Communicative Competence in a Bilingual Early Childhood Classroom

2017 ◽  
pp. 367-389
Author(s):  
Dinah Volk
Keyword(s):  
Early Childhood ◽  
Communicative Competence ◽  
Early Childhood Classroom

scholarly journals "Multicultural teaching in the early childhood classroom: Approaches, strategies, and tools, pre-school to 2nd grade"

2014 ◽  
Vol 2 (2) ◽  
pp. 237-241
Author(s):  
Kara D. Brown
Keyword(s):  
Early Childhood ◽  
Early Childhood Classroom

21. sajandi koolid Ameerika Ühendriikides on enneolematute rahvastikumuutuste paigaks, sest õpilaskonna keeleline, etniline, religioosne ja rassiline mitmekesisus üha süveneb. Sellise kiiresti areneva mitmekesisusega toimetulekuks juhindutakse koolides multikultuurilisuse põhimõttest, mille kohaselt on kõigi ühiskonnarühmade liikmetel võrdsed õigused. Mariana Souto-Manningu raamat "Multicultural teaching in the early childhood classroom" (2013) annab ülevaate, kuidas rakendada seda põhimõtet lasteaiast kuni teise klassini. Iga peatükk algab metoodilise käsitluse lühitutvustusega ja kasutusvõimaluste ülevaatega, millele järgnevad soovitused selle kohta, kuidas mõnd meetodit kasutada ning millised probleemid võivad sellega kaasneda. Seejärel esitatakse näiteid meetodi rakendamise kohta koos õpetajate kommentaaridega. Metoodikapeatükkide lõpus kommenteerib autor lühidalt õpetajate toodud näiteid ja esitab viiteid lisalugemisele.

scholarly journals (Re)considering Squirrel––From Object of Rescue to Multispecies Kin

2018 ◽  
Vol 43 (1) ◽  
pp. 60-67
Author(s):  
Angela Molloy Murphy
Keyword(s):  
Early Childhood ◽  
Pacific Northwest ◽  
Classroom Community ◽  
Early Childhood Classroom ◽  
Childhood Education ◽  
Nature And Culture ◽  
The Pacific ◽  
Child Centered ◽  
Northwest Region

This is a story situated in the Pacific Northwest region of North America, where encounters with a non-native “rescue” squirrel present disequilibrium for an educator and surprises for an early childhood classroom community. Thinking with Haraway, Latour, and common world frameworks challenges the educator’s “back to nature” narrative and generates opportunities to engage with different perspectives about the intersection of nature and culture, human and nonhuman kin, and the limiting quality of anthropocentric, child-centered pedagogies in early childhood education.

A Validation of the Early Childhood Classroom Observation Measure in Finnish and Estonian Kindergartens

2012 ◽  
Vol 23 (3) ◽  
pp. 323-350 ◽  
Author(s):  
Marja-Kristiina Lerkkanen ◽  
Eve Kikas ◽  
Eija Pakarinen ◽  
Kaili Trossmann ◽  
Anna-Maija Poikkeus ◽  
...  
Keyword(s):  
Early Childhood ◽  
Classroom Observation ◽  
Early Childhood Classroom

scholarly journals The power of one-to-one coaching: Preparing pre-service teachers for the early childhood literacy classroom

2017 ◽  
Vol 19 (1) ◽  
pp. 85-87
Author(s):  
Elizabeth A Morphis
Keyword(s):  
Early Childhood ◽  
Undergraduate Students ◽  
Literacy Practices ◽  
Second Grade ◽  
Literacy Practice ◽  
Early Childhood Classroom ◽  
Timely Feedback ◽  
Literacy Course ◽  
Level Of Understanding ◽  
Elementary Child

This article focuses on a shift in the author’s approach to teaching a literacy course to a coaching-based model after observing pre-service teachers “struggle” to implement the teaching practices during on-site fieldwork with a kindergarten, first-, or second-grade child partner. The author discusses how she provided more timely feedback and instruction by coaching the undergraduate students who were taking a course she taught while the students were working with an elementary child partner and preparing a running-record assessment. Coaching provided the pre-service teachers with a deeper level of understanding of specific literacy practices in the early childhood classroom, and it afforded them the opportunity to reflect on the objective of the literacy practice in a way that let them better use it during their own teaching.

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