The Complex and Dynamic Nature of Quality in Early Care and Educational Programs: A Case for Chaos

Buell, Martha; Cassidy, Deborah J.

doi:10.1080/02568540109594961

Cited by 17 publications

(9 citation statements)

References 19 publications

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“…Professional development of preschool teachers thus is the need of the hour, otherwise it would limit preschool teachers' imagination and creativity, restrict them to appreciate the significance of varied instructional strategies through which children begin to get the essence of their surroundings, feel the texture of the objects. Literature shows that the teachers who attended 12-20 credit hours of coursework made significant gains on rating scales and prepared their classroom environment more developmentally appropriate, as compared to their counter parts with no ECE coursework (Buell & Cassidy, 2001). Training with ECE content and pedagogy will capacitate the preschool teachers to infuse developmentally appropriate strategies; understand and implement mathematics and science learning opportunities in their classrooms, whilst integrating them in their daily routines.…”

Section: Best Practice Of Mathematics and Science Teaching In Preschoolsmentioning

confidence: 99%

Teachers’ SMK and PCK of Mathematics and Science Affect Teaching in Gaborone Preschools

Bose¹,

Seetso²

2019

ASSRJ

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The current study presents an account of mathematics and science knowledgebase of private Gaborone preschool teachers and assesses its influence on their classroom teaching. It assesses their Subject Matter Knowledge (SMK) and Pedagogical Content Knowledge (PCK) and scales their views on the Best Practices for mathematics and science teaching in preschools. A pragmatic paradigm with a concurrent mixed-method mode was used to conduct this study. Using a random-purposive sampling procedure, 64 preschool teachers were selected. Questionnaire and focus group discussions were used for data collection. The quantitative data was analysed using descriptive analysis and presented with the help of frequency Tables and Graphs. The qualitative data was coded and synthesised to receive meaningful information. The findings show that 80% of teachers were trained as primary school teachers; only 14% had professional training in Early Childhood Education (ECE). It further revealed that the teachers had SMK; however, were less proficient in PCK which affected their classroom practices, despite having ample material resources. The preschool teachers viewed the establishment of the Science Center/s for young children and strong administrative support as best practices for teaching mathematics and science in preschools.

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Section: Best Practice Of Mathematics and Science Teaching In Preschoolsmentioning

confidence: 99%

Teachers’ SMK and PCK of Mathematics and Science Affect Teaching in Gaborone Preschools

Bose¹,

Seetso²

2019

ASSRJ

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“…Blau (2000) cautions that projected associations between process and structural quality may be caused by factors that are confounded with the structural and caregiver characteristics. Indeed, researchers have called for inclusion of additional variables to explain the complete picture of quality (Blau, 2000;Buell & Cassidy, 2001;Cassidy, Buell, Pugh-Hoese, & Russell, 1995;Phillips et al, 2001;Whitebook, Sakai, Gerber, & Howes, C. (2001)). They argue that these confounding factors might include center policies, curriculum, directors' leadership skills, staff morale and stability, characteristics of children in the centers, regulatory and financial aspects of care, staff cohesiveness, and overall teacher education.…”

Section: Why Do Definitions Of Quality Matter?mentioning

confidence: 99%

Revisiting the Two Faces of Child Care Quality: Structure and Process

Cassidy¹,

Hestenes²,

Hansen³

et al. 2005

Early Education & Development

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While child care quality has been examined in numerous studies, the definition of quality and specifically, the concepts of structural and process quality, have not been adequately explored. In this qualitative analysis of the constructs of process and structural quality, a content analysis of the Early Childhood Environment Rating Scale-Revised (ECERS-R), a commonly used measure of process quality, was conducted to investigate its use as a measure of process quality. Through constant comparative analysis of the ECERS-R at the indicator level, definitions of structure and process were formulated. Results show that over half of the indicators of the ECERS-R are measuring structural quality rather than process quality. Further examination of quality as a dynamic exchange between individuals and context is needed to advance research in the area of early childhood program quality.

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“…By understanding and using chaos theory, we may begin to address, among many things, how and why we occupational therapists do holistic practice. We may do so in a manner similar to how Buell and Cassidy (2001) use chaos theory to understand the nature of quality of care in early childhood education, or how Collins (2001) used chaos and complexity theories to explore self awareness in human adaptation.…”

Section: Chaos Theorymentioning

confidence: 99%

Chaotic Occupational Therapy: Collective Wisdom for a Complex Profession

Royeen

2003

The American Journal of Occupational Therapy

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In the tradition of Mosey's (1985) Eleanor Clarke Slagle lecture (p. 504) as a road map to where this presentation is going, I will present a short preface and first, talk about her story and our professional identity; second, use chaos theory as a way to look at occupation; third, introduce you to Charlotte's Web of Chaos; fourth, make some conclusions about chaos and occupational therapy; fifth, do an ending to this telling, and; sixth, do a summary and closing.

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The Complex and Dynamic Nature of Quality in Early Care and Educational Programs: A Case for Chaos

Cited by 17 publications

References 19 publications

Teachers’ SMK and PCK of Mathematics and Science Affect Teaching in Gaborone Preschools

Teachers’ SMK and PCK of Mathematics and Science Affect Teaching in Gaborone Preschools

Revisiting the Two Faces of Child Care Quality: Structure and Process

Chaotic Occupational Therapy: Collective Wisdom for a Complex Profession

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