The early childhood profession regards advocacy as a professional and ethical responsibility yet little is known about advocacy instructional practices in teacher education programs. This study surveyed selected early childhood teacher educators who currently prepare undergraduate preservice professionals in two- and four-year institutions throughout the United States to identify and evaluate the existing advocacy training practices in preservice education. The study was designed to: (a) determine what leaders in the field of early childhood believe constitutes appropriate advocacy training for preprofessionals, (b) describe the advocacy activities of teacher educators, (c) determine if there is a difference in the advocacy instructional practices of two- and four-year institutions, and (d) recommend a model for advocacy in preprofessional programs. The participants included 607 teacher educators who responded to a mailed questionnaire and 14 leaders of early childhood professional organizations who participated in telephone interviews. Participants represented 48 states and all geographic regions of the United States. Results indicate that teacher educators and leaders believe advocacy instruction is important in preparation programs. The most frequently included advocacy activities are professionalism and understanding the professional role. Advocacy skills and strategies focused on public policy were included the least. Findings show that teacher educators participate in a variety of advocacy activities although few participate in public policy activities. No statistically significant differences were found between two- and four-year institutions in advocacy instructional practices. Based on study data, the researcher developed the Brunson Model for Advocacy Instruction in order to provide the profession with a consistent and sequenced approach to advocacy instruction. Recommendations for future research include: investigation of effective strategies for teaching advocacy; a study of the developmental nature of advocacy; and a study of the Brunson Model for Advocacy Instruction to determine the model's effectiveness in preparing professionals who will have the ability to speak up and speak out for children and families.

The first purpose of this study was to develop and validate the Inventory of Opinions About Persons with Disabilities (IOPD). The IOPD was developed to collect preservice early childhood educators’self-report data related to inclusion. A total of 332 participants enrolled in graduate programs in a college of education served as the validation sample. After validation and revision of the IOPD, the researcher used the instrument to investigate preservice early childhood educators’ beliefs, attitudes, and knowledge about students with disabilities and their inclusion in general education classrooms. Data were collected from 172 participants from 10 universities in Texas during their student teaching/final intern semesters. This research demonstrated that an instrument, the IOPD, could be developed to effectively measure preservice early childhood educators’ beliefs, attitudes, and knowledge about the inclusion of children with disabilities in their classrooms. The participants reported positive self-perceptions (mean = 2.0388) about their beliefs and attitudes toward inclusion. However, the participants reported less positive attitudes about training (mean = -.09884). Discriminant function analyses indicated a negligible statistical effect for type of program (professional development school or traditional) and a statistically significant effect for preferred classroom setting (non-inclusive, special education, inclusive). Further research with the same participants or similar cohorts at one and three years of inservice teaching could broaden the scope of knowledge regarding early childhood teachers’ opinions about inclusion and students with disabilities. In addition, including procedures for gathering qualitative data with the Inventory of Opinions About Persons With Disabilities might provide more specific information about individual beliefs, attitudes, and knowledge about inclusion.

The aim of the study is to investigate early childhood teachers&rsquo / perceptions towards young gifted children and their self-reported needs for meeting needs of young gifted children. In order to reach this aim, interviews with 15 early childhood teachers were conducted. The interview questions were designed to explore three aspects of teachers&rsquo / perceptions on young gifted children: perception on giftedness as a concept, perception on characteristics of young gifted children and perception on gifted education. The findings of the study regarding these three aspects of early childhood teachers&rsquo / perceptions consistently showed that they perceive and define giftedness as a concept based on excellence in cognitive abilities of gifted children. Subsequently, cognitive characteristics which indicate high abilities in cognitive functions are stated most to define gifted characteristics. Related with that, early childhood teachers&rsquo / self reported practices in case of a gifted child in classroom consist mainly of individual studies to support high cognitive abilities of young gifted children. The findings regarding the needs of early childhood teachers in meeting the needs of young gifted children indicate that they have low self-efficacy beliefs in handling multidimensional educational needs of gifted children. They express their need for professional development and trainings with model practices. They also express the necessity of support in terms of time, material, resources, communication, collaboration and supervision in order to be able to practice the theoretical concepts they would acquire through means of professional development.

