Supporting Teaching and Learning in Home-Based Early Childhood Education

Autor/inn/en	Schaughency, Elizabeth; Reese, Elaine; Healey, Dione; Carroll, Jane; Cross, Tracy; Johnson, Jan; Fagan, Heather; Burrowes, Rachael
Institution	Teaching and Learning Research Initiative (New Zealand)
Titel	Supporting Teaching and Learning in Home-Based Early Childhood Education
Quelle	(2019), (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Early Childhood Education; Child Development; Preschool Children; Preschool Teachers; Oral Language; Learning Strategies; Child Caregivers; Professional Development; Program Effectiveness; Teacher Student Relationship; Stakeholders; Home Programs; Home Visits; Learning Modules; Communities of Practice; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kindesentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Oral interpretation; Mündlicher Sprachgebrauch; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Caregiver; Caregivers; Carer; Kinderbetreuung; Teacher student relationships; Lehrer-Schüler-Beziehung; Hausbesuch; Learning module; Lernmodul; Community; Neuseeland
Abstract	This project partnered researchers, Visiting Teachers, and three networks of home-based educators to engage with three research-informed professional learning modules designed to support educator practice and enhance children's learning. Each module focused on one aspect of developing competencies related to success in beginning schooling (specifically oral language and approaches to learning). Each network engaged as a learning community with each professional learning module. The evaluation initially focused on the experience of participation for home-based educators (HBE) before more closely investigating impacts of each learning module and their combined benefits for educators' practices and children's skills. The evaluation is continuing to follow children to evaluate benefits for children's learning in beginning primary school. The three research-informed professional learning modules were implemented and evaluated in three HBE networks. To evaluate initial impacts of supported learning modules on educators' practices and children's skills, the researchers collected information on HBE practice and children's skills before and after each learning module. Once HBEs began participating with one module, they typically continued participating in additional modules, as long as they served preschool-age children in the target age range. Visiting Teachers and HBEs described benefits for practice and perceived benefits for children's learning from participation. Quantitative analyses to date illustrate specific benefits of modules for learning experiences in ECEC. (ERIC).
Anmerkungen	Teaching and Learning Research Initiative. Available from: New Zealand Council for Educational Research. P.O. Box 3237, Wellington 6140 New Zealand. Tel: +64-4384-7939; Fax: +64-4384-7933; e-mail: tlri@nzcer.org.nz; Web site: http://www.tlri.org.nz
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01