'A Teacher's Hug Can Make You Feel Better': Listening to U.S. Children's Voices on High-Quality Early Childhood Teaching

Autor/inn/en	Rodríguez-Carrillo, Julia; Mérida-Serrano, Rosario; González-Alfaya, María Elena
Titel	'A Teacher's Hug Can Make You Feel Better': Listening to U.S. Children's Voices on High-Quality Early Childhood Teaching
Quelle	In: European Early Childhood Education Research Journal, 28 (2020) 4, S.504-518 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rodríguez-Carrillo, Julia) ORCID (Mérida-Serrano, Rosario) ORCID (González-Alfaya, María Elena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2020.1783925
Schlagwörter	Teacher Student Relationship; Childrens Attitudes; Early Childhood Teachers; Young Children; Teacher Effectiveness; Teacher Role; Freehand Drawing; Participatory Research; Urban Schools; Individual Differences; Child Caregivers; Developmentally Appropriate Practices; Kindergarten; Grade 1; Preschool Education; District of Columbia + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerrolle; Drawing; Zeichnen; Forschungstätigkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Individueller Unterschied; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Entwicklungsbezogene Bildung; School year 01; 1. Schuljahr; Schuljahr 01; Pre-school education; Vorschulerziehung
Abstract	Shown to be the single most influential factor in children's early learning and development experiences, quality in early childhood education and care (ECEC) teaching has attracted increasing interest in research and policy globally. Yet almost all definitions of quality ECEC teaching to date reflect only adults' notions of the features that should define a good early-years professional. The present study captures children's (four-to-six-year-olds') voices on the knowledge, skills, and attitudes they believe a high-quality ECEC teacher should have. Two major categories emerge from the children's drawings and narratives, which illustrate children's perspectives on the quality of their teachers' role: (1) a teacher who adapts to the culture of childhood, and (2) a teacher who attends to individual diversity. Findings provide alternative measures of quality ECEC teaching grounded in children's thoughtful ideas about the ways they believe their teachers can have a positive impact on their school lives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01