| 11. |
- Garvis, Susanne, 1981, et al.
(författare)
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Thinking differently about infants and toddlers: Exploring the reflections of future Australian early childhood teachers in Australia
- 2015
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Ingår i: Australian Journal of Teacher Education. - : Edith Cowan University. - 1835-517X. ; 40:4
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Tidskriftsartikel (refereegranskat)abstract
- In Australian early childhood teacher education programs, there appears to be a greater focus on the age group of kindergarten children compared to that of infants and toddlers (Garvis, Lemon, Pendergast and Yim, 2013). As a consequence, pre-service teachers may have little opportunity to interact and learn about this important age range. This paper reports on the incorporation of videos of young child and educator interaction into early childhood teacher education programs at one Australian university. The cohort of pre-service teachers (18) were asked to think in a structured way about the videos with the help of a reflective template, which challenged them to apply higher order thinking with regard to the scenarios presented. As a culminating point of the template, the pre-service teachers were asked to create a reflective practice question to improve their professional practice. In this study, the reflective questions were analysed using content and pronoun analysis. Findings suggest that the pre-service teachers were focused on the continuity of learning of young children, personal skill development and social emotional development. To a lesser degree reflections explored working with families. The pronoun of ‘we’ also appeared as the most likely response on personal reflective questions. This suggests the future teachers had already positioned themselves within the group of early childhood teachers, indicating a strongly developed professional identity.
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| 12. |
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| 13. |
- Garvis, Susanne, 1981
(författare)
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Vurdering av praksis
- 2015
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Ingår i: Fortellinger fra praksis. - Norway : Fagbokforlaget. - 9788245017786 ; , s. 217-236
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Bokkapitel (refereegranskat)
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| 14. |
- Garvis, Susanne, 1981, et al.
(författare)
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What do early childhood teacher graduands say about working with infants and toddlers?: An exploratory investigation of perceptions
- 2015
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Ingår i: Australasian Journal of Early Childhood. - 0312-5033. ; 40:4, s. 104-111
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Tidskriftsartikel (refereegranskat)abstract
- RECENT INITIATIVES IN THE early childhood education and care sector have increased the demand for early childhood teachers to work in long day care settings. This study explores the perceptions of pre-service teachers who had recently finished their final semester of study and were due to graduate from one Australian higher education institution in the state of Queensland. A cohort of pre-service teachers was invited to complete an online survey investigating their perceptions of working with infants and toddlers. A response rate of 80 per cent, representing 25 respondents, participated in the study. Descriptive statistics and content analysis were employed to analyse the survey data. The findings reveal that overall, pre-service teachers reported they had a partial knowledge of children aged birth to three years after completion of their teacher education program. This was despite 10 days of placement with infants and toddlers, and knowledge and content about infants and toddlers being embedded throughout the teacher education program (birth to eight years). Findings are also relevant to industry and government policy-makers who are advocating for qualified early childhood teachers to work in prior to formal school settings within Australia.
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| 15. |
- Garvis, Susanne, 1981
(författare)
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Young Children and Narrative Meaning-Making to Promote Arts and Technology
- 2015
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Ingår i: Revolutionizing Arts Education in K-12 Classrooms through Technological Integration. - IGI Global. - 9781466682719
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Bokkapitel (refereegranskat)abstract
- Around the world, many young children under five years of age engage with arts and technology in their home environments. Engagement with arts and technology becomes a form of sense making and communication for the young child. When children enter early childhood educational settings, the same access to digital technology may not be visible. A divide between home environments and school environments may exist, with different cultural norms. Leven and Arafeh (2002) describe this as digital-disconnect between home-school contexts. This chapter will explore the importance of narrative meaning-making to promote arts and technology communication by young children. Narrative interactions allow children's voices to be at the centre of decisions by the educator regarding arts and technology engagement. By allowing children's voices to be heard around their engagement of arts and technology, we can reflect on reducing the gap between home environments and school environments for learning.
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| 16. |
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| 17. |
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Understanding digital technologies and young children
- 2015
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Understanding Digital Technologies and Young Children explores the possibilities digital technology brings to enhance the learning and developmental needs of young children. Globally, the role of technology is an increasingly important part of everyday life. In many early childhood education frameworks and curricula around the world, there is an expectation that children are developing skills to become effective communicators and are using digital technology to investigate their ideas and represent their thinking. This means that educators throughout the world are expected to actively enhance children's learning in ways that provide learning experiences with technology that are balanced and purposeful to allow the transformation of traditional authentic learning experiences. Digital technologies can be used to explore, manipulate, discover, play and interact with real and imaginative worlds to allow active meaning making. With a wide range of expert contributors, this book provides a comprehensive examination of the current research on technology and young children and the importance of engagement for learning. This approach encourages the reader to rethink the possibilities and potential of digital technologies for learning in the early years, especially in the years before formal schooling when children might be attending early childhood settings. This will be a valuable reference for anyone looking for an international perspective on digital technology and young children, and is particularly aimed at current and future teachers.
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| 18. |
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