Promoting the Social Competence of Each and Every Child in Inclusive Early Childhood Classrooms

Social competence is part of a complex system that extends beyond the young child, necessitating prevention, assessment, and intervention. In this chapter, social competence in early childhood is examined considering existing research, developmental theory, and best practices and policies, many of which (on their own) address limited facets of a complex set of interactive competencies and outcomes. The potential and pitfalls of inclusive early childhood classroom structures relative to supporting interaction and social skill development are explored. Next, some of the most common social issues related to disabilities are described. These include deficits associated with specific developmental issues, such as emotional and behavioral issues autism, as well as others covered under the federal law (IDEA); universal practices for understanding and addressing student strengths and needs are shared. Finally, structures for addressing social interaction and supporting social competence in inclusive classrooms are presented. A conceptual model integrating professional preparation and the key components of inclusive preschool education for children with social competence needs is shared. These serve to illustrate practices and strategies which are supported by extant literature and acknowledge the dignity of children and their need for effective early childhood educational practices

Outcomes of Community-Based Infant/ Toddler Teacher Preparation: Tiered Supports for Pre-service early Childhood Education Teachers in Early Head Start

This study examined results associated with a field-based undergraduate early childhood teacher education program designed as a response to calls for enhanced field experiences and community-situated teacher education that narrows the preparation-to-practice gap. Specifically, classroom observations were used to assess undergraduates’ progress in developmentally appropriate adult-child interaction during a portion of a semester-long professional preparation sequence focused on infants and toddlers offered in an urban Early Head Start program serving low-income children. During the sequence, a model relying on guided apprenticeship with classroom teachers and continuous direct supervision from university faculty was employed. In addition, a tiered model including universal, targeted, and intensive supports was implemented in order to support candidates in identifying and developing specific areas of need. The participants in this study demonstrated greater responsivity and intentional engagement with infants and toddlers as a result of this intensive preparation sequence. Participants who did not show an initial increase in skills responded to targeted and and/or intensive intervention strategies. This model suggests that by refocusing early childhood teacher preparation through a lens of partnership between EHS teachers, university faculty, and early childhood special education (ECSE) teacher candidates, significant gains in developmentally appropriate practice can be achieved even for candidates early in a preparation program

Re-envisioning the Role of Universities in Early Childhood Teacher Education: Community Partnerships for 21st-Century Learning

Despite contrasting views on the overlap of early childhood education and teacher education, opportunities abound for expanding the role of early childhood educators in broader teacher education discourse. University-based early childhood and Kindergarten-through-grade-12 teacher education share purposes, philosophies, and resources that should be explored to more effectively address the needs of diverse young children and their families. Community partnerships and a shift toward community-based teacher preparation present a context and opportunity for exploring the overlap of these two historically separate fields. In this paper, we present a framework for collaborative, field-based early childhood teacher preparation, situating birth-though-grade-12 teacher education in diverse community contexts and involving school and community personnel to achieve universal 21st century goals for the teaching and learning of young children

Supporting Collaborative Efforts in Implementing Evidence-Based Reading Interventions: The Role of Online Databases

The purpose of this article is to provide an explanation of how effective reading interventions are identified. Through a review of the National Reading Panel’s general findings, along with a review of systems currently used to evaluate and disseminate specific reading interventions, a discussion of what works in reading is presented. The Evidence-Based Intervention (EBI) Network is presented as a resource for facilitating collaboration across disciplines. Finally, a framework to guide collaborating professionals in the implementation of evidence-based reading interventions is proposed

Preparing Early Childhood Professionals for the Culturally and Linguistically Diverse Classrooms and Communities of Illinois

Recent Illinois state policies call for mandatory preparation of early childhood educators to address the needs of the large and growing population of young English language learners. University-based early childhood teacher preparation programs across Illinois have responded by integrating content related to cultural and linguistic diversity into existing programs. The authors discuss research and professional literature in support of teacher preparation programs that emphasize field-based experience, particularly clinical experience in culturally and linguistically diverse schools and community organizations. They describe the comprehensive field-based teacher education program at Loyola University of Chicago that was redesigned to address current Illinois policies related to early childhood teacher education. The program, Teaching, Learning, and Leading with Schools and Communities (TLLSC), collaborates with school and community partners in the area to equip teachers to meet the needs of young culturally and linguistically diverse children and their families. Four video vignettes provide examples of and perspectives on participation in the TLLSC program. In these vignettes, childhood administrators, educators, undergraduate students, and teacher preparation faculty discuss their experiences with Loyola’s field-based teacher preparation. The authors address implications of early childhood teacher preparation for cultural and linguistic diversity in Illinois

Foundations for Promoting LGBT+ Social Justice through Early Childhood Teacher Education

This chapter presents a framework for early childhood (EC) teacher education experiences that align with aims of LGBT+ (lesbian, gay, bi, trans, plus other identities) social justice. The chapter begins with an introduction to the populations addressed: children of LGBT-led families, trans people, children who represent gender diversity, and LGBT+ teachers. Ethical and teaching responsibilities of educators who serve children aged birth to five are shared, including the work of authors in the interrelated fields within EC education. Examples of supportive educator competencies are shared across three critical aims: including and supporting LGBT-led families, supporting children’s explorations of gender (including combating gender bias), and supporting LGBT+ educators. Next, a model for authentic, field-based EC educator preparation is presented, including strategies for better linking preparation to practice. Finally, resources for EC educators and those who prepare them are provided. The overall goal of the chapter is to integrate topics, competencies, and issues typically treated separately into a more holistic view of the possibilities within EC teacher education to enhance the inclusivity of preparation programs, broaden the knowledge and skills of pre-service educators, and positively influence the lives of LGBT+ individuals

Pan-European grading scales: lessons from national systems and the ECTS

This article assesses the impact of the Bologna Process on the grading schemes of EU member countries. In light of some problems regarding the implementation of the European Credit Transfer system (ECTS), the author proposes further reforms and offers some elements of a unified grading system for European higher education. The author explores the variation among Europe’s grading systems and the resulting lessons learned are shared here. Lastly, this article also argues that principles of justice and fairness, deemed central to academic freedom, are best upheld by the use of a unified grading system at national and European levels

The Project Approach Meta-Project: Inquiry-Based Learning in Undergraduate Early Childhood Teacher Education

This article describes a case study involving the planning, phases, and outcomes of an exploration of the Project Approach led by four teacher candidates as part of an undergraduate early childhood teacher preparation program. Four undergraduate junior-level teacher candidates investigated the phases of the Project Approach during their junior year; this work took place during a 26-week learning module comprised of a seminar and part-time student teaching placement in a preschool setting. The candidates aligned the stages of their investigation with the phases of the Project Approach, which provided a framework complementary to that of action research, within which the candidates directed their own exploration of essential issues of early childhood pedagogy and curriculum. This investigation took place both at the Loyola and at a preschool in which the Project Approach was in use. Candidates assumed the role of the teacher and led actual projects with preschoolers; these served as culminating events for their project. In addition, at the conclusion of the module, candidates planned and hosted a session at which they shared documentation of their learning and outcomes of the investigation for an audience of university faculty and other teacher candidates. Candidates demonstrated an increased understanding of the Project Approach and a greater appreciation for its use with preschoolers. They also identified perceived advantages and challenges of implementing projects in various types of early childhood settings. Candidates exhibited high levels of collaboration with mentor co-teacher educators, and acquired knowledge and skills that informed their roles in guiding preschoolers through project planning and investigation during student teaching