The Effects of Economic Literacy on Early Childhood Teachers’ Economic Education Learning Experiences

2020 ◽  
Vol 24 (6) ◽  
pp. 245-261
Author(s):  
Jong-Hyang Lee
Keyword(s):  
Early Childhood ◽  
Early Childhood Teachers ◽  
Learning Experiences ◽  
Economic Education ◽  
Economic Literacy

scholarly journals Living with Tensions: Stories of Chinese Early Childhood Teachers’ Teaching and Learning Experiences in the Contemporary Urban Chinese Context

2021 ◽  
Author(s):  
◽  
Jing Zhou
Keyword(s):  
Early Childhood ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Practical Knowledge ◽  
Relevant Literature ◽  
Early Childhood Teachers ◽  
Learning Experiences ◽  
Chinese Context ◽  
Personal Practical Knowledge ◽  
Teachers Experiences

<p>This narrative inquiry explores 6 Chinese early childhood teachers’ teaching and learning experiences in Shanghai and Beijing, where Chinese and Western educational ideas and practices co-exist. Interviews with teachers, kindergarten directors, and parents, and participatory observations and collected documents are analysed and interpreted to reveal the teachers’ experiences of being both teacher and learner in the contemporary urban Chinese context. The teachers’ experiences and voices are at the centre of this study and are represented in poetic format. The themes emerging from the teachers’ poems are discussed alongside relevant literature in order to gain in-depth understanding of each teacher’s teaching and learning experience in specific kindergarten contexts. Emerging themes embody the reality of teaching and learning, professional learning in the embedded community of practice, and the teachers’ professional and personal selves. Tensions and challenges the teachers faced in teaching and learning are identified. The enabling and constraining factors that may deskill, re-skill, or empower the teachers are discussed. The teachers’ stories suggest that they experience tensions between the multiple and contradicting educational ideas; the embedded kindergarten community’s interpretation of teaching and learning at multiple levels; the teachers’ personal practical knowledge; and their life as a multifaceted human being. The research suggests the need for kindergarten directors, scholars and policymakers to pay attention to the dynamic relationships between a kindergarten’s structure, curriculum, pedagogy, images of the child, teachers’ personal practical knowledge, professional learning, and teachers’ inner selves and agency.</p>

Digitizing Inquiry-Based Science in Early Elementary Grades

2021 ◽  
pp. 285-311
Author(s):  
Anne E. Karabon ◽  
Chelsi Janicek
Keyword(s):  
Early Childhood ◽  
Teaching And Learning ◽  
Early Childhood Teachers ◽  
Learning Experiences ◽  
Science Inquiry ◽  
Elementary Grades ◽  
Traditional Curriculum ◽  
Learning Context ◽  
Instructional Videos ◽  
3Rd Grade

Education was disrupted this year due to the COVID-19 pandemic. Similar to societal shifts, teachers were nimble to quickly adapt to a distanced or remote context by recreating traditional curriculum as virtual content. By leveraging digital technology to transform learning experiences, early childhood educators may see beneficial results in how children and families embrace science inquiry in a virtual context. This chapter describes how digitized inquiry activities can be developed by early childhood teachers (PreK-3rd grade) in response to teaching and learning in a distance and remote learning context, with an in-depth description of a 3rd grade teachers' experience. The authors, in a scholarly conversational manner, discuss what was learned in the process of creating the virtual science instructional videos and provide ideas for others to engage in the creation of high-quality virtual learning experiences for young children.

scholarly journals Living with Tensions: Stories of Chinese Early Childhood Teachers’ Teaching and Learning Experiences in the Contemporary Urban Chinese Context

2021 ◽  
Author(s):  
◽  
Jing Zhou
Keyword(s):  
Early Childhood ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Practical Knowledge ◽  
Relevant Literature ◽  
Early Childhood Teachers ◽  
Learning Experiences ◽  
Chinese Context ◽  
Personal Practical Knowledge ◽  
Teachers Experiences

<p>This narrative inquiry explores 6 Chinese early childhood teachers’ teaching and learning experiences in Shanghai and Beijing, where Chinese and Western educational ideas and practices co-exist. Interviews with teachers, kindergarten directors, and parents, and participatory observations and collected documents are analysed and interpreted to reveal the teachers’ experiences of being both teacher and learner in the contemporary urban Chinese context. The teachers’ experiences and voices are at the centre of this study and are represented in poetic format. The themes emerging from the teachers’ poems are discussed alongside relevant literature in order to gain in-depth understanding of each teacher’s teaching and learning experience in specific kindergarten contexts. Emerging themes embody the reality of teaching and learning, professional learning in the embedded community of practice, and the teachers’ professional and personal selves. Tensions and challenges the teachers faced in teaching and learning are identified. The enabling and constraining factors that may deskill, re-skill, or empower the teachers are discussed. The teachers’ stories suggest that they experience tensions between the multiple and contradicting educational ideas; the embedded kindergarten community’s interpretation of teaching and learning at multiple levels; the teachers’ personal practical knowledge; and their life as a multifaceted human being. The research suggests the need for kindergarten directors, scholars and policymakers to pay attention to the dynamic relationships between a kindergarten’s structure, curriculum, pedagogy, images of the child, teachers’ personal practical knowledge, professional learning, and teachers’ inner selves and agency.</p>

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