(Download) "Education Matters in the Nurturing of the Beliefs of Preschool Caregivers and Teachers." by Early Childhood Research & Practice " Book PDF Kindle ePub Free
eBook details
- Title: Education Matters in the Nurturing of the Beliefs of Preschool Caregivers and Teachers.
- Author : Early Childhood Research & Practice
- Release Date : January 22, 2002
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 249 KB
Description
Abstract This study examined the relationship between educational background and the philosophical orientation of early childhood educators who worked as caregivers and teachers of preschoolers, ages 3 to 6 years, in one midwestern state (Indiana) in the United States. Specifically, the highest level of education attained by the early childhood professionals and their educational background (whether specific to working with young children or not) were compared to their self-reported beliefs about best practice with young children, using developmentally appropriate practices (DAP) as the philosophy for comparison. A comparison of factor analyses from this study and from studies conducted by Charlesworth and colleagues in 1991 and 1993 indicate clear similarities. A significant, positive correlation was found between level of education and self-reported DAP beliefs scores, and results from 2 x 3 ANOVAs of the three factors that emerged from these data indicate that professionals with a bachelor's degree or higher more strongly adopted DAP as a philosophy overall than colleagues with less education, whereas coursework specific to working with young children was found to be significant only in the case of beliefs related to child-initiated learning. Thus, in general, participants with 4 years of college or more, even if in an unrelated field, held stronger DAP beliefs than those with less education, even if that education was directly related to working with young children. The article suggests that more research needs to be done to examine whether a 4-year degree may be most desirable in terms of ensuring better-qualified preschool teachers. The article also discusses the implications of this finding for policy and advocacy in the field of early childhood education.
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