tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Understanding analytical drawings of preschool children: the importance of a dialog with a child Link til kilde
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Evidence indicates that children’s personalities shape their interactions and relationships with others. This study aims to identify the relationship between child personality types and interaction quality in preschools, which is of high predictive importance for the development of children’s competencies. Interaction quality was determined using the Individualized Classroom Assessment Scoring System (inCLASS) in a sample of 181 children attending 61 preschools in Austria. After including control variables, our results indicated that children characterised as ‘overcontrollers’ and ‘undercontrollers’ had significantly less peer interactions, compared to ‘resilients’. Furthermore, ‘undercontrollers’ tended to show less task orientation than ‘resilients’ and had more conflict interactions than ‘overcontrollers’. Consideration of child personality offers opportunities to support children in their interactions with others to improve… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study aimed to examine public and private preschool teachers’ beliefs and practices regarding children aged three to six who are gifted in Riyadh, the Kingdom of Saudi Arabia, as well as the differences between teachers’ beliefs and practice. Presently, no agreement exists among researchers on the definition of gifted children, and the Saudi Ministry of Education does not provide any programmes to guide teachers on how to identify and teach gifted children. This qualitative study suggests that Saudi Arabian public and private preschool teachers believe children who are gifted have stronger cognitive abilities, among others, than their classmates. Moreover, the study suggests that strong similarities exist between public and private preschool teachers’ methods of support for gifted… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article investigates and discusses Swedish preschool teachers’ work with and understanding of teaching dance. Preschool teachers should teach aesthetic expressions such as dance, according to the curriculum. This study depicts how preschool teachers, in semi-structured group interviews in 18 preschools, describe their work with teaching dance. The results show that early childhood teachers are well prepared for and focused on all children, and let them influence the dance education. They are flexible, oriented towards each child’s needs, regard children as competent co-creators, and they cooperate with colleges to inspire each other. However, the respondents rarely mention their own bodily involvement when dance is taught in their preschool. They have difficulties in picturing dance specific knowledge, separated from… Continue Reading
eric.ed.gov har udgivet: The 2012 Preschool Pilot Study of PBS KIDS Transmedia Mathematics Content (Preschool Pilot) is an important part of the authors’ multiyear “Ready To Learn” (RTL) summative evaluation initiative. Through this initiative funded by the Corporation for Public Broadcasting (CPB) and Public Broadcasting Service (PBS), it was the responsibility of the Education Development Center, Inc. (EDC), and SRI International (SRI) to document and, whenever possible, to measure the impact of transmedia mathematics and literacy resources on learning for children from low-income families across a variety of settings: early childhood classrooms, community settings, and home. In this phase of the evaluation, the authors explored the potential of using technology (interactive whiteboards and laptops) and transmedia resources (digital videos and interactive games)–specifically games developed using the CPB-PBS RTL Mathematics framework,… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT In preschool, numbers and shapes typically appear as separate topics. This study explores how a game, designed as a guided play activity with figurate numbers, functions in a preschool context. The guided play involved parking Lego cars in a rectangular shape, and to find out for which number of Lego cars this is possible. Thirteen preschool children in three separate age groups, aged from four to six years, together with their teacher, participated in the study. Their communications through words and actions were recorded. The results exemplify how this guided play provides a rich context for engaging young children with mathematical activities such as counting, sorting, shaping, asking, justifying, and inferring, as well as emotional engagement with the… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This study explores preschool teachers’ considerations regarding their work with curriculum content areas and examines possible relationships with their professional competence and group size. Drawing on Bronfenbrenner’s ecological systems theory and mixed-methods analytical procedure, this study analyzes 698 preschool teachers’ considerations on a set of 12 curriculum content areas. The results revealed reading and writing as the two least emphasized content areas. No significant relationship was found among preschool teachers’ ratings of these content areas, their professional background, and group size. Prominent in preschool teachers’ reasoning for rating reading and writing as least emphasized, is a child-directed approach implying that these content areas are not involved in their professional assignment and therefore included merely as a response to… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article explores how preschool teachers, over time, collectively manage teaching as a new part of their mission. The study’s empirical data consist of two related but temporally separated sets of data containing collegial discussions among preschool teachers; talks during a development process and group interviews with the same preschool teachers six months later. Through a theory-driven analysis, using the theoretical concept of teacher agency, different ways of achieving teacher agency are brought into light. When tensions appear, the preschool teachers achieve teacher agency by using professional core values in order to make adjustments, additions or changes to school policy. These professional core values consist of for example, sensitivity to the interests and needs of children, the ambition… Continue Reading
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This article is based on studies carried out within the Young children’s learning research education programme. This undertaking involved five graduate students, all recruited from the Swedish preschool system. The licentiate thesis makes up the final product of their education programme, and the focus of each candidate’s licentiate thesis was preschool-level documentation. Using the results of all five theses, a re-analysis was conducted with the concept of normality as the common starting point. The purpose was to investigate whether documentation and assessment can change the view of normality in preschools, and furthermore, what consequences there may be for preschool activity. ‘The narrow preschool and the wide preschool’ is the model used to support the analysis, which is a… Continue Reading
eric.ed.gov har udgivet: The aim of the “Tools of the Mind” prekindergarten curriculum is to enhance children’s executive function skills within an instructional context that promotes the basic academic and social skills that prepare them for kindergarten and beyond. To investigate the effectiveness of “Tools” in achieving this aim, the authors are conducting a longitudinal randomized experiment to answer the following questions: (1) Do children in “Tools of the Mind” classrooms improve more in literacy, math, social skills, and behavior problems during the preschool year than children in “business as usual” control classrooms? Are those gains sustained through kindergarten and first grade?; (2) Do children in “Tools of the Mind” classrooms show greater gains in executive function than children in the control classrooms? Do those gains mediate the curriculum effects… Continue Reading
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