Teaching Practice : A Guide for Early Childhood Students

Teaching young children requires more than an ability to set goals, apply techniques and assess outcomes. It involves developing trusting relationships, deciding on what children need to know, creating secure and stimulating learning environments and working cooperatively with other significant adults in children's lives. This book will help teachers prepare for and make the most of the teaching practice in a variety of early childhood settings which cater for children from birth to eight years. Chapter cover: * ways of knowing and relating to children * the early childhood curriculum * effective social and physical environments for learning and teaching * working collaboratively with colleagues and parents While giving many practical guidelines and suggestions, this book challenges teachers to do their own thinking about learning and teaching. It will encourage them to use their specialised and personal knowledge - to do more than 'practice' teaching techniques during their teaching practice.

Foreward. Preface. Acknowledgements.

1. Teaching Practice in Early Childhood Settings. Introduction. What is Teaching Practice? Teaching Practice: Becoming Professional. Developing specialised knowledge. Making assessments and decisions. The teaching cycle. Acquiring high standards of practice. Serving children's interests - maintaining confidentiality - adapting to the uniqueness of the setting - valuing diversity - becoming familiar with legal and industrial aspects. Teaching Practice: Opportunities for Learning. Preparing for Teaching Practice. Being prepared for the unexpected. Summary. Suggested Activities.

2. Ways of Knowing and Understanding Children. Teachers and Children: Building Relationships. Some suggestions for getting to know children. Become familiar with names and faces - Talk with the children - Think about how children might see you - Join in activities with children - Share something of yourself - Keep a journal. The Nature of Observation. Processes that are a part of initial observations. Identifying characteristics of individual children - Noting general characteristics of children - Describing how the group functions - Assessing how children respond to you - Considering new information in the light of specialised knowledge - Having a purpose for your observations. What Can be Observed When Getting to Know Children? Areas of development. The Children's knowledge. Skills and strategies used in learning and interacting. Children's dispositions. Children's feelings. The dynamics of a group of children. How are Observations of Children Useful to Teachers? Using observations - to provide supportive learning environments. Using observations - to understand behaviour problems. Using observation - to monitor children's progress. Some Questions About Observations. Is it ok to observe some children more than others? What methods of observation should I use? To be 'real' observations, do they have to be written down? How do I know if my observations are accurate? Summary. Suggested Activities.

3. Early Childhood Curriculum. Early Childhood Curriculum: Many Different Meanings. Early Childhood Curriculum: Embedded in a Set of Beliefs. Early Childhood Curriculum: What is and What Should Be. Factors Influencing Early Childhood Curriculum. Growing diversity. Expansion of long day care provision. Recent developments in compulsory schooling. Recent developments in preschool education. Developing Beliefs About Children, Learning and Teaching. Transforming Curriculum Visions Into Actions That Realise The Visions. Planning for the under 3s. Planning for 3-5 year olds. Planning for 5-8 year olds. A Framework for Decision Making. Summary. Suggested Activities.

4. Creating Environments for Learning and Teaching. Organising the Physical Environment: What's Involved? Key aspects of the physical environment. The arrangement and use of space and equipment - the selection and storage of materials - the schedule of the day. Considering the Messages and Effects of the Physical Organisation. Examining reasons for particular organisational arrangements. Proposing alternative arrangements in particular situations. Messages resulting from organisational decisions. Linking Beliefs About Learning and Teaching With Organisational Decisions. Being Prepared. Promoting a Supportive Social Environment. Valuing children's contributions and building self- esteem. Welcoming and celebrating cultural diversity. Providing meaningful contexts for learning. Fostering a sense of independence and responsibility in children. Engendering a sense of fairness. Summary. Suggested Activities.

5. Developing A Practical Theory and Practical Skills. Developing A Practical Theory: Why and How. Describing situations and asking questions about teaching actions. Clarifying reasons for particular responses. Being prepared to challenge and extend existing knowledge about teaching. Considering ehtical issues associated with teaching. Developing P