Service Learning as Pedagogy in Early Childhood Education (eBook)

Theory, Research, and Practice

Kelly L. Heider (Herausgeber)

eBook Download: PDF

2016 | 1st ed. 2017
X, 236 Seiten
Springer International Publishing (Verlag)
978-3-319-42430-9 (ISBN)

Infos

This book presents the most recent theory, research, and practice on service learning as it relates to early childhood education. It describes several service learning programs, many of which were developed to better prepare pre-service teachers for the challenges they face in today's early childhood classrooms, including class size, ever-changing technology, diversity, high-stakes testing, parental involvement (or the lack thereof), and shrinking budgets. The book shares stories of positive outcomes from pre-service teachers who, having participated in service-learning programs, report a shift in their attitudes and beliefs including an increased empathy for others, a heightened sensitivity to student differences, more democratic values, and a greater commitment to teaching. In addition, the book examines the effects of service learning and positive outcomes for children and teacher educators as well.

Schools today face an increasing number of language learners, the mainstreaming of special population students, and working with a standards-driven curriculum. All of these present new challenges for teachers as they attempt to meet their students' educational needs. As a result of this new classroom environment, and the educational needs they present, teacher educators must now seek different approaches to prepare prospective teachers to meet these needs because the traditional approaches to teacher preparation, such as coursework independent of fieldwork, are no longer effective in equipping teachers to address these issues. This book examines in detail the new approach of service learning.

