Early childhood teachers’ perceptions of storytelling activities storied by storytellers: focusing on their interests and the performances of the activities

2019 ◽  
Vol 21 (1) ◽  
pp. 181-205
Author(s):  
Yun-Ho Jang ◽  
Yung-Eui Yoo
Keyword(s):  
Early Childhood ◽  
Early Childhood Teachers ◽  
Teachers Perceptions

Growing Healthy Minds, Bodies, and Communities: Early childhood teachers’ perceptions of a nutrition-integrated pilot curriculum

2021 ◽  
pp. 1-24
Author(s):  
Alicia Cooper Stapp ◽  
Gerogianna Mann ◽  
Laurel Lambert ◽  
Kenya Wolff
Keyword(s):  
Early Childhood ◽  
Teaching And Learning ◽  
Eating Behaviors ◽  
Early Childhood Teachers ◽  
Research Approach ◽  
Learning Collaborative ◽  
Convenience Sample ◽  
Teachers Perceptions ◽  
Hands On Learning ◽  
Flexible Schedule

Abstract Objective: Healthy eating behaviors are often developed early in life, yet nutrition is rarely emphasized in early childhood education. Integration of nutrition into academic content is warranted, still, its ability to positively impact teaching and learning has been understudied. Therefore, this study explored the feasibility of application in the classroom and the perceived usability of a nutrition-integrated pilot curriculum. Design: Early childhood teachers’ perceptions of four nutrition-integrated lessons were explored through a qualitative research approach. Data were collected through pre- and post-focus groups, lesson observations, and teacher feedback. Focus group transcripts were analyzed using inductive thematic analysis and supplemented with observations and lesson feedback. Setting: This pilot study took place in Northwest Mississippi at three preschools which are part of the Mississippi Early Learning Collaborative. Participants: A non-probability convenience sample was utilized to acquire participants. Ten early childhood teachers and 132 Pre-K4 students participated in the study. Results: Three themes emerged and were categorized accordingly: (a) preconceived concern of the unknown versus experienced reality; (b) promoting buy-in and engagement through hands-on learning experiences; and (c) manifestation of perceived prioritization. Conclusions: Nutrition-integrated lessons were reported to be creative, facilitate positive food behaviors, and highly engaging for teachers and children. Concerns for new and unfamiliar curriculum were noted but could be alleviated with more detailed instructions. Future nutrition-integrated curriculum efforts should include detailed video instructions and offer a gradual and flexible schedule allowing teacher autonomy in how to prioritize implementation.

Making the Body Ready for School: ADHD and Early Schooling in the Era of Accountability

2017 ◽  
Vol 119 (9) ◽  
pp. 1-38
Author(s):  
Kyunghwa Lee
Keyword(s):  
Early Childhood ◽  
School Readiness ◽  
Early Childhood Teachers ◽  
The Body ◽  
Negative Consequences ◽  
Teachers Perceptions ◽  
The Public ◽  
Children's Behavior ◽  
Early Schooling ◽  
Teachers Perspectives

Background Although concerns about unintended negative consequences of standards-based accountability (SBA) reform for children's socioemotional development have been raised, few studies have systematically examined early childhood teachers’ perceptions of and practices for children's behavior and bodies under such policy. This study was conducted against the backdrop of the intersection of the accountability policy and the increasing prevalence of Attention Deficit/Hyperactivity Disorder (ADHD) among children, including preschoolers. Purpose The study investigated how early childhood teachers’ perspectives of and practices for the behavior and bodies of children considered at risk of being identified with ADHD later in schooling were related to the increasing concern over school readiness under SBA reform. Research Design Data for a qualitative case study were generated through multiple methods, including video-recorded observations in two African-American children's pre-kindergarten and kindergarten classrooms, interviews with their teachers, and artifact collection. Results The focal children's teachers appropriated the authoritative discourses of ADHD and readiness for school to perceive the children's bodies as uncontrollable and unready for school. The teachers taught the children a variety of bodily techniques to enculturate them in public school and to develop docile student bodies. Keeping their authoritative practices intact, the teachers hardly incorporated the children's areas of strengths into the curriculum and instruction. School was introduced to the children as a carnivalesqueless place, and both SBA reform and ADHD contributed to disembodiment in the public early childhood education settings. Conclusions This study suggests the need for reframing the notion of school readiness; bringing teachers’ folk theories about children's behavior and bodies to their critical awareness; and intentionally balancing serious, rigid parts of the daily classroom routine with relaxed, pleasurable moments.

Impact of Group Mentoring on the Professional Development of Early Childhood Teachers in a Shanghai Kindergarten

2020 ◽  
pp. 115-144
Author(s):  
Lingyun Lu
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Early Childhood Teachers ◽  
Mentoring Relationships ◽  
Future Research ◽  
Group Mentoring ◽  
Teachers Perceptions ◽  
Individual Interviews ◽  
Traditional Mentoring ◽  
Teachers Professional Development

This study sought to discover whether group mentoring could serve the purpose for which it is intended in an early childhood educational context. As an alternative to the traditional mentoring model, group mentoring attempts to provide as much, if not more, instructional and emotional support as traditional mentoring relationships, which we assume to be conducive to teachers' professional development in Chinese early childhood educational contexts. In addition, group mentoring facilitates communication, collaboration and mutual growth in ways that traditional mentoring lacks. It also examined whether both mentors and mentees could be involved in the mentoring process as learners and as reflective educators on their journey of professional development, including developing their reflective and research capabilities. This qualitative case study focused on the impact of group mentoring on the professional development of four teachers in a Shanghai kindergarten. Within the theoretical framework of COP (Community of Practice), it was an investigation of how the group mentoring process, an alternative to traditional models of professional development, had an impact on the teachers in a changing early childhood education context in China. This study featured in-depth individual interviews with the four teachers (two mentors and two mentees), who are in the same mentoring group, and observations of their group mentoring activities. Data was coded and analyzed qualitatively. Major themes emerged from the study: the teachers' perceptions of the model, the benefits and challenges it brings, and its influence on their relationships and identity. The study aimed to gain insight into how group mentoring, a potentially optimal model, has exerted an influence on the teachers' professional development. This study concludes with a discussion of the implications of the findings and areas for future research.

scholarly journals Montessori Early Childhood Teacher Perceptions of Family Priorities and Stressors

2015 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Ann Epstein
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Teacher Perceptions ◽  
Response Rate ◽  
Early Childhood Teachers ◽  
Early Childhood Teacher ◽  
Family Stressors ◽  
Teachers Perceptions ◽  
Self Reflection ◽  
Family Partnerships

<p>Teachers of young children work closely with families. One component of teacher-family partnerships is teachers’ understanding of family priorities and stressors. This study examines Montessori early childhood (ages three through six) teacher perceptions of family priorities and stressors through an analysis of responses to two parallel surveys.  Eighty teachers (37% of those who received the survey) and forty-nine family members (representing a 55% response rate) completed the survey.  Significant differences were found between teachers’ perceptions of four (of seven) family priorities and families’ actual responses. Teachers ranked “making academic progress” as the most important of seven possible family priorities. However, families stated that “developing kindness” is the most important priority for their young children. No significant differences were found when comparing teacher rankings of family stressors with actual family responses. Montessori early childhood teachers ranked “not having enough time” as the most stressful of six possible stressors. Families confirmed that time pressures cause them the most stress. Maria Montessori’s recommendations for teachers and families are summarized. Recommendations for building stronger family partnerships in the context of Montessori’s philosophy, for example on-going self-reflection, are provided.</p><p>            <em>Keywords: Montessori, teacher-family partnerships, early childhood teacher perceptions</em></p>

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