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Intentional Teaching in Early Childhood

Intentional Teaching in Early Childhood PDF Author: Sandra Heidemann
Publisher: Free Spirit Publishing
ISBN: 1631984276
Category : Education
Languages : en
Pages : 216

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Book Description
Guides early childhood teachers on a journey of self-discovery and self-determination to take charge of their own professional development. This essential professional development resource provides advice for early childhood teachers who are navigating demands and changes in their careers, helping them see these challenges as growth opportunities. Through in-depth self-assessment and reflection, educators reexamine their teaching philosophy, integrate new knowledge and strategies into their practice, and strengthen the impact of their teaching on students. In the midst of a constantly changing education landscape, teachers will become more intentional in their practice and rediscover their unique purpose and passion for teaching young children. Digital content includes customizable forms from the book.

Intentional Teaching in Early Childhood

Intentional Teaching in Early Childhood PDF Author: Sandra Heidemann
Publisher: Free Spirit Publishing
ISBN: 1631984276
Category : Education
Languages : en
Pages : 216

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Book Description
Guides early childhood teachers on a journey of self-discovery and self-determination to take charge of their own professional development. This essential professional development resource provides advice for early childhood teachers who are navigating demands and changes in their careers, helping them see these challenges as growth opportunities. Through in-depth self-assessment and reflection, educators reexamine their teaching philosophy, integrate new knowledge and strategies into their practice, and strengthen the impact of their teaching on students. In the midst of a constantly changing education landscape, teachers will become more intentional in their practice and rediscover their unique purpose and passion for teaching young children. Digital content includes customizable forms from the book.

Intentional Teaching

Intentional Teaching PDF Author: Anne Houghton
Publisher:
ISBN: 9781921613722
Category : Behavior modification
Languages : en
Pages : 85

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Book Description
This book helps educators in all settings to understand the principles of intentional teaching, and highlights how intentional teaching practices can support learning outcomes for children. The book includes shared understandings of intentional teaching through conversation and reflection with many educators. Its purpose is to portray real and meaningful stories to highlight the ways in which educators have been intentional when planning for education and care with children. Discussion explores the confusion that seems to exist among some educators. They misinterpret it and either think there is no need for intentional teaching, think it is formal instruction in a play-based curriculum or are unsure of what it looks like in practice. Through a shared conversation, the author presents practical strategies with insight, humour and common sense which will resonate with educators of all levels.

The Intentional Teacher

The Intentional Teacher PDF Author: Ann S. Epstein
Publisher: National Assn for the Education
ISBN:
Category : Education
Languages : en
Pages : 143

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Book Description
Here finally is a book that recognizes there is a middle ground where children and adults share responsibility for learning and that the most effective teachers make thoughtful, intentional use of both child-guided and adult-guided experience.

Intentional Teaching in New Zealand Early Childhood Education

Intentional Teaching in New Zealand Early Childhood Education PDF Author: Susan Batchelar
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 508

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Book Description
In recent years the term intentional teaching has entered the lexicon of early childhood education. A small but growing body of international literature investigating the notion of intentional teaching in early childhood education was located at the beginning of this study. Its relevance to the New Zealand context was not, however, clear and little research had been conducted in New Zealand. Moreover, the notion of intentional teaching as described internationally appeared to foreground teaching and teachers in a way that the New Zealand early childhood curriculum statement, Te Whāriki, does not. Nevertheless, prior to this study beginning there were indications that early childhood teachers and policy-makers in this country were starting to think about and discuss the notion of intentional teaching. The focus of the study reported in this thesis was teachers’ understanding of intentional teaching, and what aspects of their practice might be considered as intentional. The aim of this study was to develop a ground-up understanding of the nature of intentional teaching in New Zealand early childhood education centres that was based on empirical data. Consequently, this study was designed and conducted according to the principles of constructivist grounded theory (Charmaz, 2000). Thirteen qualified early childhood teachers from three early childhood centres participated. The methods used were: focus group interviews, individual interviews, observations, informal professional conversations, and a review of centre documentation. Data were analysed using the constant comparative technique that is central to constructivist grounded theory. In addition, the preliminary findings and theoretical model were presented to available participants for their comments, which were then incorporated into the final analysis. The major finding of this study was that intentional teaching was an holistic and dynamic process that had its origins in teachers’ aspirations for children. These aspirations were translated into intentional teaching practice through the teachers’ curriculum decisions. In addition, the findings indicated that intentional teaching was demonstrated both in planned experiences and in teachers’ spontaneous and intuitive responses to children’s emerging inquiry. However, intentional teaching was typically unarticulated. This thesis presents the original substantive grounded theory that was constructed from these findings. This theory explains intentional teaching as being the result of a complex and dynamic relationship between teachers’ aspirations, decisions, and actions. The limitations of the study are acknowledged, and possible areas for future research are identified. The engagement of the research and teaching communities with this theoretical model is invited. The thesis argues that this substantive theory has the potential to empower early childhood teachers to identify, articulate, and explain their intentional teaching. It also has implications for early childhood teacher-educators, and policy-makers, and these implications are considered.

