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Professionalism in early childhood education /Watts, Jacinda M. January 1900 (has links)
Thesis (M.A.)--Humboldt State University, 2009. / Includes bibliographical references (leaves 85-97). Also available via Humboldt Digital Scholar.
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Early childhood educators' pedagogical decision-making and practices for emotional scaffoldingPark, Mi-Hwa 11 October 2010 (has links)
This dissertation, a qualitative case study conducted from a constructivist perspective, focuses on the construction and implementation of strategies of emotional scaffolding by two early childhood educators in a public elementary school. This study finds that emotional scaffolding is an excellent example of a tool that could help teachers reach developmentally appropriate practices for early childhood education in an age of accountability. The primary data consist of participant observations, participant interviews and key documents. The study has two primary interests. The first aims at understanding how young children’s learning experiences are enhanced when early childhood educators integrate emotions into their decision-making and practices. The second aims at enhancing the emerging picture of what emotional scaffolding means in early childhood education contexts. My analysis highlights three major themes that contribute to these participants’ decision-making for emotional scaffolding. The first is the participants’ beliefs about their self-perceived teaching identities. The second is their deep understanding of children. The third involves their assessments and reactions to their school climates. The findings focus on four areas of divergence from the literature. First is the important role that teachers’ personal beliefs about the most pedagogically important emotion play in constructing and implementing strategies for emotional scaffolding. Second, emotional scaffolding is an important part of teachers’ mediated agency in a time of increasing accountability. Third, teachers’ capacity to balance student excitement and engagement through their emotional scaffolding is the key to establishing and maintaining children’s engagement in academic activities. Fourth is that emotional scaffolding carried out in the early childhood classroom involves emotion work, not emotional labor. The study provides several implications. The first is that our perception of the emotional scaffolding process in the early childhood education context can be expanded. The second is the importance of sufficient preservice training. The third is that a principal who respects a teacher’s decision-making and practices can help a teacher provide effective emotional scaffolding. The final and perhaps most important implication is that an awareness of self is the most important element contributing to better decision-making in creating a meaningful and engaging environment for their students. / text
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Intimate interloper the contextualized life histories of four early childhood educators /Kinard, Timothy Allen. January 1900 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.
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Educational trajectories of teachers and teacher's aides : what motivates early childhood educators to pursue higher education?Riffin, Catherine. January 2008 (has links) (PDF)
Undergraduate honors paper--Mount Holyoke College, 2008. Dept. of Psychology and Education. / Includes bibliographical references (leaves 104-111).
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Preschool school psychology training assessing the perceived level of training and competence of preservice school psychologists to provide social-emotional assessment and mental health services in early childhood settings /Bridgewater, Shay-Coy Ra'Cal, January 2006 (has links)
Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 144-151).
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Intimate interloper: the contextualized life histories of four early childhood educatorsKinard, Timothy Allen 28 August 2008 (has links)
Not available / text
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Distributing the leadership : a case study of professional development /Clarkin-Phillips, Jeanette. January 2007 (has links)
Thesis (M.Ed.)--University of Waikato, 2007. / Includes bibliographical references (leaves 137-152) Also available via the World Wide Web.
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Effectiveness of a web-based course in facilitating the integration of technology into early childhood curriculaGraham, Leticia. Morrison, George S., January 2007 (has links)
Thesis (Ed. D.)--University of North Texas, Dec., 2007. / Title from title page display. Includes bibliographical references.
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Professional development of early childhood administrators within a Professional Development School (PDS) Learning CommunityZierdt, Ginger L. January 2009 (has links)
Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed June 26, 2009). PDF text: xii, 221 p. ; 8 Mb. UMI publication number: AAT 3344195. Includes bibliographical references. Also available in microfilm and microfiche formats.
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The experience of early childhood educators on working with children who have attachment impairments a project based upon an independent investigation /Enzer-Mahler, Aethena R. January 2009 (has links)
Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2009. / Includes bibliographical references (p. 67-70).
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