families, preservice teachers, and university faculty hold different perceptions of online teaching formats. The purpose of this study was to…
Descriptors: Preservice Teachers, Student Attitudes, Online Courses, Field Experience Programs
Peer reviewed Peer reviewed
Direct linkDirect link
Yilmaz, Arif; Sahin, Figen; Buldu, Mehmet; Ülker Erdem, Ayça; Ezmeci, Fulya; Somer Ölmez, Berrin; Aydos, Emine Hande; Buldu, Elif; Ünal, Hazal Begüm; Aras, Selda; Buldu, Metehan; Akgül, Esra – Early Childhood Education Journal, 2021
This study examined the challenges of pedagogical documentation from the perspectives of Turkish early childhood teachers. Pedagogical documentation was initially introduced as a teaching, learning, and assessment tool in early childhood education settings in Turkey through a three-year project. A total of 22 early childhood teachers working in a…
Descriptors: Foreign Countries, Early Childhood Teachers, Educational Practices, Documentation
Peer reviewed Peer reviewed
Direct linkDirect link
Luo, Wenwei; Berson, Ilene R.; Berson, Michael J. – Early Childhood Education Journal, 2021
The rapid development of technologies has complicated its adoption and integration into early childhood teacher professional development in China. The government of China has developed policies and provided financial support to improve preschools' ICT infrastructure. Whereas various studies have examined the digital technology development provided…
Descriptors: Technology Integration, Early Childhood Education, Student Teaching, Preservice Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
D'Agostino, Sophia R.; Douglas, Sarah N. – Early Childhood Education Journal, 2021
Children with autism spectrum disorders (ASD) are being increasingly included in early childhood settings. As such early childhood teachers need pre-service training to support their knowledge of ASD and preparation to implement evidence-based practices. Mentor teachers and administrators of pre-service clinical sites play an important role in…
Descriptors: Early Childhood Education, Preservice Teacher Education, Preservice Teachers, Mentors
Peer reviewed Peer reviewed
Direct linkDirect link
Jones, Jennifer Call; Hampshire, Patricia Korzekwa; McDonnell, Andrea P. – Early Childhood Education Journal, 2020
Engaging parents in their children's education beginning in early childhood leads to improved academic and social outcomes for children (Brannon and Dauksas in PRISM: A Journal of Regional Engagement 1:94-105, 2012). In the field of early childhood special education (ECSE), teachers are likely to have frequent contact with diverse families, as the…
Descriptors: Special Education Teachers, Preschool Teachers, Parent Teacher Cooperation, Family Involvement
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5