Inhalt

Foreword 6
References 9
Contents 10
1 Integrating Service Learning into Early Childhood Teacher Education: A Theoretical Perspective 12
Introduction 13
What Is Service Learning? 13
A Rationale 15
A Theory of Service Learning 18
Learning Through Service 21
References 23
2 Redefining Early Childhood Epistemology: Exploring Service-Learning Pedagogy in an Early Childhood Context 26
Introduction 27
Historical Context 27
Present Context 28
Service Learning in Pre-service Teacher Education 29
Early Childhood and Service Learning 31
Methodology 33
Participants and Procedures 33
Results and Discussion 34
Pedagogical Practice 34
Enjoyment 35
Collaboration 36
Self-Efficacy 37
Discussion 37
Integration in the Future 38
Concluding Thoughts 38
Limitations and Challenges 39
References 39
3 Preschool Teacher Education in Sweden and Australia: The Importance of Reflection for Understanding Context 43
A Snapshot of an Early Childhood Context 43
Theoretical Positioning 45
The Early Childhood Context in Sweden 46
Swedish Preschool Teacher Education 46
Snapshots from Swedish Research 47
The Early Childhood Context in Australia 49
Australian Preschool Teacher Education 50
Snapshots from Australian Research 50
The Importance of Reflective Practice When Working with Infants and Toddlers 52
Summary 53
References 54
4 Academic Service Learning and Cultural Competence in Teacher Education 56
Family Support 56
Literature Review 57
Ecological Systems Theory 57
Cultural Competence 58
Cultural Competence in Early Childhood Teacher Education Programs 58
Authentic Family Engagement Models 59
Cultural Competence and Authentic Family Engagement Strategies 59
Evaluating Cultural Competence and Family Engagement 60
Methods 61
Subjects 61
Instruments 61
Data Collection 62
Data Analysis 62
Results 63
Implications for Teacher Education 63
Conclusion 65
References 66
5 Shaping Service-Learning Spaces for Preservice Teachers to Experience and Learn to Teach for Diversity 67
Beginning in Experience 67
Theoretical Perspectives 69
Teacher Knowledge and Knowledge for Teachers 70
Learning in Dispositioning Contexts 71
Learning Diversity in Relationship 72
Service-Learning as a Borderland Space of Inquiry 72
Shaping a Narrative Inquiry Space 72
Monique's Stories to Live By 75
Monique's Stories, Lived and Told 75
Monique's Stories Interrupted in the Borderland 75
Monique's Stories Retold 77
Monique's Stories Continue to Shift 78
Monique Begins to Live a New Story 79
Reconsidering Teacher Education for Diversity 80
Curriculum as Lived Experience 81
Intentionally Creating Curricular Moments 81
Inquiring into Curricular Moments in Relationship 82
Connecting Curricular Moments Over Time 83
Thinking Narratively as Inquiry into Diversity 84
Early Childhood Teacher Education for Diversity 85
References 87
6 HBCUs to the Rescue: Utilizing Service-Learning Pedagogy to Improve Teacher Preparation in Early Childhood Education 89
Problems with Teacher Preparation in Early Childhood Education 90
The Mission of HBCUs: Then and Now 91
The HBCU Mission and Service-Learning Pedagogy 94
HBCUs and Service-Learning Pedagogy: Implications for Early Childhood Teacher Preparation Programs 95
Conclusion 98
References 98
7 Open Doors Field Trips: Making Connections with Minority Students Through the Creation of Vision Boards 101
Kyra's Story 101
Introduction 102
Open Doors Program 103
Service Leaning and Theory 104
Considerations for Implementation 104
Beginning Implementation 105
Pre-service Teaching Students 107
Student Experiences 107
Broadside Community 108
Cooperating Classrooms 109
Cooperating Teachers 110
Elementary Students Served 110
Visits to Broadside 111
First Visit 111
Second Visit 112
Third Visit 113
Final Visit 113
Feedback 114
Implications 115
Final Thoughts 116
References 117
8 Interdisciplinary Service Learning: From Teacher Education Programs to Early Childhood Facilities 118
Service-Learning Opportunities 119
Interdisciplinary Service Learning in Action 120
Universities as the Initiator 122
Instructors as the Promoters 123
Classroom as a Community 124
Standards as a Guide 127
Interdisciplinary Service-Learning Elements 130
Summary 131
References 132
9 Service Learning in the Sullivan Literacy Center 134
Introduction 135
The Sullivan Literacy Center 136
Literacy Support Programs and Course Correlations 138
The Service Learning Journey Begins: Fall 2013 139
Reading Is R.A.D.: Radiant, Aromatic, Delicious 139
Program Effectiveness Results 140
The Service Learning Journey Continues: Spring 2014 141
Blazing LitES: Literacy Education Success 141
Program Effectiveness Results 145
The Service Learning Journey Ends: Fall 2014 148
L.E.A.P.: Literacy Education Assessment Program 148
Program Effectiveness Results 150
Discussion 154
Sullivan Literacy Center Program Limitations 155
Summary 155
References 155
10 Service Learning Through a Literacy Tutoring Program 157
Introduction 158
Tutoring and Literacy-Related Centers 159
University Literacy Centers 160
Literacy Centers Located in Community Settings 160
The Literacy Center as a Resource for Service Learning in Teacher Education 162
Revitalization of the University's Literacy Center to Support the Tutoring Program 163
Organization of the Literacy Tutoring Program 165
Service-Learning Component in the Literacy Course 166
Benefits and Challenges of the Literacy Tutoring Program 168
Challenges 169
Recommendations for Implementing Literacy Tutoring as a Service- Learning Opportunity 171
Conclusion 171
References 172
11 Service Learning as the New Lab School: Engaging Pre-service Art Educators Within Local Communities of Art and Knowledge 175
Excerpt from “Interview with a Zombie Hunter” by Pre-service Art Educator, Ryan 176
Service Learning as the New Lab School 177
Elementary Methods: Moving Outward to Look Inward 179
Museum and Community-Based Art Education: Expanding Our Idea of Who and Where Art Learners Can Be 181
Concluding Directions 182
References 182
12 Tackling Science Instruction Through “Science Talks” and Service Learning 184
Key Terminology 186
Theoretical Framework 188
Implications for Practice 189
Science Talks: Thinking It Through Together 190
Revealing Student Thinking: Formative Assessment 191
Giving Up Control and “THE” Correct Answer 192
Summary 193
References 194
13 “If I'm in the Grass and These Boots Overflow,I Could Water the Plants”: Exploring the Natural World as Service Learning with Young Children 197
Early Childhood Education for the Environment 199
The Reggio Emilia Approach 201
A Case Study of One Reggio-Inspired and Environmentally-Focused Preschool 202
References 213
14 Problem-Solution Projects with Young Children 216
Introduction 216
The Problem-Solution Project 217
Theoretical Foundations: Service-learning and Critical Pedagogy 219
Engagement, Socio-emotional Learning, and Empowerment 220
Engagement 220
Social and Emotional Learning 223
Student and Teacher Empowerment 225
Implications for Practice 227
Engagement 228
Social and Emotional Learning 229
Teacher and Student Empowerment 230
Conclusion 231
References 232
Afterword 235
References 237

Produkt-Details

• Erscheint lt. Verlag: 14.10.2016
• Reihe/Serie: Educating the Young Child
• Reihe/Serie: Educating the Young Child
• Zusatzinfo: X, 236 p. 34 illus.
• Verlagsort: Cham
• Sprache: englisch
• Themenwelt: Geisteswissenschaften
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Vorschulpädagogik
• Schlagworte: black colleges and universities • children of diversity • cultural competence in teacher education • environmental stewardship • interdisciplinary service learning • Learning and Instruction • literacy centers • literacy tutoring programs • minority students • pre-service art educators • problem-solution projects • science education • science instruction • service learning pedagogy • teacher education in Australia • teacher education in Sweden
• ISBN-10: 3-319-42430-0 / 3319424300
• ISBN-13: 978-3-319-42430-9 / 9783319424309