STUDY GUIDE

HBEC3503

The Effective Practitioner in Early Childhood Education

Topic 1:

The Effective Practitioner

Learning Outcomes
By the end of this topic, you should be able to: 1. 2. 3. 4. Define the term practitioner; Discuss the characteristics of an effective practitioner; Explain the roles of a practitioner; and Analyse the different types of knowledge a teacher should master.

Topic Overview
This topic provides the definition of practitioner and discusses the attitudes, attributes, abilities and roles of an effective early childhood practitioner.

Focus Areas and Assigned Readings

Focus Areas 1.1 1.2 Who is the early childhood practitioner? Attitudes, attributes and abilities of an effective early childhood teacher Assigned Readings AECEO Week of The Child. (2012). Catron, C. E., & Allen, J. (2003). Chapter 3, pp. 4042. Morrison, G. S. (2012). Chapter 1, pp. 1314. 1.3 Roles of a practitioner Catron, C. E., & Allen, J. (2003). Chapter 3, pp. 4255.

Content Summary 1.1 Who is the Early Childhood Practitioner?

According to The Association of Early Childhood Educators Ontario (AECEO), the early childhood education (ECE) teacher can be known as the: Preschool teacher Child care worker Day care worker

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The Effective Practitioner in Early Childhood Education

Child care practitioner Home visitor Private-home day care visitor Nursery school teacher Educational assistant (in public school settings) Early literacy specialist Early childhood programme staff ECE resource teacher Special needs consultant

1.2

Attitudes, Attributes and Abilities of an Effective Early Childhood Teacher

According to Carl Rogers (1983) (in Catron, C. E. & Allen, J. (2003). p. 40), effective and authentic teachers possess three primary qualities and attitudes: Realness or genuineness in the development as total human beings. teacher facilitates childrens

Prizing the learner, accepting the childs feelings and individuality, and believing that others are fundamentally trustworthy create a supportive climate for learning. Developing an emphatic understanding permits the sensitive teacher to understand childrens perceptions of the world.

Authentic teachers have the capacity to enter a childs world, to retain a sense of mystery and awe, and to share in a childs sense of wonder. Children almost always know how to open the doorway to joy if we listen, pay attention, and are open to what they have to teach us. Indeed, curriculum making may supply a framework for learning, but it takes adventurous teaching to make any of it come alive (Frazier, 1980), (in Catron, C. E. & Allen, J. (2003). p. 41). Good teachers of young children possess many attributes and characteristics. A review of research by Feeny and Chun (1985) (in Catron, C. E. & Allen, J. (2003). p. 41) found that the best teachers of young children exhibit the following characteristics: Warmth Sensitivity 12

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HBEC3503

The Effective Practitioner in Early Childhood Education

Flexibility Honesty Integrity Naturalness A sense of humour Acceptance of individual differences The ability to support growth without being overprotective Physical strength Vitality Compassion Self-acceptance Emotional stability Self-confidence The ability to sustain effort The ability to learn from experience (Hymes, 1968; Read & Patterson, 1980; Yardly, 1971).

Phyfe-Perkins (1981) (in Catron, C. E. & Allen, J. (2003). pp. 4041) concluded that effective teachers for young children are: Positive Encouraging Warm Attentive Child-centred Involved with children in individual and small groups rather than direct teaching of large groups

Early childhood professionals need to be carefully and thoughtfully trained so that they develop the abilities to effectively teach young children. They need information about childrens development, programme planning, and interacting and communicating with children and their parents. They also need supervised experiences that support the development of skills and acquisition of knowledge.

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HBEC3503

The Effective Practitioner in Early Childhood Education

Research by Seefeldt (1973) and a review of research by Meissner, Swinton, Shipman, Webb and Simosko (1973) examined the relationship among teachers years of formal education, their years of teaching experiences and their effectiveness as teachers. Both reported that childrens achievement gains are positively associated with the education and experience of teachers.

1.2.1 Types of Knowledge

Morrison (2012, pp. 1314), in discussing effective teachers, mentioned that to effectively teach students, teachers must gain a better understanding of how their students will learn and how they will teach them. To teach all students according to todays standards, teachers need to understand content and be able to conform to each child so that they can help students create useful, meaningful experiences and connect across subject matter and to everyday life. The four types of knowledge are described below. (a) Content Knowledge The knowledge that comes from content areas is known as content knowledge. Teachers must understand the content they teach (such as, math, science and social studies) and what constitutes the essential knowledge and skills of each content area. Pedagogical Content Knowledge In addition to knowing content, teaches must know how to teach students on content knowledge. This is called pedagogical content knowledge. It means knowing how to teach children so that content knowledge is accessible to them. Pedagogical Knowledge A third type of knowledge is general pedagogical knowledge. It means how to effectively teach and to facilitate learning regardless of the content area. This knowledge involves considering school, family, community contexts and childrens prior experience to develop meaningful learning experiences. It also involves reflecting on teaching practice and includes the variety of ideas, methods and technologies teachers use to help each child learn. Knowledge of Learners and Learning Finally, high quality teachers must understand the students they teach. This is called knowledge of learners and learning, which encompasses understanding students and how they learn, managing classroom environments and guiding children.

