Infancy Pedagogy and Praxis

Autor/inn/en	Loizou, Eleni; Demetriou, Maria
Titel	Infancy Pedagogy and Praxis
Quelle	In: European Early Childhood Education Research Journal, 27 (2019) 4, S.436-453 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2019.1634232
Schlagwörter	Infants; Early Childhood Teachers; Student Attitudes; Preservice Teachers; Teacher Education Programs; Teacher Role; Play; Observation; Teacher Student Relationship; Praxis; Child Development; Developmentally Appropriate Practices; Child Care Centers; Foreign Countries; Learning Activities; Cyprus + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Lehrerrolle; Spiel; Beobachtung; Teacher student relationships; Lehrer-Schüler-Beziehung; Kindesentwicklung; Entwicklungsbezogene Bildung; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Ausland; Lernaktivität; Zypern
Abstract	Through an examination of the reflective comments of 42 pre-service Early Childhood Education Teachers (PS-ECETs), this study describes how an infancy course within an Early Childhood Education program used four different ways of organizing learning to unravel details of infant pedagogy, focusing on the role of the teacher. It is vital to theorize the pedagogy of infants and unfold appropriate and educative ways of working with babies. Findings suggest that the PS-ECETs describe their roles and the goals they set for the infants, differently based on the way of organizing learning (routines, structured play, quiet time observation, and purposeful playful intervention). The level of teacher involvement changes according to the way of organising learning, being more active during structured play and less active during quiet time observation. The outcomes of this study provide important implications for practice within infant classrooms supporting future infant teachers and suggestions for ECE teacher education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01