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Journal of Early Childhood Teacher Education Volume 37, 2016 - Issue 4: Preparing Early Childhood Teachers for Infant Care and Education
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Articles

First-year practicum experiences for preservice early childhood education teachers working with birth-to-3-year-olds: An Australasian experience

E. Jayne WhiteFaculty of Education, The University of Waikato, Hamilton, New ZealandView further author information
,
Mira PeterFaculty of Education, The University of Waikato, Hamilton, New ZealandView further author information
,
Margaret SimsEarly Childhood Education, School of Education, University of New England, Armidale, AustraliaView further author information
,
Jean RockelLearning, Development and Professional Practice, Faculty of Education and Social Work, The University of Auckland, Auckland, New ZealandView further author information
&
Maureen KumeroaFaculty of Education, The University of Waikato, Hamilton, New ZealandCorrespondence[email protected]
View further author information
Pages 282-300 | Received 30 Mar 2016, Accepted 14 Aug 2016, Published online: 14 Dec 2016

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Gloria Quinones & Maria Cooper. (2023) Infant–toddler teachers’ compassionate pedagogies for emotionally intense experiences. Early Years 43:4-5, pages 712-728.
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Sara Barros Araújo, Susana Esteves & Margarida Marta. (2023) On becoming an infant-toddler pedagogue: perceived contributions of heuristic play in initial professional education. Early Years 43:3, pages 545-560.
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Tik Sze Carrey Siu, Maria Cooper & Mary Benson Mcmullen. (2023) Country-specific narratives of the professional preparation of infant–toddler teachers in Hong Kong China, Aotearoa New Zealand and the USA. Early Years 43:3, pages 469-483.
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F. Raewyn Penman & Bridgette Redder. (2023) Strengthening infant and toddler pedagogy through an online specialised postgraduate qualification: building on initial teacher education and teaching experience. Early Years 43:3, pages 484-498.
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Maria Cooper, Gloria Quiñones, Andi Salamon & Tina Stratigos. (2023) “Oh, you’ve never done that before?!” Preservice teachers being ‘stirred in’ to unfamiliar practices with infants and toddlers. Early Years 43:3, pages 513-527.
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Marika Matengu, Outi Ylitapio-Mäntylä & Anna-Maija Puroila. (2021) Early Childhood Teacher Education Practicums: A Literature Review. Scandinavian Journal of Educational Research 65:6, pages 1156-1170.
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Jeesun Jung, Susan Recchia & Jennifer Ottley. (2021) Transitioning from primary-grade classrooms to infant/toddler rooms: early childhood preservice teachers’ growth and challenges. Journal of Early Childhood Teacher Education 42:3, pages 245-264.
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Sheila Degotardi & Amy Gill. (2019) Infant educators’ beliefs about infant language development in long day care settings. Early Years 39:1, pages 97-113.
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Articles from other publishers (4)

Jennifer Gilken, Jennifer Longley & Jillian Crosby. (2022) Finding Space for Infants and Toddlers in Early Childhood Teacher Preparation Programs. Early Childhood Education Journal 51:2, pages 333-344.
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Yan Qi & Marilyn Campbell. (2022) Encouraging diversity in the early childhood education and care workforce. Australasian Journal of Early Childhood 47:3, pages 233-240.
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Karyn Aspden, Tara McLaughlin & Linda Clarke. 2021. Quality Improvement in Early Childhood Education. Quality Improvement in Early Childhood Education 1 19 .
Julianne McGuire, Danielle Gallegos & Susan Irvine. (2018) Infant feeding nutrition policies in Australian early childhood education and care services: a content and qualitative analysis. International Journal of Child Care and Education Policy 12:1.
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