(b)

(c)

(d)

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HBEC3503

The Effective Practitioner in Early Childhood Education

1.3

Roles of the Practitioner

The Association of Early Childhood Educators Ontario (AECEO) mentioned that a practitioner is responsible for the development and implementation of activities in a variety of early learning and child care settings for children from infancy to school age. ECEs are responsible for planning and organising activities that protect and promote childrens intellectual, physical, social and emotional growth. Catron, C. E. & Allen, J. (2003), pp. 4255, lists the different aspects of the teachers role in the classroom as follows: Interacting Nurturing Managing stress Facilitating Planning Enriching Problem solving Advocating Learning

1.3.1 The Teachers Role in Interacting

Teachers of young children should interact frequently with children under their care. Interactions can be both verbal and non-verbal and should clearly display respect and affection for children (NAEYC, 1991). Teachers should initiate a variety of verbal interactions, such as volunteering information to children, asking them open-ended questions, giving instructions, and simply conversing with them.

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The Effective Practitioner in Early Childhood Education

Modelling a variety of non-verbal interactions at appropriate times is also critical for teachers of young children. Smiling, touching, hugging, holding, using eye contact, and kneeling or sitting on the childs level are all examples of non-verbal interactions that convey warmth and respect (NAEYC, 1991). For further information, please refer to Catron, C. E. & Allen, J. (2003). p. 42.

1.3.2 The Teachers Role in Nurturing

Early childhood educators are encouraged to nurture children with touch and physical affection. Nurturing interactions such as hugging, rocking, cuddling, and holding are necessary for childrens physical and psychological development. Physical contact through play, caregiving and teaching is important in promoting physical growth, emotional health and attachment to teachers. Nurturing interactions help children develop positive body images and self concepts as they experience respectful and responsive physical contact with teachers. Affectionate caregiving and touching enhance both emotional and cognitive developments. Children who develop an emotional attachment to their teachers are more competent learners. Childrens responses to materials and activities in child care are influenced by the emotional relationship they have with their teachers. For further information, please refer to Catron, C. E. & Allen, J. (2003). p. 43.

1.3.3 The Teachers Role in Managing Stress

Teachers helping children learn to manage stress should create play and learning environments in which stress-management and coping skills can be fostered. Teachers should also give children accurate and developmentally appropriate explanations about stressful events, share childrens concerns, acknowledge their feelings, give physical reassurances, and encourage children to ask questions, express feelings, and discuss their own perceptions. Play sosiodramatic play, fantasy play and role play helps children to reduce and manage stress in several ways. For example, a child who is coping with the stress of a new sibling may choose to role-play taking care of the baby or being the baby to help adjust to the new event. Teachers can use play to help children solve problems.

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The Effective Practitioner in Early Childhood Education

1.3.4 The Teachers Role in Facilitating

Young children need opportunities for imaginative play, self-expression, problem finding, exploration of alternatives, and invention to enhance the development of creativity (Curry & Arnaud, 1984; Milgram, Moran, Sawyers, & Fu, 1983; Vandenberg, 1980), (in Catron, C. E. & Allen, J. (2003). p. 44). Teachers facilitate the development of creativity primarily through an open, non-judgemental, accepting attitude and relaxed, flexible learning environment that is rich in resources and abundant with activities. Teachers who offer young children a variety of opportunities for individual exploration and interpretation of activities encourage self-expression. Many opportunities for imaginative play, with adequate time for children to become immersed in pretend play, fantasy, story telling, and role playing activities also foster self-expression and can be a source of creative imagination (Piaget, 1962), (in Catron, C. E. & Allen, J. (2003). p. 44). Childrens problem-finding and problem-solving skills are enhanced in an environment that supports curiosity, risk taking, possibility thinking, and nonconformity. Teachers who encourage children to self-select activities, to explore a wide range of alternatives, and to invent new objects or ideas facilitate the development of divergent-thinking skills and original problem solving (Sawyers et al., 1986; Starkweather, 1971) (in Catron, C. E. & Allen, J. (2003). p. 44). Allowing young children blocks of time to play and explore without interruption encourages them to persist with an activity or situation, to fully explore options, and to solve problems creatively.

