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RISS 인기검색어
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- 저자 : Cathrine Neilsen-Hewett (검색결과 3 건)
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A Case Study of Bilingual and Monolingual Educators in Two Australian Early Childhood Settings
Larissa Hayes,Cathrine Neilsen-Hewett,Elisabeth Duursma 환태평양유아교육연구학회 2020 Asia-Pacific journal of research in early childhoo Vol.14 No.1
One quarter of the Australian population is born overseas and one in five Australians speak a language other than English (ABS, 2016). This has led to an increase in the number of bilingual children enrolled in early childhood settings. Despite this changing landscape there is a lack of support for bilingual children enrolled in early childhood settings as many children do not receive any assistance to maintain their home language. This study examined the understanding and perceptions of two monolingual and two bilingual early childhood educators in NSW on how to best support bilingual children. Four early childhood educators (two monolingual and two bilingual) from two different Early Childhood Centres in Australia were interviewed and asked about their knowledge and beliefs regarding bilingualism. Results showed bilingual educators to be more positive and knowledgeable about bilingualism. All educators acknowledged challenges of not being able to communicate with children and their families as they did not speak any English. Participants in this study appeared to have limited knowledge of the nature of bilingualism and had varying beliefs around how to best support bilingual children. The results showed an inherent lack of differentiation with respect to educators approach to pedagogy when teaching bilingual children. Implications for professional development and practice are discussed.
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Philippa Small,Cathrine Neilsen-Hewett,Naomi Sweller 환태평양유아교육연구학회 2013 Asia-Pacific journal of research in early childhoo Vol.7 No.3
This study examined how pre- and post-service early childhood teachers’ beliefs and responses to bullying among young children differ by level of qualification, type of bullying and whether or not it was witnessed. Results showed 1st and 4th-year student- and diploma-qualified teachers perceived acts of physical bullying to be more serious than verbal or relational bullying to a greater extent than did degree-qualified teachers. Degree-qualified teachers were less susceptible to bullying type and indicated they would be more likely to intervene than the other three groups. Results are discussed in relation to their implication for teaching practice and the content of pre-service education.
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Iram Siraj,Denise Kingston,Cathrine Neilsen-Hewett 환태평양유아교육연구학회 2019 Asia-Pacific journal of research in early childhoo Vol.13 No.2
A skilled workforce that understands the needs of children and can deliver high quality curricula to children with diverse needs, is required in order to realise the wide-ranging benefits that could follow from public investment in ECEC provision (such as in-service Professional Development (PD)). It is well established in the literature that high quality ECEC is important for children’s outcomes, and that variations in quality can be explained, to a large extent, by variations in educator pedagogy and practice. We argue for a better understanding of how ECEC educators and services can achieve (and be supported to optimise) children’s development and learning outcomes. This paper argues for more rigorous PD designs, considered evidence-based content and delivery that are embedded within a rich evidence-base of practice, and that focus on educator effectiveness, practice change, and also on the benefits to children’s learning and development. The paper draws upon effective PD literature and describes lessons learnt, focussing on the ‘who’, ‘what’ and ‘how’ of evaluation of effective in-service PD design and delivery.
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