A Socio-Constructivist Approach to Developing a Professional Learning Intervention for Early Childhood Education and Care Practitioners in Wales

Autor/inn/en	Gealy, Ann-Marie; Tinney, Glenda; Macdonald, Natalie; Waters, Jane
Titel	A Socio-Constructivist Approach to Developing a Professional Learning Intervention for Early Childhood Education and Care Practitioners in Wales
Quelle	In: Professional Development in Education, 48 (2022) 2, S.298-314 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gealy, Ann-Marie) ORCID (Macdonald, Natalie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2020.1742187
Schlagwörter	Intervention; Early Childhood Education; Preschool Teachers; Problem Solving; Concept Formation; Thinking Skills; School Districts; Science Instruction; Well Being; Teacher Student Relationship; Caregiver Child Relationship; Faculty Development; Sociocultural Patterns; Teacher Attitudes; Foreign Countries; Group Discussion; Feedback (Response); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Problemlösen; Concept learning; Begriffsbildung; Denkfähigkeit; School district; Schulbezirk; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Well-being; Wellness; Wohlbefinden; Teacher student relationships; Lehrer-Schüler-Beziehung; Soziokulturelle Theorie; Lehrerverhalten; Ausland; Gruppendiskussion
Abstract	In 16 Flying Start early childhood education and care (ECEC) settings within a Local Authority in Wales, observations of adult-child interactions, using the Sustained Shared Thinking and Emotional Wellbeing Scale (SSTEW), highlighted that interactions that support children's problem solving, curiosity, concept development, and higher-order thinking were the least well developed aspects of practice. A two-day professional learning intervention 'Talking Science', underpinned by a socio-cultural understanding of science learning in ECEC was designed. The intervention was delivered via a collaborative, socio constructive model of delivery en masse to all 64 practitioners in the 16 Flying Start settings. This qualitative mixed method research project adopted an interpretivist paradigm; the aim was to better understand ECEC practitioners' perceptions of science and how these perceptions both shaped provision and supported children's concept development in their settings. Data collection took the form of scribed notes from group discussions, feedback from practitioners during discussions and evaluation feedback about 'Talking Science'. The experiential professional learning programme with a focus on science in everyday practice appeared to be supportive of practitioners' developing confidence and subsequent engagement with science provision for young children. 'Talking Science' also provides a model which may have wider implications when designing ECEC professional learning. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11