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An evaluation of the application of child development theory to educational practice in the Early Childhood Studies program at Riverside Community College.

机译：在河滨社区学院的“幼儿研究”计划中评估儿童发展理论在教育实践中的应用。

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Purposes. In terms of the perceptions of five groups of individuals closely associated with the Early Childhood Studies (ECS) program at Riverside Community College, the purposes of this descriptive survey study were (a) to determine to what extent, if any, child development theory as taught in the ECS classes at Riverside Community College was applied to educational practice, (b) to evaluate to what extent, if any, the classes in ECS at the college effectively had prepared students to teach in programs for young children, and (c) to identify program components reflecting perceived strengths and weaknesses as well as program components needing improvement.;Conclusions. (1) Faculty applied theories of child growth and development in their lectures and course content more than students applied these theories to teaching practices. (2) Students in comparison with faculty members perceived the program as being effective in preparing students in areas related to teaching. (3) Faculty, teachers, graduates and intern students tended to show the greatest consistency of application of child development theory to educational practice in three areas: (i) applying principles of child growth and development, (ii) applying principles of developmentally appropriate curriculum and (iii) applying principles of parent/teacher school relations. (4) Faculty, teachers, and students perceived that students in the ECS program would benefit from more opportunities to apply theories and principles as taught in the college classroom through providing guided observations of young children and by increasing the opportunities for supervised teaching experience with young children.;Sample. Participating groups included (a) 83 students who completed the certificate or degree program between 1984 and 1995; (b) 23 students enrolled in the practicum course for the spring 1995 semester; (c) 13 teachers at the children's center who were employed for the 1994-1995 academic year; (d) 17 full-time and adjunct faculty members employed for the 1994-1995 academic year; and (e) 56 parents of children enrolled in the children's center for the 1994-1995 academic year.

机译：目的。根据与河滨社区学院的早期儿童研究（ECS）计划紧密相关的五组个人的看法，此描述性调查研究的目的是（a）确定儿童发展理论在多大程度上（如果有）在河滨社区学院的ECS课程中教授的课程应用于教育实践；（b）评估该学院的ECS课程在何种程度上有效地准备了学生进行幼儿课程的教学；以及（c）确定反映出所感知的优点和缺点的程序组件以及需要改进的程序组件。（1）与学生将这些理论应用于教学实践相比，教师在其讲座和课程内容中运用了儿童成长和发展理论。（2）与教职员工相比，学生认为该计划在培养与教学有关的领域中的学生方面是有效的。（3）教职员工，教师，毕业生和实习生倾向于在三个方面显示出将儿童发展理论应用于教育实践的最大一致性：（i）运用儿童成长与发展的原则，（ii）运用适合发展的课程的原则（iii）运用家长/教师学校关系的原则。（4）教师，教师和学生认为，通过提供对幼儿的指导性观察以及增加对幼儿进行有监督的教学经验的机会，参加ECS计划的学生将受益于更多机会应用大学教室中教授的理论和原则孩子们；样本。参加的小组包括：（a）1984年至1995年期间完成证书或学位课程的83名学生；（b）1995年春季学期的实习课程的23名学生；（c）1994-1995学年雇用的儿童中心的13名教师; （d）1994-1995学年雇用的17名全职和兼职教师；（e）1994-1995学年在儿童中心就读的56名儿童父母。

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作者
Roberts, Cheryl Mac Isaac.;
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作者单位

University of Southern California.;

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授予单位 University of Southern California.;
学科 Education Early Childhood.;Education Community College.;Education Teacher Training.
学位 Ed.D.
年度 1996
页码 141 p.
总页数 141
原文格式 PDF
正文语种 eng
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An evaluation of the application of child development theory to educational practice in the Early Childhood Studies program at Riverside Community College.

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