ERIC Number: EJ1216310
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
Preparing Early Childhood Teachers for Real-Time and Postdisaster Classrooms: Invisible Capes and Specialized Planning
Cooper, Patricia M.
Journal of Early Childhood Teacher Education, v40 n2 p197-204 2019
This essay addresses two types of disasters that can affect early childhood classrooms, which deserve more attention during teacher preparation. The first includes such natural phenomena as earthquakes and hurricanes, as well man-made events, such as fires and, incredibly, school shootings. They are almost always unexpected and happen in real time. Without question, they requires teachers' immediate, direct, and complete commitment. The second type is a disaster that has passed, but requires a focused and specialized curriculum when children return to school. The critically important role of early childhood teachers as "first responders" or "helpers" during and after disaster is discussed, along with best practices related to a "pedagogy of meaning" during these times.
Descriptors: Early Childhood Teachers, Crisis Management, Natural Disasters, Weapons, Violence, Helping Relationship, Teacher Student Relationship, Best Practices, Teacher Education Programs, Teacher Response, Culturally Relevant Education, Child Safety, Child Welfare, Young Children, Teacher Responsibility, Trust (Psychology), Learning Activities, Classroom Techniques, Teacher Educators, Role Playing, Trauma
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Publication Type: Journal Articles; Reports - Descriptive; Tests/Questionnaires
Education Level: Early Childhood Education; Higher Education; Postsecondary Education
Authoring Institution: N/A