The Evolving Identity of Blended Early Childhood Preparation: A Retrospective History

Autor/inn/en	Mickelson, Ann M.; Stayton, Vicki D.; Correa, Vivian I.
Titel	The Evolving Identity of Blended Early Childhood Preparation: A Retrospective History
Quelle	In: Journal of Early Childhood Teacher Education, 44 (2023) 2, S.234-259 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mickelson, Ann M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2023.2165985
Schlagwörter	Early Childhood Education; Teacher Education Programs; Preschool Teachers; Professional Identity; Standards; Cooperative Learning; Sociocultural Patterns; Educational Legislation; Equal Education; Federal Legislation; Students with Disabilities; Futures (of Society); Educational History; Professional Associations; Teacher Educators; Teacher Attitudes; State Policy; Public Policy; Educational Change; Practicums; Systems Approach; Florida; Kentucky; North Carolina + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Standard; Kooperatives Lernen; Soziokulturelle Theorie; Bildungsrecht; Schulgesetz; Bundesrecht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Future; Society; Zukunft; History of education; Bildungsgeschichte; Teacher education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Öffentliche Ordnung; Bildungsreform; Practicum; Praktikum; Praktika; Systemischer Ansatz
Abstract	Spurred by the 1986 IDEA reauthorization, the movement toward collaborative, or blended, preservice early childhood personnel preparation now spans an impressive 30-year history. In this paper, we trace the evolution of blended preparation by applying a conceptual framework that situates the development of blended program identity within a socio-cultural context over time. In detailing the events of the past 30 years, we provide a historical perspective of the blended approach in practice by highlighting key aspects of the historical and emerging literature base. We argue that just as contextual circumstances served as a catalyst to the initiation of the blended movement, the contemporary socio-cultural context, particularly the onset of the groundbreaking 2020 EI/ECSE Personnel Preparation Standards coupled with the 2020 ECE Standards, provides an exciting new catalyst with the potential to reinvigorate the blended preparation movement now and in the future. We conclude with recommendations based on lessons learned from this history to support the continuation and evolution of the blended preparation approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01