This research presents an understanding of Grade R teachers' beliefs and practices, and elucidates factors that constrain the belief practice domain. In asking the question, "What are the beliefs and practices of Grade R teachers within a context of effective pedagogy in Grade R/Reception Year classes in the greater Durban area of KwaZulu-Natal?" I produced data from Grade R teachers' perspectives. I reported on their beliefs on pedagogy, and the nuances of their practice, in order to develop an understanding of the different dimensions of pedagogy in Grade R. Using a qualitative, exploratory case study design I produced data on three Grade R teachers from different ethnic backgrounds, in three public schools, in the greater Durban area. The schools chosen varied from low, to middle class socio-economic background, catering for learners from different ethnic and cultural backgrounds. A multi-method approach of data-collection was followed. This study used the social constructivist theory of Vygotsky, as a theoretical lens through which teacher beliefs and practices were examined. Drawing largely on data from observations and interviews, the findings of this study concluded that although teachers were observed to generally follow their pedagogic beliefs, several points of difference between their beliefs and practices existed. This study found that the belief practice domain was affected by a number of contingent factors such as teachers' understanding of the curriculum, teacher training and qualifications, and support from the Education Department, school and parents. In addition, contextual factors such as working conditions, learner-teacher ratios, provision of resources and facilities also affected teacher practice. There was evidence of a high value placed upon learning through play. However, the findings of this study illuminate the need for training Grade R teachers in: creating the conditions for learning through play, the use of collaborative play approaches, and guidance on scaffolding children's learning. This study concludes that the absence of an educational programme geared towards multiculturalism and diversity is of great concern. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

Since 2002, the South African Qualifications Authority (SAQA) has included mathematical literacy as a compulsory fundamental component for the Further Education and Training Certificate (FETC). This constituted a radical development in education and is intended to empower individuals so that they can function effectively in, and contribute to the democratization of the country. This exploratory study examined the mathematical literacy experiences of 12 Early Childhood Development (ECD) practitioners training toward the National Certificate in ECD at NQF L4. The study was conducted at a non-government, nonformal ECD training organization based in Durban. The practitioners were undertaking their training as part of a Learnership programme. A qualitative research methodology was employed. The data was gathered through focus group interviews, semi-structured interviews, and documentary analysis. The study revealed that the practitioners held a positive view of mathematical literacy training. In addition, it was found that such training should remain as part of the ECD qualification owing to the fact that it added value at both a personal and professional level. In interrogating the curriculum, practitioners recommended the inclusion of ECD examples, and engagement with how mathematical literacy is used in the different contexts. In terms of relevancy of content, practitioners recommended content areas that could be applied in their personal and professional lives. Mathematical literacy that related to national issues was seen as abstract, for example balance of payment in terms of the national budget. The study revealed that the background of the ECD practitioners need to be taken into account as some practitioners may not have studied mathematics before. This implies that providers will need to take into account the NQF Level 3 entry requirements and the expected embedded knowledge that practitioners are supposed to have prior to the registration of practitioners for the NQF L 4 certificate. In this regard, policy makers may also need to re-examine the issue of whether mathematical literacy is needed at the level of the qualification. Dialogue on these issues between SAQA and the different stakeholders may be necessary. Not surprisingly, the study revealed the need for suitably trained mathematical literacy facilitators given that this is a new programme. This study is by no means exhaustive, and is but a small sample of views that could be further explored in a more comprehensive study. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2005.

Thesis (Ph. D.)--Ohio State University, 2007. / Full text release at OhioLINK's ETD Center delayed at author's request

Thesis (Ph. D.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 2, 2007) Includes bibliographical references.

Text in Afrikaans / Educational Studies / M.Ed.

The National Institute of Child Health and Human Development (NICHD) is funding and supporting a longitudinal study of Early Child Care. Beginning in 1991, data was collected from ten sites across the United States and included 1,364 families with a newborn child. This study used the NICHD Early Child Care data set to investigate characteristics of teachers that provide childcare in a daycare-like setting or childcare centers. Specifically, the relationship between early childhood teacher endorsement of developmentally appropriate belief systems and teacher education in early childhood were examined to determine their potential influence on the teachers' developmentally appropriate classroom practices, global rating of classroom quality, and child cognitive abilities. These relationships were examined at two time periods- at child age 36 months and child age 54 months. The results indicated that many of these relationships were significant. Interestingly, many of the significant findings were present only at child age 54 months.

Mentoring, a kind of traditional mechanism for passing down knowledge and skills, is now becoming an organized field of practice in early childhood education contexts, not only globally but also in China. A variety of mentoring models have been implemented to facilitate the ongoing and continuous professional development of educators, including early childhood teachers. 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. A few 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.