Abstract/Notes: Early childhood education has been shown to positively impact future academic performance, as well as social and emotional development. With ever-increasing demands being placed on children's academic performances, school readiness has become a key component of academic success. The purpose of this quantitative causal-comparative study was to examine the effectiveness of different early childhood curriculum models in preparing children for kindergarten, and to investigate whether one early childhood curriculum model better prepares students than another. The theoretical framework for the study is based on the developmental constructivist theories of Piaget, Vygotsky, Erikson, and Dewey. Kindergarten teachers assessed school readiness by administering the Kindergarten Observation Form. Each student had matriculated from either Montessori, High/Scope, or Reggio Emilia programs or early childhood programs without an identified curriculum model. Kindergarten teachers rated students on 24 items related to areas of cognitive, linguistic, social, emotional, and physical development. ANOVA and post-hoc tests revealed that students matriculating from programs without an identified curriculum model scored significantly better than their counterparts, F (3,122) = 5.33, p = .002. Implications for social change include improved kindergarten readiness on the part of students, increased awareness by educators as to best practices in early childhood education, and, a move towards understanding the types of environments in which children learn best.

Language: English

Published: Minneapolis, Minnesota, 2012

Language: Korean

ISSN: 1226-9417

Abstract/Notes: Since early childhood programs were first introduced in the United States in the 1820s, early childhood professionals have been aware that teaching and caring for young children involves establishing relationships with their families. This study is a historical examination of the relationships between early childhood programs and parents. The study considered the political, social, and economic factors that have influenced the development of relationships between parents and early childhood programs, including: infant schools; kindergarten; laboratory schools; nursery schools; Montessori programs; day nurseries and child care; and Head Start. The study showed that the history of parent involvement in early childhood programs is essentially the history of early childhood programs. Since the 1820s, early childhood professionals have provided ample literary evidence of how parents were expected to be involved in early childhood programs, and how these expectations were communicated to them. Literary evidence was the basis for this study. Evidence used in the study included: autobiographies, journals, recollections, and letters of key participants; manuals of early childhood practice; proceedings from meetings and conferences; publications from government agencies; articles and commentaries from professional journals and popular magazines; theoretical and practical works by leaders in the field; research studies; textbooks; and childrearing advice books. The history of early childhood programs reveals a wide range of attempts to bring parents and early childhood programs together. At various times and in various contexts, these attempts have been called parent cooperation, parent education, parent participation, parent involvement, and teacher-parent partnership. Throughout most of the history of early childhood programs, parents were cast in the role of learner. More recently, the ideal relationship between parents and early childhood professionals has been characterized as that of a partnership. The various terms that have been used to describe the relationships between parents and early childhood programs were examined through the course of this study, as were the assumptions and beliefs that have influenced the interpretation of these terms.

Language: English

Published: Boston, Massachusetts, 1999

Abstract/Notes: The purpose of this qualitative study was to examine how Montessori early childhood teachers approach teaching about race and racial bias in their classrooms. Twenty-four Montessori early childhood teachers participated in an open-ended survey, and five teachers of those 24 participated in a data-informed online semi-structured interview. The interviewees received an infographic with narrative and graphics in which themes of the survey were detailed, a form of graphic elicitation. Surveys and interviews were coded and analyzed for themes. Themes were verified through independent coding by an independent analyst. Several themes that emerged from the surveys and interviews indicated that 1) Montessori early childhood teachers generally hold a race neutral view of early childhood, 2) Most Montessori early childhood teachers believe that young children do not have bias, 3) Most Montessori early childhood teachers believe that teaching about race and racial bias is implicit in their Montessori training on culture, peace, and respect, 4) Montessori early childhood teachers did not receive explicit instruction from their Montessori training or education programs regarding teaching about race and racial bias, and 5) Most Montessori early childhood teachers supplemented their training with books or developed lessons outside of those obtained in training to teach about race. Reasons for participants' beliefs around race, racial bias, prejudice, young children, and teaching are discussed, as well as the implications of these outcomes. The results of this study were used to develop recommendations for Montessori teachers, Montessori teacher education programs, and national Montessori organizations. Recommendations for further research suggest that a broad examination of demographics along with data on how Montessori teachers are teaching about race and racial bias may yield pertinent information that could further guide educators and trainers.

