Child Education Teachers Research Articles

Measurement Invariance of Adverse Childhood Experiences Across Teacher Age and Race

ABSTRACT Adverse Childhood Experiences (ACEs) confer considerable risk for negative outcomes across the lifespan, but there is limited research examining whether the measurement of ACEs can be interpreted the same way across diverse groups of individuals. In particular, the measurement of ACEs among early child education teachers has received little attention. Given that millions of children receive care from early child education teachers, and evidence that ACEs can severely disrupt teacher’s abilities to support young children, it is critical to accurately assess for and respond to teacher ACEs. The present study examined the factor structure and measurement invariance of the 11-item Behavioral Risk Factor Surveillance Survey (BRFSS) version of the ACEs measure across a diverse group of teachers. Data were collected from 605 teachers in a southeastern state between 2018 and 2021. Teachers ranged in age from 18 to 81 years (35% young; 56% middle; and 9% older adults) and were diverse across race (46% White; 53% Black). Teachers completed the BRFSS version of the ACEs measure and a demographics questionnaire. Factor analyses replicated the theorized three-factor solution, with household dysfunction, emotional/psychological abuse, and sexual abuse emerging as distinct factors. Multigroup confirmatory factor analyses demonstrated measurement invariance across teacher age and race. Comparisons of scores indicated ACEs levels varied across teacher age and race. Overall, findings suggest the BRFSS version of the ACEs measure can be used to assess adverse childhood experiences across diverse groups of early child education teachers.

Challenges Of Early Childhood Education Teachers in Conducting The Classroom Online During Movement Control Order

Nowadays, many various challenges need to be faced by Teachers of Early Childhood Education to ensure that the teaching delivered is practical and comprehensive. This study aimed to identify the level of online classroom handling during the Movement Control Order by Early Childhood Education Teachers, identify the challenges of Early Childhood Education Teachers in conducting online classes and examine the steps teachers can take in handling online courses to reduce the difficulties of operating online classes. This study uses a quantitative approach and population. The sample of this study was randomly selected among Early Childhood Education Teachers consisting of 80 respondents of Early Childhood Education Teachers in Kuantan District, Pahang. The research instrument used in this study is to use a questionnaire. Researchers distributed face-to-face questionnaires and obtained respondent data using Google Forms. This is due to the pandemic season, which makes it challenging to get complete data face-to-face. The 4 -point Likert scale consists of 3 parts to answer each objective that has been stated and consists of a choice of yes or no answers used in this study. Researchers using Statistical Packages for Social Sciences (SPSS) version 25.00 was used to analyse the information obtained from the study respondents. The data analysed are descriptive, namely frequency, percentage and mean. The study's findings describe the challenges of Early Childhood Education Teachers in conducting online classes during the Movement Control Order. This study has shown that many teachers experience challenges in teaching classes online during the Movement Control Order. The implication of this study is to see whether Child Education Teachers share challenges in conducting online courses during the Movement Control Order.

The Image of Scientists among Pre-Service Classroom and Child Education Teachers in Jordan

The Image of Scientists among Pre-Service Classroom and Child Education Teachers in Jordan

A linguagem musical na educação infantil: reflexões e possibilidades

The aim of this study was to investigate the function of music in child education from the perspective of three representatives of three different levels interfering in the pedagogical practice: the author of the chapter dedicated to music in the National Curriculum for early child education; 2) the coordinator of Child Education of the Secretary of Education of a city in Sao Paulo state; 3) child education teachers. This qualitative research started its investigation based on the suggestions present in the DiretrizesCurricularesNacionaispara a EducacaoInfantil -DCNEI (BRASIL,1999,2010 ) and in the ReferenciaisCurricularesNacionaispara a EducacaoInfantil -RCNEI (BRASIL, 1998) that propose that music must be experienced by exploring ( body and other sound possibilities), joyful characteristics, expression, appreciation and creation, showing preoccupation with child musicalization and considering music as a fundamental language for child formation. The voices of the author of the curricular referential, of the coordinator of the city and of the teachers were obtained by means of interviews. The analysis of the data tried to identify the relationship between what is proposed and how the teachers report their practice.

Geometria na educação infantil: da manipulação empirista ao concreto piagetiano

Refletir sobre os conhecimentos de geometria do professor de educação infantil e as concepções epistemológicas que fundamentam suas condutas pedagógicas foi o objetivo de nossa pesquisa. A análise dos discursos indicou boa vontade das professoras para o trabalho geométrico, entretanto o desconhecimento da geometria enquanto teoria e a enraizada concepção epistemológica empirista, reportaram à ideia de que este conhecimento está nos objetos, bastando sua manipulação para que haja aprendizagem. Assim, caberia às crianças, por meio de estímulos e da organização dos materiais manipuláveis pelos docentes, a descoberta das formas geométricas presentes no mundo que as rodeia. Buscamos, na epistemologia genética de Jean Piaget, as bases sólidas para contribuições à reflexão e atuação de professores.

Exploring the Support Role of Special Education Teachers After Hurricane Ike

This study explored the role of special education teachers of children with significant disabilities during Hurricane Ike. Grounded theory methods were used to analyze interview data of the teachers ( n = 4) who were employed in school districts directly affected by the hurricane. The five categories that emerged from the data were losses for students and families, losses for teachers, resource supports, communication supports, and supports to reestablish routines. Despite being affected by the storm themselves, the teachers provided essential support to their students and families throughout all phases of the disaster. The role of these teachers evolved to include instrumental and psychological supports, which has been documented in previous studies. These teachers’ roles differed in that they provided support while school was closed and included the disability-related needs of their students. Recommendations include that teachers receive training on the needs of students with significant disabilities and their families during natural disaster.