Collaborative Training in the Education of Early Childhood Educators

A collaborative approach to understanding children's development

“…They reflect the evergrowing consensus among professionals from both ECE and ECSE that quality early childhood programs and practices are appropriate for and should be an option for all children (Lowenthal, 1992 for Professional Teaching Standards [NBPTS], 1996). Today's early childhood teachers serve a population of children and families with diverse strengths, interests, needs, and backgrounds and it is likely this trend will continue.…”

“…Children have unique characteristics and function along a continuum of development at their own individual rates (Dorsey, 1992;Lowenthal, 1992;Miller, 1992). Teachers of young children need to provide learning experiences that are consistent with children's chronological ages, as well as matched to their unique interests and abilities (Burton et al, 1992).…”

L’arte D’arrangiarsi: Evaluation of an Innovative Practice in a Preservice Practicum

“…In a study of 247 professional development programs across the United States, researchers found that teaming practices were often underemphasized in preparing personnel in occupational therapy, physical therapy, early childhood special education, speech-language pathology, and multidisciplinary programs . Hence, learning how to collaborate and function effectively on a team continues to be necessary for many professionals in early intervention and early childhood special education (Kaczmarek et al, 2004;Lowenthal, 1992;Winton, 2000). However, BOOST student teachers rated themselves and team members highly with a range between 4.70 to 4.91 (out of 5).…”

“…Collaborative community partnerships, practicum experiences of considerable depth and breadth, and teaching and evaluating empirical practices are critical features that ought to be considered when implementing preservice practica and student teaching. First, collaborative community partnerships are recommended for training highly qualified early childhood and early childhood special education professionals (e.g., Early & Winton, 2001;Klein & gilkerson, 2000;Lowenthal, 1992;Winton, 1996Winton, , 2000Winton & DiVenere, 1993). Partnerships make it possible to provide student teachers with opportunities for field-based placements.…”