This teacher's guide provides the background information, STEM concepts, and strategies needed to successfully implement an early STEM curriculum (Ramps and Pathways) with young children, ages 3-8. R&P actively engages young children in designing and building ramp structures using wooden cove molding, releasing marbles on the structures, and observing what happens. Children use logical-mathematical thinking and problem-solving skills as they explore science concepts related to motion, force, and energy. / https://dc.etsu.edu/etsu_books/1136/thumbnail.jpg

As teacher educators we work to make inquiry methodology explicit to help teacher candidates construct the link between theory and practice. Bringing inquiry learning into the early childhood curriculum method courses raises the potential for inquiry teaching practice for teacher candidates and models a constructivist practice in a higher education setting. Of the numerous curriculum studies available, few focus on methods of inquiry to guide adult learners’ to construct inquiry- teaching practices that they can transfer to their work with children. To improve the quality of our teaching in an Early Childhood Teacher Education program we researched and developed several tools to facilitate the transfer from teacher candidates own learning experiences to their teaching practice. We relied on the literature regarding the Reggio Emilia approach of inquiry learning and teaching based on documentation, as well as Creativity theory to help us develop a method to relate concepts with materials in a cycle of inquiry. Through our Cycle of Inquiry and the introduction of Concept Materials we promote representation which is a critical aspect of constructing knowledge about what it means to teach. We find that this differs from merely modeling hands-on activities in that it promotes higher level reasoning and creativity throughout the early childhood curriculum, as teacher candidates learn to reflect on and question the big ideas—thinking and learning—they observe in play to develop practice that extends learning along a conceptual continuum of inquiry. This data accumulated over the course of two years at East Tennessee State University and the University of Michigan-Dearborn through our process of developing and implementing curriculum for teacher educators that models action research and teacher as researcher.

The Cycle of Inquiry (COI) is a tool for emergent curriculum planning and for professional development of early childhood teachers and teacher education students. The COI includes a sequence of five organizational forms connecting analysis of documentation data with intentional planning for long-term emergent inquiry inspired by the Reggio Emilia Approach. The authors discuss and analyze the COI System through examination and analysis of the work of a student in a university early childhood teacher preparation program. Through this case study, the authors explore (1) whether a preservice teacher can learn to use the COI form-driven process to plan and facilitate emergent curriculum and (2) whether a mentor can scaffold and assess the development of an inservice or preservice teacher using the teacher’s COI documentation. The authors also describe ongoing research into use of the COI System and outline potential directions for future research.

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Programwide implementation uses implementation science to provide the supports needed so all practitioners can use DEC recommended practices to improve child outcome. Participants will learn the process of programwide implementation, tools, and strategies they can use and how programwide implementation occurs within classroom and home visiting programs.

Book Summary: The new edition integrates thirteen critical themes that are foundational to the field today: the importance of children’s literacy development, teaching in increasingly diverse classrooms, applying developmentally appropriate practice, closing the achievement gaps between children in poverty and those that are more economically advantaged, integrating special education and early childhood education, teaching in an inclusive classroom, closing school readiness gaps, meeting the challenges of teacher accountability, integrating STEM subjects into the curriculum, providing for children’s mental health, using technology to support learners, developing as a professional, and guiding children’s behavior to promote personal responsibility. The new edition retains the engaging style that has made the book so popular and provides practical examples of authentic teaching practices used by master teachers around the country. Its strong coverage of development in the age-specific chapters and its emphasis on diversity make it the leading book in the field. The Enhanced Pearson eText features embedded video, video analysis exercises, and assessments.

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Information collected from multiple domain child developmental assessments, known as five area assessments, are being used in early intervention for high stakes purposes such as program monitoring. As a result, it is important to examine variables that may affect test administration fidelity and its impact on obtaining valid data. The purpose of this study was to survey early intervention service providers in the state of Kentucky to determine possible independent variables that may affect their comfort level in administering five-domain tests. Surveys were made available to all early intervention service providers within the Kentucky First Steps early intervention program. Data were analyzed to determine the effect of independent variables such as: amount and format of training in administering assessments, amount and format of training in child development, years of experience, educational degree level, certification in interdisciplinary early childhood education, and discipline area on a provider’s comfort level in administering five area assessments. The results of the study indicated a statistically significant positive relationship between the amount of assessment training a provider received and their self-perceived comfort level in administering assessments.

This portfolio and the project described therein, focus on applied professional ethics for early childhood education settings, particularly during fieldwork, for students and practising professionals. It contains the results of a four year project of research, its synthesis and its dissemination as articles, book chapters, conference presentations and papers and teaching resource materials. Specifically, the materials presented here focus on the resolution of dilemmas using the Ethical Response Cycle, a new model for responding ethically to problematic situations. The model is represented as a cyclical diagram depicting the ongoing, fluid and non-hierarchical nature of ethical judgement that is needed by professionals in any problematic situation. The model includes phases which are underpinned and supported by reflective thinking and negotiation, and are based on Western ethical positions. Suggestions for further research are made. / Doctor of Education ( Ed.D.)