Your Children, My Children. Why Not Our Children?: Dilemmas in Early Childhood Teacher Education

Autor/inn/en	Fulton, Jody Lynn; Myers, Barbara Kimes
Titel	Your Children, My Children. Why Not Our Children?: Dilemmas in Early Childhood Teacher Education
Quelle	In: Childhood Education, 90 (2014) 1, S.3-10 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2014.872441
Schlagwörter	Teacher Education Programs; Early Childhood Education; Preschool Teachers; Inclusion; Communities of Practice; Teacher Collaboration; Child Development; Special Education; Developmentally Appropriate Practices; Social Influences; Teacher Role; Learning Processes; Disabilities; Educational Practices + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Inklusion; Community; Lehrerkooperation; Kindesentwicklung; Special needs education; Sonderpädagogik; Sonderschulwesen; Entwicklungsbezogene Bildung; Sozialer Einfluss; Lehrerrolle; Learning process; Lernprozess; Handicap; Behinderung; Bildungspraxis
Abstract	This article addresses a question that is of key importance in preparing early childhood personnel, especially those in inclusive environments: "How do we teach in ways that we want our students to teach?" There is an emphasis on developing a "community of practice" where professionals can share their work-related concerns and passion while learning from the teaching process. Such a collaborative approach among the interrelated fields of child development and early childhood special education is critical in addressing dilemmas stemming from societal beliefs around child development and the complex role of education in children's lives. This, in turn, is expected to facilitate innovative thinking among future educators about creating inclusive programs for all children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10