Literaturnachweis - Detailanzeige
| Autor/inn/en | Trepanier-Street, Mary; Adler, Martha A.; Taylor, Julie |
|---|---|
| Titel | Impact of a Mentoring Experience on College Students’ Beliefs about Early Childhood Development. |
| Quelle | In: Early childhood education journal, (2006) 5, S.337-343Infoseite zur Zeitschrift
PDF als Volltext |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1082-3301 |
| DOI | 10.1007/s10643-006-0127-6 |
| Schlagwörter | Teacher beliefs; Developmentally appropriate practice; Mentoring |
| Abstract | Abstract With the increasing demands placed on working families and the push downward of academics from the K-12 system, there is a critical need to provide high-quality early childhood programming for our nation’s children, particularly those considered at risk for academic failure. This study attempts to (a) understand the beliefs of college students about early childhood development and developmentally appropriate practices, and (b) determine if these beliefs change after their yearlong involvement in Jumpstart, a national intensive mentoring program for academically at-risk preschoolers. Surveys from this national program investigated college students’ beliefs about early childhood development and developmentally appropriate practices. Results indicate that a yearlong mentoring program positively impacts college students’ beliefs. These beliefs become less skills-based more and child-centered and constructivist. |
| Erfasst von | OLC |
| Update | 2023/2/05 |
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