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.
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