Teachers In Early Childhood Classrooms Research Articles

Early Childhood Education Teacher Stress: Qualitative understandings and insights

Previous research demonstrates teacher stress to be an impediment to physical and mental well-being, to child outcomes, as well as to the relationship between teacher and child. Teacher stress is reported to take many forms. While working conditions (e.g., low pay, lack of support) may account for some of the teacher stress experienced, distinct teaching stress (i.e., the emotionality of working with young children) is experienced by teachers in early childhood classrooms. Moreover, the current zeitgeist (e.g., COVID-19, lack of economic support, gun violence in schools) additionally burdens teachers making learning directly from teachers the sources of their stress, the means by which they abate that stress, and how they perceive children are affected by their levels of stress imperative. Methods: Adding to the literature in a manner that promotes teacher voices and positionality, the current investigation qualitatively inquired of 6 Head Start (HS) teachers in a mid-Western, urban city-center during the height of the COVID-19 pandemic, asking 1) What are HS teachers’ conceptions of stress, and 2) What are the histories, stories, and lived experiences of these teachers which undergird their conceptions. Results: Using techniques of individual and focus group interviews, data were inductively analyzed to reveal HS classrooms operating as a series of competing priorities, each of which, according to the teachers of this investigation, limited the means by which they could attend to their own stress and well-being and to the stress and well-being of students. Conclusions: Implications and recommendations are discussed.

Teacher experiences of facilitating play in early childhood classrooms during COVID-19

The COVID-19 pandemic posed major challenges for the lives of children in terms of school closures, loss of routine, reduced social contact, bereavement and trauma. The pandemic also gave rise to a focus on play as a fundamental support for children’s wellbeing. This study examined early childhood teachers’ reported practices of using play upon returning to school in Ireland after lockdown restrictions which included a 6-month period of school closures. Building on previous research on play in early childhood education during the early stages of the pandemic, 12 primary school teachers in early childhood classrooms (children aged 3–8 years) participated in focus groups aimed at exploring teachers’ experiences of using play upon returning to in-class teaching. Through reflexive thematic analysis of the focus groups, four themes were identified that encapsulated teachers’ experiences: play in the classroom embodied similar characteristics and qualities during COVID-19 as before the pandemic; play was considered a priority in early childhood education classrooms; teachers planned carefully for facilitating play in the classroom in response to COVID-19 regulations; teachers’ noted the importance of the social and relational components of play for children in the context of COVID-19 regulations. For educational policy, these findings highlight play as a ‘go-to’ strategy by teachers for supporting children in formal education during a pandemic and suggest play is a well-established context that can be used in educational policies to support children’s learning, especially during and after times of crises.

Digital Technology (DT) Usage of Preschool Teachers in Early Childhood Classrooms

This cross-sectional survey study aims to investigate preschool teachers’ usage of digital technologies (DT) in early childhood education. To investigate teachers’ use of DT, a questionnaire was completed by 167 preschool teachers from 52 different preschools. Besides, the Attitude Scale for Technological Tools and Materials Use in Preschool Education was completed by the teachers. The results of the study revealed that the classrooms were equipped with a variety of DT such as television, DVD, computer, and smartphone. Teachers tended to use television and computers in the classroom activities. Although the teachers had a positive attitude towards using DT in early childhood education, they used ICT on a limited scale. They mainly utilized these devices in order for the children to watch cartoon films and listen to music. Gender, teaching experience, and attitudes of teachers towards using ICT did not significantly predict their DT usage in their classroom activities. The results imply that though teachers had enough DT sources and positive attitude towards using those devices in their classroom activities, their DT usage was limited to few types of activities. For improving the quality of DT use in the classrooms by teachers, barriers to teachers’ successful technology integration in their classrooms should be determined.

Teacher–child interaction quality as a function of classroom age diversity and teachers’ beliefs and qualifications

ABSTRACTData from 332 teachers who participated in the National Center for Research on Early Childhood Education study were used to examine the implications of classroom age diversity in preschool programs for teacher interactions with students in areas of instructional and emotional support, and classroom organization. Teachers in early childhood classrooms with greater age diversity within a school year and who experienced an increase in age diversity across years exhibited less optimal teacher–child interactions. The negative effects of age diversity for teacher–child interactions were only noticeable among teachers with fewer years of education and experience, and among teachers whose views of children were less child-centered. When taken together, results indicate that closer attention should be paid to the consequences of classroom age diversity in preschool and that a multi-year perspective on teachers’ classroom experiences would allow for a more nuanced understanding of the quality of teacher–child interactions.

A case study of collaboration between a drama specialist and early childhood classroom teachers in an early childhood drama program

This article presents findings from a qualitative case study of a 9-week collaborative early childhood drama education program. It focuses on collaborations between a drama specialist and two early childhood classroom teachers at a private school in the Midwestern United States. A full-time drama specialist with educational background and professional experience in drama and two experienced early childhood teachers were the main participants. Analysis illustrates the participant teachers' roles, expectations, and interactions with each other. The results identify specific aspects that hindered the collaborative process at the individual teacher level (unclearly defined leadership, the lack of communication, and perceptions of insider versus outsider) and at the institutional level (the absence of school regulations and support). Suggestions including structured school-wide support and incentives in addition to individual teachers' efforts for a successful collaboration are provided.International Research in Early Childhood Education, vol. 2, no. 1, p. 45-62

유치원 교실에서 교사가 부르는 변형된 노래의 양상과 의미 연구

ABSTRACT The purpose of this paper is to explore the role of the variation of songs by teachers in early childhood classrooms where songs play an important role in managing the daily activities for young children. Early childhood teachers have demonstrated a high degree of competency to transform and modify a variety of songs that fit into children's developmental levels. The use of such songs enable both teachers and young learners to fully enjoy such classroom activities and are an important means for establishing rapport. The data were collected from direct observation and video recording in three early childhood classrooms, as well as through interviews with the teachers, and through the researcher's journals. The results of the study revealed that the teachers exhibit a high degree of professionalism in creating variations of the kind of songs that children seem to enjoy, and thereby creating high levels of classroom enjoyment generally. This study also showed that using a good variety of songs in early childhood classroom can facilitate understanding of the content in the curriculum Finally, this study also suggests that the teachers' skills in designing variations of songs can make early childhood education classrooms culturally attractive and aesthetically more creative.

