![]() ![]() American Journal of Educational Research. Outcomes of Community-Based Infant/ Toddler Teacher Preparation: Tiered Supports for Pre-service early Childhood Education Teachers in Early Head Start. This model suggests that by refocusing early childhood teacher preparation through a lens of partnership between EHS teachers, university faculty, and early childhood special education (ECSE) teacher candidates, significant gains in developmentally appropriate practice can be achieved even for candidates early in a preparation program. Participants who did not show an initial increase in skills responded to targeted and and/or intensive intervention strategies. The participants in this study demonstrated greater responsivity and intentional engagement with infants and toddlers as a result of this intensive preparation sequence. In addition, a tiered model including universal, targeted, and intensive supports was implemented in order to support candidates in identifying and developing specific areas of need. ![]() During the sequence, a model relying on guided apprenticeship with classroom teachers and continuous direct supervision from university faculty was employed. Specifically, classroom observations were used to assess undergraduates’ progress in developmentally appropriate adult-child interaction during a portion of a semester-long professional preparation sequence focused on infants and toddlers offered in an urban Early Head Start program serving low-income children. This study examined results associated with a field-based undergraduate early childhood teacher education program designed as a response to calls for enhanced field experiences and community-situated teacher education that narrows the preparation-to-practice gap.
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