An Infant-Toddler Field Experience in Resistance to Settler Colonialism in Teacher Preparation: Perspectives and Practices of Teachers and Teacher Candidates

Autor/inn/en	Lees, Anna; Brennan, Carolyn
Titel	An Infant-Toddler Field Experience in Resistance to Settler Colonialism in Teacher Preparation: Perspectives and Practices of Teachers and Teacher Candidates
Quelle	In: Early Years: An International Journal of Research and Development, 43 (2023) 3, S.561-575 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2023.2229069
Schlagwörter	Field Experience Programs; Colonialism; Early Childhood Teachers; Infants; Toddlers; Parent Child Relationship; Early Childhood Education; Preservice Teacher Education; Preservice Teachers; Student Attitudes; Child Development; Land Settlement; Indigenous Populations; Teacher Attitudes + Suchen Sie Ihr Suchwort? Praxisnahes Lernen; Kolonialismus; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Infant; Toddler; Toddlers; Kleinkind; Infants; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Education; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Kindesentwicklung; Siedlungsraum; Sinti und Roma; Lehrerverhalten
Abstract	The separation of young children from their families for most of their awake hours, and the specific segregation of children by discrete chronological age through classrooms and grade levels, is a relatively new phenomenon in the history of human society. Such settler colonial constructs continue to influence early learning design, policy and practice. We suggest that to prepare early childhood educators committed to bringing about just and sustainable futures, early childhood teacher preparation programs must begin to make visible and interrupt the notion of age segregation, support understandings of very young children as complete individuals and foster teacher preparation grounded in holistic, familial, and relational development. In considering how early childhood teacher preparation programs can prepare educators to serve children and families across their lifespan, we share perspectives of teacher candidates and recent graduates regarding how an infant/toddler practicum experience impacted and held relevance to their PK-3 teaching practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01