Language: English

Published: St. Paul, Minnesota, 2018

Abstract/Notes: The purpose of this study was to investigate the reliability of the ADHD Rating Scale(DSM-IV) using teachers in Early Childhood Center. To do this, ADHD Scales using teacher was discussed with a specialist group consisting of 3 doctors in degree at Early Childhood Education and Child Development and 3 teachers of early childhood centers. And then the data was collected in 1 class(four-years) at early childhood center. So, the subjects of this study were 32 children(boy 18/girl 14) and their 2 teachers. Statistics used for data analysis were Frequency, t-test, inter-observer and test-retest reliability. The major findings of this study were as follows: First, the prevalence of children with ADHD based on teachers rating are 3(teacher1) and 4(teacher2). Second, according to the item analysis of ADHD, teachers are rating similar on children with ADHD Scale(DSM-IV). Third, inter-observer and test-retest reliability were significant. In conclusion, it is considered that the ADHD Rating Scale(DSM-IV) has validity using teachers in Early Childhood Center. / 본 연구에서는 ADHD진단 검사 중 오늘날 가장 널리 사용되고 있는 도구인 「정신장애진단 및 통계편람(DSM-IV)」을 유아교육기관에서 교사가 사용하였을 때, 타당도가 어떠한지 살펴보았다. 전문가와 교사집단과의 사전 연구를 통해 ADHD진단척도와 연구대상을 위한 기준이 제시되었고, 4세아 1개 반(유아 32명, 담임교사 2명)이 선정되었다. 교사들은 학기가 시작된 지 6개월과 9개월 이후 2회에 걸쳐 유아의 ADHD성향을 측정하였다. 그리고 평정자 간 신뢰도와 검사-재검사 신뢰도를 살펴보았다. 연구결과는 다음과 같다. 첫째, 한 교실에서 교사가 평가한 ADHD 성향유아는 3명(교사1)과 4명(교사2)으로 밝혀졌다. 둘째, ADHD에 대한「정신장애진단 및 통계편람(DSM-IV)」의 문항분석 결과, 교사들의 의견이 대부분 비슷하였다. 셋째, 교사들의 평정자 간신뢰도와 검사-재검사 신뢰도는 통계적으로 유의하였다.

Language: Korean

ISSN: 1226-9417

Abstract/Notes: This dissertation examines neoliberalist policy in public school education in order to understand the influence of this neoliberalist policy on educator wellness in New Mexico early educators. Establishing the neoliberal influence in public education, the presidencies of Eisenhower, Johnson, Carter, G.H.W. Bush, G.W. Bush, and Obama, as related to education policy and influences, presents the idea of education for profit through high stakes testing and scripted curriculums (Ali, 2019; Burke, et al., 2020; Howell et al., 2017; Leistyna, 2010; Mazzoni, 1977; Vaughn et al.; Wooley et al., 1999; Yardley, 2000). This dissertation establishes connections between neoliberal federal policy and widespread unrest among American educators (Adams et al., 2018; Macrine et al., 2010; Nieto, 2013). National exit attrition rates as well as rates of enrollment in teacher preparatory programs examined herein connect to widespread professional dissatisfaction among public educators (Boe et al., 2008; Engledowl, et al., 2020; Nieto, 2013). Subjective Well Being (SWB) of New Mexico early educators as influenced by neoliberalist public education policy is qualitatively examined via this interpretive phenomenological analysis. Methods included interviews, surveys, and questionnaires conducted with eight New Mexico educators. Utilization of hermeneutic member checking promotes trustworthiness and credibility (Noon, 2018). Through coding, findings reveal that NM early educators’ SWB may be negatively influenced by neoliberalist policy in public education. Themes related to connections between neoliberal public education policies and SWB include: demoralization caused by leaders; control of creativity; confines of curriculum; an illusion of freedom; limitations of high stakes testing and curriculum; experiences centered on abuse, trauma, and PTSD; and exhaustion, lack of humanity in public education policy, as well as educators’ invisibility. Implications exist for the arenas of education policy, high stakes testing, curriculum, ethics in education, and educator activism.

Language: English

Published: Las Cruces, New Mexico, 2022

Language: English

Published: New Delhi, India, 2022

Abstract/Notes: The purpose of this action research project was to learn about early childhood Montessori teachers’ feelings and beliefs about mathematics and teaching math, and their awareness of current research regarding the importance of mathematics. Early childhood Montessori teachers were surveyed with questions and opportunities to comment. Instructors who teach Montessori mathematics to future teachers were interviewed, including questions about attitudes towards math they have seen in their adult students and opinions about the need for professional development in math. Adult students enrolled in a Montessori early childhood mathematics class were surveyed at the beginning of the course and again at the end of the course. The results showed that survey participants had both positive and negative experiences in mathematics in their own K-12/college education, with teachers/school as the greatest influencers. Many survey participants indicated that these experiences had long-term effects on their feelings towards math. Montessori instructors have seen hesitancy towards math among their adult students. Many of their students, as well as several survey participants, expressed that the Montessori approach to mathematics helped them, as adults, gain a better understanding of mathematical concepts and increased their confidence. While survey participants agreed that their Montessori teacher education program prepared them to effectively teach math, there is room for further study on the awareness of current research regarding the importance of mathematics in early childhood, increased specificity in Montessori math standards, opportunities for providing mathematical experiences for children throughout the classroom and continued professional development and self-reflection on one’s teaching practice.

Language: English

Published: River Falls, Wisconsin, 2022

Language: English

Language: English