The Use of a Developmental Continuum in Early Childhood Clinical Experiences: Building Preservice Teachers' Knowledge of Cognitive Development

Autor/in	Beers, Courtney
Titel	The Use of a Developmental Continuum in Early Childhood Clinical Experiences: Building Preservice Teachers' Knowledge of Cognitive Development
Quelle	In: Early Child Development and Care, 189 (2019) 8, S.1292-1305 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beers, Courtney)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1374260
Schlagwörter	Preservice Teachers; Cognitive Development; Child Development; Early Childhood Teachers; Child Caregivers; Developmentally Appropriate Practices; Teacher Educators; Clinical Experience; Universities; Educational Quality; Correlation; Teacher Student Relationship; Cues; Teacher Education Programs; Mentors; Scaffolding (Teaching Technique); Observation; Teacher Attitudes; Student Attitudes; Educational Environment; Student Teacher Supervisors; Cooperating Teachers; Young Children + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Kindesentwicklung; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Entwicklungsbezogene Bildung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; University; Universität; Quality of education; Bildungsqualität; Korrelation; Teacher student relationships; Lehrer-Schüler-Beziehung; Stichwort; Beobachtung; Lehrerverhalten; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Co-operation; Cooperation; Kooperation
Abstract	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 and therefore they need appropriate professional preparation. The purpose of this study was to describe the ways in which early childhood preservice teachers learn about children's cognitive development and developmentally appropriate pedagogical practices at three select universities. Participants included preservice teachers and faculty members. The researcher collected and analysed data from interviews, documents, and surveys. Participants from this study proposed preservice teachers gained knowledge about children's cognitive development as well as learned how to use this knowledge in their pedagogical practices by participating in clinical experiences that targeted a developmental continuum approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01