Promoting Intentional Teaching

Promoting Intentional Teaching PDF Author: Julie K. Kidd
Publisher:
ISBN: 9781681253145
Category : EDUCATION
Languages : en
Pages : 262

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Book Description
"Intentional teaching is an active, evidence-based approach to providing learning opportunities to meet the needs, interests, and prior knowledge of all children. This book offers a field-tested professional development model, designed to help teachers master intentional teaching and enhance their effectiveness in the classroom"--

Early Childhood Play Matters

Early Childhood Play Matters PDF Author: Kathy Walker
Publisher: ACER Press
ISBN: 1742864414
Category : Education
Languages : en
Pages : 160

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Book Description
Play-based learning has long been a means of facilitating teaching and learning in the early childhood years. The Walker Learning Approach, an Australian-designed, evidence-based play pedagogy, provides a solid base and foundation for intentional and responsive teaching in the early years. The program's systems and practices support teams of early childhood educators in a consistent approach that ensures continuity and predictability for children, educators and families. Early Childhood Play Matters provides guidance and many practical ideas on implementing the Walker Learning Approach within early childhood learning practices. Topics include: Intentional teaching How to minimise time spent on planning and documentation while producing clinical and professional records How to set up open-ended play learning experiences to promote skills How to scaffold with intention and purpose for learning How to communicate effectively as an educator How to honour and build relationships with children and families. It also includes organisational ideas and resources, a full-colour section of photographs, templates for planning, assessment and reporting activities, and a bibliography for further reference. Early Childhood Play Matters concentrates on the most formative years of education (birth to six years of age), with intentional, rich and rigorous play-based opportunities for young children. It builds upon the successful work that Shona Bass and Kathy Walker have achieved in play-based curriculum in the early and primary years nationally and internationally.

The SAGE Encyclopedia of Contemporary Early Childhood Education

The SAGE Encyclopedia of Contemporary Early Childhood Education PDF Author: Donna Couchenour
Publisher: SAGE Publications
ISBN: 1506353185
Category : Education
Languages : en
Pages : 1600

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Book Description
The general public often views early childhood education as either simply “babysitting” or as preparation for later learning. Of course, both viewpoints are simplistic. Deep understanding of child development, best educational practices based on development, emergent curriculum, cultural competence and applications of family systems are necessary for high-quality early education. Highly effective early childhood education is rare in that it requires collaboration and transitions among a variety of systems for children from birth through eight years of age. The SAGE Encyclopedia of Contemporary Early Childhood Education presents in three comprehensive volumes advanced research, accurate practical applications of research, historical foundations and key facts from the field of contemporary early childhood education. Through approximately 425 entries, this work includes all areas of child development – physical, cognitive, language, social, emotional, aesthetic – as well as comprehensive review of best educational practices with young children, effective preparation for early childhood professionals and policy making practices, and addresses such questions as: · How is the field of early childhood education defined? · What are the roots of this field of study? · How is the history of early childhood education similar to yet different from the study of public education? · What are the major influences on understandings of best practices in early childhood education?

Handbook of Early Childhood Special Education

Handbook of Early Childhood Special Education PDF Author: Brian Reichow
Publisher: Springer
ISBN: 3319284924
Category : Psychology
Languages : en
Pages : 594

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Book Description
This handbook discusses early childhood special education (ECSE), with particular focus on evidence-based practices. Coverage spans core intervention areas in ECSE, such as literacy, motor skills, and social development as well as diverse contexts for services, including speech-language pathology, physical therapy, and pediatrics. Contributors offer strategies for planning, implementing, modifying, and adapting interventions to help young learners extend their benefits into the higher grades. Concluding chapters emphasize the importance of research in driving evidence-based practices (EBP). Topics featured in the Handbook include: Family-centered practices in early childhood intervention. The application of Response to Intervention (RtI) in young children with identified disabilities. Motor skills acquisition for young children with disabilities. Implementing evidence-based practices in ECSE classrooms. · Cultural, ethnic, and linguistic implications for ECSE. The Handbook of Early Childhood Special Education is a must-have resource for researchers, professors, upper-level undergraduate and graduate students, clinicians, and practitioners across such disciplines as child and school psychology, early childhood education, clinical social work, speech and physical therapy, developmental psychology, behavior therapy, and public health.

Introduction to Early Childhood Education

Introduction to Early Childhood Education PDF Author: Eva L. Essa
Publisher: SAGE Publications
ISBN: 1544338767
Category : Education
Languages : en
Pages : 496

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Book Description
Introduction to Early Childhood Education provides current and future educators with a highly readable, comprehensive overview of the field. The underlying philosophy of the book is that early childhood educators’ most important task is to provide a program that is sensitive to and supports the development of young children. Author Eva L. Essa and new co-author Melissa Burnham provide valuable insight by strategically dividing the book into six sections that answer the “What, Who, Why, Where, and How” of early childhood education. Utilizing both NAEYC (National Association for the Education of Young Children) and DAP (Developmentally Appropriate Practice) standards, this supportive text provides readers with the skills, theories, and best practices needed to succeed and thrive as early childhood educators.

Early Childhood Education

Early Childhood Education PDF Author: Donna Farland-Smith
Publisher: BoD – Books on Demand
ISBN: 1789855217
Category : Education
Languages : en
Pages : 316

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Book Description
This book will serve as a resource for students, researchers, and practitioners in the area of early childhood education. The 18 chapters are divided and organized into the major areas relevant to early childhood education: early childhood development, play, science, mathematics, technology, literacy, and exceptional learners. Each chapter contains an overview of background information pertinent to the chapter and a synopsis of research or a new research study. The information contained in this book provides a foundation for past and/or present research and suggests future research studies.