A Pre-Service Teacher-Child Interactive Learning Approach for "Mathematics Education in Early Childhood": An Example Model with Play and Movement-Based Activities

Autor/in	Aksoy, Pinar
Titel	A Pre-Service Teacher-Child Interactive Learning Approach for "Mathematics Education in Early Childhood": An Example Model with Play and Movement-Based Activities
Quelle	In: International Journal of Curriculum and Instruction, 12 (2020) 2, S.736-771 (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1562-0506
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Early Childhood Education; Movement Education; Play; Mathematics Education; Interaction; Teacher Student Relationship; Preschool Children; Preschool Teachers; Teacher Attitudes; Teaching Methods; Instructional Effectiveness; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bewegungsbildung; Spiel; Mathematische Bildung; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Ausland; Türkei
Abstract	The purpose of this study is to investigate the opinions of the pre-service preschool teachers and preschool teachers on the course of "mathematics education in early childhood" that was conducted through a pre-service teacher-child interactive learning approach (with play and movement-based activities). This study was conducted in phenomenological research design based on qualitative paradigm. The study groups consist of second grade 62 pre-service preschool teachers, and 2 preschool teachers who are the teachers of the 12 children in the age group of four to five (48 to 60 months). Interview technique was used to collect the study data and descriptive analysis technique was used to analyze the obtained data. In this context, play and movement-based activities, containing concepts and learning outcomes for mathematics education (in the course of "mathematics education in early childhood") with pre-service teacher-child interactive learning approach, were implemented. As a result of the study, it was stated by the pre-service preschool teachers that the course carried out in this way has many contributions in terms of providing classroom management, communicating effectively with the children, preparing and applying interesting activities for mathematics education, preparing for teaching profession, and raising awareness for themselves. In this context, pre-service preschool teachers' opinions indicated that there are some challenges faced by pre-preschool teachers with regard to finding suitable activities and applying them effectively, as well as challenges based on environment-material opportunities and time management. The opinions of preschool teachers also emphasized that these processes carried out within the scope of the course have remarkable contributions both to the pre-service preschool teachers and preschool children and to the preschool teachers themselves in their development-learning dimensions. It is considered necessary to achieve sustainable contributions in the context of preservice teacher-child-teacher, organizing courses in preschool teaching undergraduate program so that cooperation between university and school is ensured. (As Provided).
Anmerkungen	World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: http://ijci.wcci-international.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01