Turning College Students into Leaders in Early Childhood Education--Part 2: Connecting with Today's Students

Titel	Turning College Students into Leaders in Early Childhood Education--Part 2: Connecting with Today's Students
Quelle	In: Young Children, 66 (2011) 3, S.68-71 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-6619
Schlagwörter	Barriers; Mentors; Early Childhood Education; Clubs; Young Children; Master Teachers; College Faculty + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Club; Klub; Frühe Kindheit; Fakultät
Abstract	Early childhood professionals develop skills and acquire knowledge in colleges and universities, but they also benefit greatly from the personal connections they make as students. Faculty members mentor and support students as they grow in their knowledge, skills, and dispositions. Student-faculty relationships give both parties opportunities to explore, discuss, and build on their experiences. "Mentoring is not only a way to develop a relationship that helps the mentee grow, it is also a fantastic opportunity for the mentor to grow and learn and to question and modify his or her own teaching and thinking," says Mary K. Jamsek, master teacher at the Priscilla Pond Flawn Child and Family Laboratory at the University of Texas at Austin. Campus early childhood clubs provide an ideal setting for students to build such relationships with faculty members. This article discusses the benefits of early childhood clubs to students and faculty. (ERIC).
Anmerkungen	National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://journal.naeyc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10