Valuing relationships, valuing differences: Co-teaching practices in a Hong Kong early childhood center

Sanders-Smith, Stephanie C.; Lyons, M.; Yang, Sylvia Ya-Hsuan; McCarthey, Sarah J.

doi:10.1016/j.tate.2020.103230

Cited by 12 publications

(6 citation statements)

References 20 publications

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“…The philosophy of the early years program has evolved to focus on inquiry-based learning and emergent curriculum. The school philosophy draws from both the work of Dewey, 1899Dewey, , 1916Dewey, , 1938Sanders-Smith et al, 2021) and Confucius (He, 2016;Sanders-Smith et al, 2021;Tan, 2015Tan, , 2016a; Tan, 2016b), incorporating both democratic and humanistic ideals. The school incorporates widely used developmental theories (e.g.…”

Section: Contextmentioning

confidence: 99%

“…Technology posed some challenges and benefits. As co-teachers, Ms. Yu and Ms. Maeve found themselves giving over time to each other rather than genuinely sharing space as they would do in the classroom (Sanders-Smith et al, 2021). The two teachers dedicated specific PowerPoint slides during which each would teach, used Google Docs to plan, and uploaded lesson plans and activities using the app Seesaw for the parents to view.…”

Section: Adapting To E-learning Contextsmentioning

confidence: 99%

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“So we start from zero”: Lessons and reflections from online preschool during the COVID-19 pandemic

Negrette

Laixely

Cordoba

et al. 2022

Journal of Early Childhood Research

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In the world of teacher education, the ability of teachers to adapt is associated with effective teaching. In the midst of a worldwide pandemic, however, teachers’ adaptability was put to the ultimate test. With this in mind, this article explores the journey of two preschool teachers as they embarked on the sudden move from face-to-face to online instruction alongside school administrators, parents, and young children during the COVID-19 pandemic. Using a tripartite model of adaptability, the authors examine the cognitive, emotional and behavioral adaptations employed by the focal teachers, as they supported the learning process in a multilingual and multicultural early childhood program under unprecedented teaching conditions. The article highlights the lessons learned during this traumatic time and the innovative ways educators partnered with families to develop new means of collaboration. The paper ends by calling attention to the socioeconomic line of division that exists among various populations both locally and globally, which shapes the educational landscape in significant ways.

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Section: Contextmentioning

confidence: 99%

Section: Adapting To E-learning Contextsmentioning

confidence: 99%

“So we start from zero”: Lessons and reflections from online preschool during the COVID-19 pandemic

Negrette

Laixely

Cordoba

et al. 2022

Journal of Early Childhood Research

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“…Therefore, they are assigned a supplementary role in the English curriculum framework. Nevertheless, despite this "one teach, one assist" approach [62], our evidence shows that the NESTs and CATs have formed a mutually respectful relationship, which is essential in EFL contexts where native and non-native English-speaking teachers collaborate [63,64]. Furthermore, our research revealed that when educational needs, difficulties, and tensions arise, the NESTs and CATs take separate or coordinated actions to address them instead of simply acting within the boundaries imposed on them [65].…”

Section: Kindergarten Educators' Varied Agency In Micro-lpmentioning

confidence: 99%

Micro Language Planning for Sustainable Early English Language Education: A Case Study on Chinese Educators' Agency

Liang¹,

Li²,

Chik³

2022

Preprint

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Micro-level language policy and planning (LPP) primarily concerns local actors' decision-making on matters in relation to language(s) and its users. Despite a growing body of literature focusing on micro language planning in educational settings, there is a scarcity of research examining early childhood education settings such as micro-level LPP context for young English language learners. By adopting a case study approach, the present study examined the educators' enactment of agency in micro-planning the English language education policy (LEP) in one Chinese kindergarten and the associated factors shaping their agency. Our study revealed that the sustainable implementation of the kindergarten English LEP depended on the principal, native English-speaking teachers, and the Chinese assistant teachers' different degrees of agency. Also, the research findings indicated an array of contextual and individual factors nested in a hierarchical structure that facilitated, guided, and constrained the educators' agency in a role-and circumstance-dependent manner. This study contributes to the pertinent literature by casting nuanced light on the different educators' contributions to the micro-level LPP against a national policy that does not endorse early-year English language education.

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“…Pengawasan yang dilakukan oleh kepala sekolah secara rutin terhadap guru dalam melaksanakan kegiatan pembelajaran sangat berpengaruh pada perkembangan anak karena guru akan termotivasi untuk melaksanakan kegiatan secara benar. Seperti halnya yang dijelaskan oleh (Kilile et al, 2019) dengan pengawasan yang dilakukan secara rutin sangatlah membantu pencapaian anak karena guru akan melaksanakan kegiatan yang benar dan menerapkan kuirkulum dengan cara yang benar sesuai dengan rencana.Pengawasan praktik dalam kelas sehari-sehari meliputi pembelajaran yang sesuai dengan kurikulum dan cara memahami permasalahan di dalam kelas sehingga dapat menjadi bahan evaluasi seperti halnya strategi komunikasi guru di dalam kelas (Sanders-Smith et al, 2021).…”

Section: Gambar 1 Alur Program Kegiatanunclassified

Implementasi Manajemen Kurikulum pada Lembaga Pendidikan Anak Usia Dini

Rasmani

Rahmawati

Palupi

et al. 2021

IJCSL

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Kualitas layanan program pendidikan anak usia dini (PAUD) menunjang keberhasilan peserta didik. Kurangnya pemahaman pendidik mengenai pengelolaan manajemen PAUD terutama manajemen kurikulum menjadi hambatan dalam peningkatan kualitas layanan PAUD. Pengabdian dilakukan dengan tujuan untuk memberikan sosialisasi terkait pelaksanaan dan penataan manajemen kurikulum PAUD khususnya di TK. Manajemen kurikulum sangatlah penting karena manajemen ini menentukan bahan ajar yang disesuaikan dengan aspek perkembangan anak dalam rangka mencapai tumbuh kembang yang optimal dengan pembelajaran yang efektif dan efisien. Pengabdian ini bertujuan untuk memberikan sosialisasi terkait pelaksanaan dan penataan manajemen kurikulum PAUD agar lebih terarah dan berkembang lebih optimal di lembaga PAUD. Sampel pengabdian adalah TK. Hasil pengabdian menunjukkan bahwa pelatihan dan pendampingan berjalan dengan baik meskipun terkendala oleh pandemi, guru TK lebih memahami pengelolaan dan penataan manajemen kurikulum PAUD sehingga dapat mencapai tujuan pendidikan lebih otpimal secara efektif dan efisien. Luaran kegiatan pengabdian ini ialah adanya peningkatan pemahaman dan pelaksanaan manajemen kurikulum PAUD lebih terarah dan berkembang optimal.

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Valuing relationships, valuing differences: Co-teaching practices in a Hong Kong early childhood center

Cited by 12 publications

References 20 publications

“So we start from zero”: Lessons and reflections from online preschool during the COVID-19 pandemic

“So we start from zero”: Lessons and reflections from online preschool during the COVID-19 pandemic

Micro Language Planning for Sustainable Early English Language Education: A Case Study on Chinese Educators' Agency

Implementasi Manajemen Kurikulum pada Lembaga Pendidikan Anak Usia Dini

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