The use of a developmental continuum in early childhood clinical experiences: building preservice teachers’ knowledge of cognitive development

ABSTRACT

The quality of early caregiving and educational environments has a significant effect on children’s later cognitive outcomes. Early childhood teachers are an important determining factor in the quality of these environments and therefore they need appropriate professional preparation. The purpose of this study was to describe the ways in which early childhood preservice teachers learn about children’s cognitive development and developmentally appropriate pedagogical practices at three select universities. Participants included preservice teachers and faculty members. The researcher collected and analysed data from interviews, documents, and surveys. Participants from this study proposed preservice teachers gained knowledge about children’s cognitive development as well as learned how to use this knowledge in their pedagogical practices by participating in clinical experiences that targeted a developmental continuum approach.

KEYWORDS:

• Early childhood teacher preparation
• clinical experiences
• developmental continuum
• cognitive development
• developmentally appropriate practice

Acknowledgement

Research was conducted with permission from IRB at Florida Atlantic University. The author would like to acknowledge the NAECTE Foundation for their doctoral scholarship award, which helped to make this research possible.

Disclosure statement

No potential conflict of interest was reported by the author.

Note on contributor

Courtney Beers is an Assistant Professor of Early Childhood Education at the University of Oklahoma.

ORCID

Courtney Beers http://orcid.org/0000-0002-8238-0566