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The development and implementation of a reflective mentoring program for early childhood educators /Singleton, Carmella, January 1997 (has links)
Thesis (M. Ed.)--Memorial University of Newfoundland, 1997. / Bibliography: leaves [204]-211.
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Multicultural competence training among Head Start educators assessing a multi-method approach towards increasing multicultural competence among Head Start educators /Baker, Ryan B. January 2008 (has links)
Thesis (Psy. D.)--Wheaton College Graduate School, 2008. / Abstract. Includes bibliographical references (leaves 41-42).
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Multicultural competence training among Head Start educators assessing a multi-method approach towards increasing multicultural competence among Head Start educators /Baker, Ryan B. January 2008 (has links)
Thesis (Psy. D.)--Wheaton College Graduate School, 2008. / Abstract. Includes bibliographical references (leaves 41-42).
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“Tough parts, connections, interruptions, and courage”: conversations with beginning early childhood educatorsButcher, Anastasia 23 August 2017 (has links)
This thesis focuses on beginning early childhood educators and their stories, contributing to an area in the literature that has not been researched extensively. Deleuze and Guattari’s (1987) philosophical concepts of assemblage and a rhizome underpin the methodological and theoretical threads in this study, which explores the following research questions: What are the possibilities of conversations when beginning early childhood educators get together? What conditions are needed for beginning educators to stay excited and engaged in their work?
With intention to move beyond an individualistic approach of considering educators as “subjects” telling their individual stories, this study focuses on transcripts, stories, audio recordings, images, materials, the researcher’s memories and stories, related texts, and concepts as vital parts of the assemblage, directing attention to what emerges through connections between the elements. To explore the research questions, four 90-minute group conversation sessions were conducted with four early childhood educators who had been working in the field between one and two years. Collage was used as part of group conversation sessions, to pay attention to what unfolded through engaging with materials and one another.
Bringing together elements of rhizomatic and narrative approaches in the data analysis highlights the importance of listening deeply, attending to one another, and developing trust to engage in genuine conversations from the heart to form caring relations, as well as directing attention to the complexities and tensions of educators’ practice. The results of the study also point in the direction of switching focus from an individualistic, fast-paced professional development approach to meaningful collective opportunities for professional learning, attending to the concept of time as relational. The study suggests creating a network of educators to continue genuine conversations and nurture connections that will help educators to stay excited and engaged in their work. / Graduate
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Remote Teaching Doesn't Come Without ChallengesAlmodóvar-López, Mayra, Atiles, Julia Teresa, Chavarría-Vargas, Aleida, Dias, Maria Jose, Zúñiga-León, Irma 07 June 2020 (has links)
Creative Commons: Reconocimiento, No Comercial, Sin Obra Derivada 3.0 Costa Rica. Las autorizaciones adicionales a las aquí delimitadas se pueden obtener en el correo: educare@una.cr Analysis of challenges faced by early childhood education teachers of 3 to 6 years old as a result of the suspension of face-to-face educational services due to COVID-19, and the implications in teacher education and professional development.
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Discourses of the good early childhood educator in professional training : reproducing marginality or working toward social change.Langford, Rachel, January 2005 (has links)
Thesis (Ph. D.)--University of Toronto, 2005.
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Investigating the relevance of the diploma in educare with regard to meeting the needs of the workplaceJamodien, Mastura January 2002 (has links)
Thesis (MTech (Education))--Peninsula Technikon, Cape Town, 2002 / Within the broad theoretical context provided by debates on the importance of
focussing on programme teaching towards workplace-orientated goals and greater cooperation
between the world ofwork and the higher education sector in order to
develop work integrated curricula, this study attempted to investigate the relevance of
the diploma in educare with regard to meeting the needs ofeducare centres.
The study as a whole is set against the general literature on the development of the
transdisciplinary curriculum that integrates the world of work with academic
programmes and the development oftransdisciplinary curriculum in educare in
particular. The literature that was surveyed covered the following aspects: The needs
ofthe educare practitioner in the workplace, important aspects that need to be present
in the Early Childhood curriculum in order for the child to learn effectively and how
could the higher education sector and the workplace, work together to develop a
balanced curriculum that is offered to the educare practitioners at the institutions.
Along with this investigation quantitative as well as qualitative data were collected
about the curriculum that is offered to potential educare practitioners by means of
questionnaires, interviews and focus group interviews.
The conclusion drawn from the findings of the literature survey and the investigation
is that the integration of theory and practice in the teaching and learning processes
should be encouraged if the development and professional growth of students are to
be achieved, and more interaction should take place between the higher education
sector and the workplace in order to increase the performance levels of students and
their employability in the workplace.
The present study therefore, is an attempt to encourage the integration oftheory and
practice and collaborative efforts between higher education institutions and the
worklllace in curriculum development and is in line with the new South African
curriculum that places emphasis on the relevance of education to the needs ofthe
workplace and to the lives of South Africans.
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Early Childhood Preservice Teachers’ Knowledge of Children’sCognitive Development and Developmentally AppropriatePedagogical Practices: Understanding the Role of ClinicalExperiencesUnknown Date (has links)
The quality of early caregiving and educational environments has a significant
effect on children’s later cognitive outcomes. Early childhood teachers are an important
determining factor in the quality of these environments. Due to inconsistencies in practice
across the early childhood field, there is a call for better prepared teachers. Teacher
preparation itself is criticized for its lack of innovative and effective practices. While
research finds that more effective teacher preparation programs are those that are steeped
in clinical practice, these types of experiences are inconsistent and fragmented in the
early childhood field. Part of the issue is the lack of knowledge on how to integrate highquality
clinical experiences carefully into early childhood teacher preparation in order to
prepare all preservice teachers successfully for the classroom. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection
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Sharing Sensitive Information with Parents: A Guide for Early Childhood EducatorsBoggs, Teresa 01 January 2011 (has links)
No description available.
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Examining the Precepts of Early Childhood Education: The Basics or the Essence?Sharp, L. Kathryn 01 January 2016 (has links)
The purpose of this article is to encourage early childhood educators and the related professional development and research communities to become the leading voices in determining the direction of early childhood education. To support this vital, and complicated transition, this discussion revisits fundamental aspects of what is meant by early childhood education and intends to spark discussion and the direction needed to guide thought and action as nations begin a shift towards more affordable, universal and, most importantly, high-quality early childhood education.
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