Shifting Mindsets about Educating Young Children

Autor/inn/en	Scheffel, Tara-Lynn; Hives, Lotje
Titel	Shifting Mindsets about Educating Young Children
Quelle	In: Learning Professional, 42 (2021) 2, S.26-29 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-928X
Schlagwörter	Young Children; Child Development; Early Childhood Education; Early Childhood Teachers; Preservice Teachers; Student Attitudes; Attitude Change; Childhood Needs; Teacher Attitudes; Beliefs; Individual Characteristics; Educational Environment; Documentation; Inquiry + Suchen Sie Ihr Suchwort? Frühe Kindheit; Kindesentwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Early childhood education; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Attitudinal change; Einstellungsänderung; Childhood; needs; Kindheit; Bedürfnis; Lehrerverhalten; Belief; Glaube; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Dokumentation
Abstract	Teaching young students requires more than just learning about child development -- it requires understanding children and their experiences. Teacher educators have seen a lack of such authentic understanding among future and current early childhood educators. The authors set out to change that in a bachelor of education degree program in northern Ontario, Canada. After co-teaching the first offering of a six-week elective course premised on an asset-oriented view of young children as capable learners, the authors found ourselves deep in conversation about teacher candidates' understandings of teaching and learning in the early years. The authors noticed teacher candidates naming shifts in their personal and professional thinking as they reflected on and revisited key pedagogical understandings. The inquiry led the authors to uncover four key shifts, which they continue to see each time they teach this course. They find these shifts to be particularly pronounced for those who have little experience with young children and are coming to understand them in new and powerful ways. These shifts offer pedagogical leaders a starting place to encourage educators of all levels and settings to explore their own mindsets about young children. In this article, the authors share key quotes from teacher candidates that explain these shifts, drawing on data collected during a collaborative inquiry with nine teacher candidates (five preparing to work in K-6 and four preparing to work in grades 7-12). (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01