Quality Early Care and Learning: Exploring Child-Centered Pedagogy a Qualitative Multi-Case Study

Autor/inn/en	Cade, June; Wardle, Francis; Otter, Jan
Titel	Quality Early Care and Learning: Exploring Child-Centered Pedagogy a Qualitative Multi-Case Study
Quelle	In: Cogent Education, 9 (2022) 1, Artikel 2144589 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2022.2144589
Schlagwörter	Educational Quality; Toddlers; Preschool Education; Child Development; Preschool Teachers; Teacher Attitudes; Educational Research; Preschool Curriculum; Constructivism (Learning); Student Centered Curriculum; Teacher Role; Lesson Plans; Small Group Instruction; Childhood Interests; Early Childhood Education; Rating Scales; Child Care Centers; Infants; Early Childhood Environment Rating Scale; Infant Toddler Environment Rating Scale + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Infant; Infants; Toddler; Kleinkind; Pre-school education; Vorschulerziehung; Kindesentwicklung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Lehrerverhalten; Bildungsforschung; Pädagogische Forschung; Lehrerrolle; Lesson planning; Unterrichtsplanung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Rating-Skala; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Toddlers
Abstract	Early childhood education (ECE) programs in the United States are experiencing paradigm shifts resulting from the standards-based movement. The notion that all children should be ready to learn when they enter school has resulted in ECE programs attempting to balance a standards-based curriculum with the child-centered approach to learning as part of quality early care and learning. While an association between quality early care and learning has been established by the rating system of the Early Childhood Environmental Rating Scale (ECERS-3), the Infant/Toddler Environmental Rating Scale (ITERS-R), and the Family Child Care Environmental Rating Scale (FCCERS-R), little is known about how classroom practices meet the developmental needs, interests, and abilities of young children based on children's zone of proximal development (ZPD). This study aimed to explore toddler and preschool teachers' and directors' perceptions about quality early care and learning and determine what strategies are used to integrate children's developmental needs, interests, and capabilities into classroom practices as part of the child-centered approach to learning. The study used a qualitative method of in-depth interviews and the collection of documents to answer the research questions. Results suggest that adherence to a standards-based curriculum with a teacher-centered approach seems to be at the expense of the constructivist approach to learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01