Developing Professional Identities through Participation Within a Hybrid Community of Practice: Illustrating the Front-Line Experiences of Four Pre-K Mentor–Teachers

Early childhood classroom teachers are often left with little support and guidance as they assume responsibilities as mentor–teachers. The purpose of this collective case study was to explore how a hybrid community of practice comprised of four pre-K mentors and a university program coordinator supported the development of new understandings about how to effectively supervise preservice teachers. The evolution of collective and individual knowledge was chronicled through interviews, online discussions, face-to-face exchanges, and classroom observations. Data analyses included iterative cycles of coding, moving from open coding to process and pattern coding. Findings illustrate how mentors’ processes of coming to know were developed within a complex web of relationships from which the dyadic roles and responsibilities as mentors of preservice teachers and teachers of young children were considered and negotiated. Implications include the need for more collaborative professional opportunities for pre-K mentors within school and university settings.

Preschool Teachers’ Perceptions and Reactions to Challenging Classroom Behavior

Awareness of issues of social competence and challenging behavior related to childhood language an communication disorders has been increasing. The purpose of this clinical exchange is to provide speech-language pathologists with basic information on communication disorders and challenging behaviors, as well as with insights into ways to support both students and classroom teachers. To provide effective services to children with language impairments and optimally support classroom staff, speech-language pathologists need to recognize (a) the interdependence of language, communication, social competence, and challenging behaviors; (b) the significance that challenging behaviors can have on evaluations of academic competency; and (c) how teachers in early childhood classrooms perceive and react to challenging behaviors. This clinical exchange provides an overview of the relationship between language, communication, and social competence, and presents preliminary survey research data investigating teachers' perceptions and reactions to challenging behaviors. Clinical implications are discussed, including considerations for intervention with children who may exhibit challenging behaviors in combination with language disabilities, and the speech-language pathologist's instrumental role in educating and supporting classroom staff to use communication strategies when managing challenging classroom behaviors.

Manipulative managers and devilish dictators: Teachers’ perspectives on the dilemmas and challenges of classroom leadership

This qualitative study looked at how early childhood teachers talk about and interact with the most powerful children in their classrooms—the student leaders. Relying primarily on interviews with six teachers in early childhood classrooms (infants, toddlers, and preschoolers) within a University‐affiliated center, this paper reconsidered leadership qualities in young children from the teachers’ point of view, probing the often overlooked challenges and dilemmas that young leaders present in student‐student and student‐adult relationships. Findings showed that the teachers described children's leadership skills in positive ways in the abstract, but these theoretical beliefs were quickly challenged by the realities of the classroom. As a result, teachers faced the complex dilemma of supporting individual children's leadership strengths while nurturing their own visions of classroom community. Findings are discussed with reference to implications for practice, including implications for early childhood teacher education, and suggestions for further study.

Developing Portfolios to Evaluate Teacher Performance in Early Childhood Education

One goal of the teacher's professional portfolio is to describe the full range of abilities and document effective teaching over an extended period of time. In this article we discuss the procedure that teachers can use in developing their own portfolio assessment to help generate data for making decisions about teaching performance. The development of a teacher portfolio requires planning, time, organization and cooperation from students, colleagues, parents and supervisors. The format of the portfolio may vary from individual to individual and be based upon personal preference. Organizations and contents of the teacher portfolio are suggested. Questions and associated lists of teaching artifacts are discussed based on the authors' experiences as early childhood classroom teachers and university professors. The answers to these questions will guide the selection of activity-generated products to best represent the essence of the teacher performance.

WHERE ARE THE MEN? THE SCARCITY OF MALES IN EARLY CHILDHOOD CLASSROOMS

This article examines issues surrounding the recruitment and employment of men in early childhood education, including special education, child care, and preschool through primary grade classrooms. Earlier research from the United States, Canada, and Australia concerning men in early education is reviewed. Issues discussed include the limitations of traditional gender roles, concerns of homosexuality, fear of sexual abuse accusations, salaries, and isolation. Initiating dialogue, identifying and remedying prejudices and practices that favor women, and activating support networks are among the activities suggested to increase the number of male teachers in early childhood classrooms.

Relationships between Literature Programs, Library Corner Designs, and Children’s Use of Literature

AbstractThe purpose of the research was to survey and then describe the physical characteristics of library corners and literature activities used by teachers in early childhood classrooms. Children’s frequency of use of literature during their free-play period was recorded to determine if there was a relationship between literature use and physical design characteristics of library corners and literature activities carried out by teachers. The results from 133 nursery through second grade rooms indicated that many did not have well designed library corners. The results from 67 nursery and kindergarten rooms indicated that many did not have regularly planned literature activities. In most rooms there was infrequent use of library corners by children during their free-play period. There were however many positive correlations found between children’s frequency of use of literature and physical design or program characteristics.