Service-learning in early childhood teacher education: Using service to put meaning back into learning

Lake, Vickie E.; Jones, Ithel

doi:10.1016/j.tate.2008.05.003

Cited by 50 publications

(36 citation statements)

References 9 publications

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“…For teacher educators, this study makes a contribution toward greater awareness of how pre-service teachers understand and enact citizenship. Despite growing scholarly interest in the use of service-learning within teacher education programs (Dinkelman 2001;Lake and Jones 2008;Theriot 2006), few examples exist of servicelearning experiences grounded in such critical conceptions of citizenship (Wade 2007). This study supports the inclusion of service-learning experiences within teacher education programs.…”

Section: Discussionsupporting

confidence: 56%

Becoming “Effective” Citizens? Change-Oriented Service in a Teacher Education Program

Iverson

James

2009

Innov High Educ

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The authors investigated the impact of 22 pre-service teachers' participation in a change-oriented service-learning project on their conceptions of citizenship as civic actors and civic educators. The goal of this project was to push students toward adopting more critically conscious and activist conceptions of citizenship as aligned with the needs of a democratic society. Using Eyler and Giles' (1999) typology of effective citizenship as an analytic framework, we describe how students' participation in this project led to demonstrated growth along all five dimensions of effective citizenship. Yet, analysis revealed that, despite the project's change-orientation, students' conceptions of citizenship failed to move beyond personal responsibility to include enhanced social consciousness and the importance of collective action. Thus, we raise critical questions about what constitutes "effective citizenship" in a democratic society and the role of higher education in preparing teachers to embody and enact such a vision.

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Section: Discussionsupporting

confidence: 56%

Becoming “Effective” Citizens? Change-Oriented Service in a Teacher Education Program

Iverson

James

2009

Innov High Educ

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“…Conway, Amel, and Gerwien (2009) suggest that service learning courses deliver some key types of outcome, but if particular outcomes are being targeted the service learning experiences need to be designed accordingly. Lake and Jones (2008) found that service learning projects are vehicles for empowering the children being served as well as the preservice teachers who developed and implemented the projects. Bell et al (2007) looked at the differences in the learning outcomes of preservice teachers for their understanding of diversity in two similar but notably different service learning experiences.…”

Section: Introductionmentioning

confidence: 99%

The impact of the type of projects on preservice teachers' conceptualization of service learning

Seban

2013

Teaching and Teacher Education

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“…Lake and Jones (2008) studied the integration of service learning into an early childhood teacher education course where candidates implemented such projects into their field placements in kindergarten and first-grade classrooms. The projects they facilitated centered on environmental protection, canned food or supply drives, beautification projects, or letter writing to military service members, government officials, or the elderly.…”

Section: Literature Review Service Learning and Early Childhood Educamentioning

confidence: 99%

“…Currently there is a paucity of research on servicelearning initiatives in early childhood education. While some examples of service-learning projects led by preservice teachers are available (Lake and Jones 2008;Whiteland 2013), examples of how to use arts-rich endeavors to support young students participating in long-term servicelearning projects are lacking. The present study hopes to fill this gap by providing an example of how a classroom teacher at a public school partnered with faculty at a local university, as well as a global partnership, to offer her students the opportunity to learn about the rights and needs of children around the world.…”

Section: Conclusion and Implications For Practicementioning

confidence: 99%

Banners for Books: “Mighty-Hearted” Kindergartners Take Action through Arts-Based Service Learning

Montgomery

Miller

Foss

et al. 2015

Early Childhood Educ J

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Teaching about the Universal Declaration of Human Rights, which was adopted by the United Nations General Assembly in 1948, is one way to support students' learning about issues of fairness. However, learning about this document is not enough. Students need to have experiences where they explore issues of justice and equity in order to learn about respect and dignity for others. The present study explored an arts-based project in a kindergarten classroom about the Universal Declaration of Human Rights Article 26-The Right to Education. Over the course of several months, nineteen kindergarten students learned about educational inequities around the world and specifically about an under-resourced partner school in El Salvador. Children's literature about human rights became the catalyst for critical conversations, written responses, and drawings inspiring action. Students worked to address injustice by screen printing images they drew about their beliefs regarding a child's right to education on fabric banners to raise awareness about school inequity. These banners were then displayed in their school and in the partner school. Overall findings from students' discussions, writing, illustrations, and interviews indicated that the kindergartners were able to recognize their own rights and educational privilege. Through the project they demonstrated active citizenship centered on care and sought further connections with children at the partner school. In using arts-based service learning, educators involved in the study discovered how art can be used as a creative process and a teaching method to support young learners raising awareness about global inequities.

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Service-learning in early childhood teacher education: Using service to put meaning back into learning

Cited by 50 publications

References 9 publications

Becoming “Effective” Citizens? Change-Oriented Service in a Teacher Education Program

Becoming “Effective” Citizens? Change-Oriented Service in a Teacher Education Program

The impact of the type of projects on preservice teachers' conceptualization of service learning

Banners for Books: “Mighty-Hearted” Kindergartners Take Action through Arts-Based Service Learning

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