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Roggman, Lori A.; Peterson, Carla A.; Chazan-Cohen, Rachel; Ispa, Jean; Decker, Kallie B.; Hughes-Belding, Kere; Cook, Gina A.; Vallotton, Claire D. – Journal of Early Childhood Teacher Education, 2016
Home visitors provide individualized services to families of infants and young children in their homes. Due to their unique role, home visitors must develop a specialized set of critical competencies--specific knowledge, skills, and attitudes. They therefore require preparation that differs in distinct ways from the preparation typically available…
Descriptors: Home Visits, Infants, Toddlers, Higher Education
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Hile, Kimberly A.; Milagros Santos, Rosa; Hughes, Mary-alayne – Journal of Early Childhood Teacher Education, 2016
The reauthorization of IDEA in 1997 placed greater emphasis on providing early intervention services to the family unit versus solely focusing on children with disabilities or children who are at risk for disabilities. Due to the shift from child-focused services to family-focused services, the need to implement family-centered practices became…
Descriptors: Early Intervention, At Risk Persons, Disabilities, Family Needs
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Chu, Marilyn – Journal of Early Childhood Teacher Education, 2016
Infant-toddler teachers have the least education, the lowest pay, and the highest turnover rate of all adults in the field of early childhood education. In this article, the unique needs of infants, toddlers, and their families are explored at the 2-year associate (AA) and the 4-year bachelor (BA) levels of early childhood higher education degree…
Descriptors: Infants, Toddlers, Early Childhood Education, Field Experience Programs
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Traum, Linda C.; Moran, Mary Jane – Journal of Early Childhood Teacher Education, 2016
This qualitative study considered values, beliefs, perspectives, and meanings of 7 parents and 3 teachers within the context of daily home-to-child care transitions in one infant-toddler center in an early childhood laboratory school. Sociocultural and attachment theories anchored the study and the developmental niche framework informed…
Descriptors: Reflection, Parent Teacher Cooperation, Infants, Toddlers
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White, E. Jayne; Peter, Mira; Sims, Margaret; Rockel, Jean; Kumeroa, Maureen – Journal of Early Childhood Teacher Education, 2016
This article reports on a project, "Collaboration of Universities Pedagogies of Infants' and Toddlers' Development-'down under' (CUPID)," in which the practicum experiences of 1st-year preservice initial teacher education (ITE) students at five universities across Australia and New Zealand (NZ) engaging in early childhood education (ECE)…
Descriptors: Foreign Countries, Practicums, Infants, Toddlers
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Gettinger, Maribeth; Stoiber, Karen C. – Journal of Early Childhood Teacher Education, 2016
This study examined the effects of coaching with versus without demonstrations of evidence-based book-reading practices on teachers' use of strategies during independent book-reading periods. A total of 22 Head Start teachers were randomly assigned to one of two cohorts. One cohort (n = 12) participated in biweekly coaching sessions that included…
Descriptors: Coaching (Performance), Demonstrations (Educational), Evidence Based Practice, Reading Strategies
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Bodisch Lynch, Kathleen; Uhl, Monica; Reece, John; McGuire Buck, Deana; Gilles, Donna L. – Journal of Early Childhood Teacher Education, 2016
As the number of young children with disabilities being included in diverse early childhood settings continues to increase, employing personnel with the requisite knowledge and skills to support their active participation and learning becomes of paramount importance. Because paraprofessionals frequently serve in this capacity, it is critical that…
Descriptors: Early Childhood Education, Community Colleges, Curriculum Enrichment, Program Effectiveness
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Parks, Amy Noelle; Wager, Anita A. – Journal of Early Childhood Teacher Education, 2015
This article examines the bodies of knowledge that influence and inform the teaching of mathematics methods courses for preservice early childhood teachers, focusing on the U.S. context. In particular, the article reports on an analysis of scholarship published over the last 20 years in four journals (two focused on early childhood education and…
Descriptors: Mathematics Instruction, Preservice Teachers, Preschool Teachers, Early Childhood Education
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Recchia, Susan L.; Lee, Seung Yeon; Shin, Minsun – Journal of Early Childhood Teacher Education, 2015
This qualitative multicase study explored the process through which three student caregivers engaged in relationships with key infants in the context of an infant practicum course as a foundation for learning about infant development and practice. Focusing on caregiver-infant dyads, data sources included videotaped observations of caregiver-child…
Descriptors: Qualitative Research, Case Studies, Infants, Caregivers
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Hobbs, Melody Kay; Stovall, Rachel – Journal of Early Childhood Teacher Education, 2015
The rigorous and complex demands of a mentor's role are often overlooked during the mentorship of preservice teachers. Mentors have the profound responsibility to be both supervisor and instructor all the while fostering a cooperative, trusting, and supportive relationship. However, many mentors feel unprepared to meet the needs of preservice…
Descriptors: Literature Reviews, Preservice Teachers, Preservice Teacher Education, Early Childhood Education
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Kemple, Kristen M.; Oh, Ji Hyun; Porter, Daniella – Journal of Early Childhood Teacher Education, 2015
Play is considered an important activity of the early childhood years. Research supports the contribution of play to children's development, learning, and well-being. In spite of this, time for play is being pushed out in many early childhood programs by greater time allotted to formal instruction in narrow academic skills to be tested eventually…
Descriptors: Play, Young Children, Teacher Education Programs, Experiential Learning
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Brown, Christopher P.; Weber, Natalie Babiak; Yoon, Yeojoo – Journal of Early Childhood Teacher Education, 2015
The field of publicly funded early childhood education continues to evolve into a discipline in which early educators are expected to teach a more culturally and linguistically diverse student population a standardized set of knowledge and skills so that they can meet policymakers' academic achievement requirements. This creates a range of…
Descriptors: Early Childhood Education, Accountability, Professional Development, Preschool Teachers
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Stefan, Catrinel A.; Rebega, Oana L.; Cosma, Alina – Journal of Early Childhood Teacher Education, 2015
Researchers have emphasized the role of the teacher-child relationship on children's adjustment. Children lacking such positive relationships are placed at increased risk for emotional and behavioral difficulties (EBD). We propose a qualitative approach to exploring Romanian teachers' knowledge and strategies related to preschoolers who are at…
Descriptors: Emotional Disturbances, Behavior Problems, Preschool Teachers, Prevention
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McClintic, Sandra; Petty, Karen – Journal of Early Childhood Teacher Education, 2015
This qualitative case study explored how early childhood teachers' beliefs and practices influence the function of preschool outdoor play. Teachers believed that supervision was paramount. They perceived that the physical design of the outdoor environment posed limitations for planning, preparation, and implementation. Teachers' recollections of…
Descriptors: Preschool Teachers, Early Childhood Education, Play, Supervision
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Heimer, Lucinda; Winokur, Jeff – Journal of Early Childhood Teacher Education, 2015
With the rollout of edTPA, Common Core Standards (CCS), and the Next Generation Science Standards (NGSS), there is renewed interest in teacher education programs providing an interdisciplinary approach to curriculum. Yet, future teachers are under increased pressure to pass standardized exams, such as the MTEL, WIFOR and PRAXIS, with a focus on…
Descriptors: Interdisciplinary Approach, Early Childhood Education, Teacher Education, Teacher Education Programs
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