Conditions And Conceptualizations Of Preschool Teachers Use Of Play In Two Belizean Classrooms
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Conditions and Conceptualizations of Preschool Teachers' Use of Play in Two Belizean Classrooms
This study investigates the conditions that benefit and hinder preschool education and preschool teachers knowledge of and use of play in early education within the culture of Belize, using case studies of two preschool teachers. Studies show that positive attitudes toward play in the preschool classroom are more likely to be adopted by preschool teachers who have received training and education in play pedagogy (Johnson, Sevimli-Celik, & Al-Mansour, 2013; Ridgway & Quinones, 2012; Quinones & Ridgway, 2015). These case studies present a cultural perspective of early childhood education and the use of play among two preschool teachers in Belize. Teachers were selected from preschools in a rural and urban setting in Belize. No significant differences in teaching philosophy and practice related to this study were found between the rural and urban sites. The methods of this study included collecting observations, interviews and artifacts from the study participants. As yet, a qualitative study of play pedagogy of preschool teachers in Belize has not been conducted. This study addressed the need to highlight culture in understanding the dynamic early educational experiences of young children in diverse communities. Names of all study participants and locations have been changed to protect identities. As preschool teachers, their lived experiences reflect on the early childhood teaching profession, and their daily triumphs and challenges. Each preschool teachers unique case illustrated how they understand and enact play pedagogy. The case studies reflected the understanding of each preschool teacher in regard to play and their approaches to play pedagogy and the constraints and affordances that facilitated or prevented desired practices. Teachers reflected a desire to gain more knowledge and training in the field of play pedagogy. Teachers also desired greater access to play based learning materials as resources were limited in their classrooms. Collecting their stories provided an illustrative lens of the practical experiences of those involved in the cultural setting of Belize.
Maker-Centered Learning
The Agency by Design guide to implementing maker-centered teaching and learning Maker-Centered Learning provides both a theoretical framework and practical resources for the educators, curriculum developers, librarians, administrators, and parents navigating this burgeoning field. Written by the expert team from the Agency by Design initiative at Harvard's Project Zero, this book Identifies a set of educational practices and ideas that define maker-centered learning, and introduces the focal concepts of maker empowerment and sensitivity to design. Shares cutting edge research that provides evidence of the benefits of maker-centered learning for students and education as a whole. Presents a clear Project Zero-based framework for maker-centered teaching and learning Includes valuable educator resources that can be applied in a variety of design and maker-centered learning environments Describes unique thinking routines that foster the primary maker capacities of looking closely, exploring complexity, and finding opportunity. A surge of voices from government, industry, and education have argued that, in order to equip the next generation for life and work in the decades ahead, it is vital to support maker-centered learning in various educational environments. Maker-Centered Learning provides insight into what that means, and offers tools and knowledge that can be applied anywhere that learning takes place.
ECERS-E with Planning Notes
Author: Kathy Sylva
language: en
Publisher: Teachers College Press
Release Date: 2010-11-22
ECERS-E is designed to be used with the Early Childhood Rating Scale-Revised (ECERS-R), an internationally recognized measure of quality in education and care written by Thelma Harms, Richard M. Clifford, and Debby Cryer. It not only complements the ECERS-R but extends the scales to provide additional insights into important aspects of literacy, mathematics, science and environment, as well as practices related to issues of diversity. Given the current focus on emerging literacy and numeracy skills, the ECERS-E provides unique guidance on the kinds of environments that enhance learning in preschool settings. The curriculum domains within the scales bear important relationships to children’s (age 3–5) cognitive and social/behavioral developmental outcomes. Using the ECERS-E alongside the ECERS-R gives users a more complete picture of what a high-quality early childhood education program can look like. It can be used by program directors, teaching staff, agency staff, and in teacher training programs. Convenient organization: Literacy Items: Print in the environment Book and literacy areas Adults reading with children Sounds in words Emergent writing/mark making Talking and listening Mathematics Items: Counting and application of counting Reading and representing simple numbers Activities: Shape Activities: Sorting, matching and comparing Science and Environment Items: Natural materials Areas featuring science/science materials Activities: Non living Activities: Living processes Activities: Food preparation Diversity Items: Planning for individual learning needs Gender equality and awareness Race equality and awareness