1.3.5 The Teachers Role in Planning

Teachers plan for childrens security needs by providing a physically and psychologically safe environment. The teacher needs to check for and remove any unsafe or broken toys, material, and equipment from the classroom and playground areas. Teachers plan for childrens need for activity, attention, stimulation and success by providing a balanced and integrated day in the classroom and by implementing curricular activities designed to meet those needs. Teachers also plan daily routines and transitions. When teachers do not plan routines and transitions, it may become chaotic and frustrating for children and adults; children who are waiting often become bored and engage in inappropriate behaviour, causing teachers to respond to misbehaviour and hurry children through transition.

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HBEC3503

The Effective Practitioner in Early Childhood Education

Many routines and transition times that children go through each day should be learning opportunities for them. When children participate in routines and transitions, the teacher should guide them so that they wait for a minimal amount of time. Children should move efficiently from one area to another in a safe, unhurried manner, in small groups or individually. The teacher should initiate activities such as songs, finger plays and stories that involve and interest children. Teachers can prepare activities and arrange the environment in ways that stimulate children and help them choose appropriate activities or toys. Teachers can also be flexible and able to quickly reevaluate and use alternative activities, depending on weather changes, different interests of children and extraordinary situations. For further information, please refer to Catron, C. E. & Allen, J. (2003). p. 45.

1.3.6 The Teachers Role in Enriching

Another aspect of the teachers role is to enrich childrens learning environment. Teachers should provide children with learning opportunities that are developmentally appropriate. How young children learn should determine how teachers of young children teach (NAEYC, 1986, p. 21), (in Catron, C. E. & Allen, J. (2003). p. 45). The NAEYC suggests the following guidelines to ensure the use of developmentally appropriate teaching strategies: Teachers prepare the environment for children to learn through active exploration and interaction with adults, other children and materials. Children select many of their own activities from among a variety of learning areas that the teacher prepares, including dramatic play, blocks, science, math, games and puzzles, books, recordings, art and music. Children are expected to be physically and mentally active. Children choose from among activities that the teacher has set up or that the children spontaneously initiate. Children work individually or in small, informal groups most of the time. Children are provided concrete learning activities with materials and people relevant to their own life experiences. Teachers move among groups and individuals to facilitate childrens involvement with materials and activities by asking questions, offering suggestions, or adding more complex materials or ideas to a situation.

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The Effective Practitioner in Early Childhood Education

Teachers accept that there is often more than one right answer. Teachers recognise that children learn from self-directed problem solving and experimentation (NAEYC, 1986, pp. 2324), (in Catron, C. E. & Allen, J. (2003). p. 46).

1.3.7 The Teachers Role in Problem Solving

The teacher as a problem solver uses a process that includes acquiring information, considering alternatives, evaluating outcomes, and applying this feedback to ongoing programmes. To develop problem-solving skills, teachers must develop judgement the ability to effectively assess and respond to a variety of classroom situations. Judgement is developed through classroom experience, observing master teachers, acquiring additional knowledge and insight, and acknowledging each child in the classroom as an individual. Teachers need to use judgement to achieve a balance between providing support for children and helping children reach for autonomy, between providing activities children can master and stretching children with new challenges, and between helping children handle problems with peers and encouraging children to resolve their own conflicts. Teachers who know individual childrens needs, interests, fears, and frustrations and who have developed good judgement about classroom events can assess problem situations effectively. The most effective problem solvers anticipate and identify questions, issues and concerns of children and parents and utilise resources to make good decisions about critical classroom issues.

1.3.8 The Teachers Role in Advocating

Teachers have a responsibility to provide the best possible environment and resources for education in their classrooms. Teachers must advocate for the children in their classrooms who have inadequate health care. They must advocate for children in their classrooms who are in insecure living situations. The teachers role as advocates reaches beyond advocacy for meeting the needs of children in their own classroom. It stretches into the realm of public policy and commitment to excellence in the field of early childhood education. Teachers should adhere to the highest personal and professional ethics. Teachers need to give voice to childrens issues at the community and national level. For further information, please refer to Catron, C. E. & Allen, J. (2003). pp. 4748). 19

STUDY GUIDE

HBEC3503

The Effective Practitioner in Early Childhood Education

1.3.9 The Teachers Role in Learning

The best teachers of young children are commited to continous learning and developing as effective early childhood professionals. New teachers must realise that initial educational experiences provide the foundation for becoming competent and caring teachers. However, teachers continue to progress through developmental stages and need opportunities for support, networking, professional involvement, and additional training in order to increase teaching skills, avoid burnout, and mature as professionals (Kartz, 1977) (in Catron, C. E. & Allen, J. (2003). p. 48).

Study Questions
1. 2. Discuss the characteristics of an effective early childhood teacher. Analyse the different types of knowledge mentioned by Morrison, (2012). The NAEYC suggests guidelines to ensure the use of developmentally appropriate teaching strategies. Discuss those guidelines. Discuss the teachers role in nurturing young children.

3.

4.

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