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dc.contributor.authorLoizou, Elenien
dc.contributor.authorDemetriou, Mariaen
dc.creatorLoizou, Elenien
dc.creatorDemetriou, Mariaen
dc.date.accessioned2021-01-22T10:28:35Z
dc.date.available2021-01-22T10:28:35Z
dc.date.issued2019
dc.identifier.issn1350-293X
dc.identifier.urihttp://gnosis.library.ucy.ac.cy/handle/7/62290
dc.description.abstractThrough an examination of the reflective comments of 42 pre-service Early Childhood Education Teachers (PS-ECETs), this study describes how an infancy course within an Early Childhood Education program used four different ways of organizing learning to unravel details of infant pedagogy, focusing on the role of the teacher. It is vital to theorize the pedagogy of infants and unfold appropriate and educative ways of working with babies. Findings suggest that the PS-ECETs describe their roles and the goals they set for the infants, differently based on the way of organizing learning (routines, structured play, quiet time observation, and purposeful playful intervention). The level of teacher involvement changes according to the way of organising learning, being more active during structured play and less active during quiet time observation. The outcomes of this study provide important implications for practice within infant classrooms supporting future infant teachers and suggestions for ECE teacher education.en
dc.sourceEuropean Early Childhood Education Research Journalen
dc.source.urihttps://doi.org/10.1080/1350293X.2019.1634232
dc.titleInfancy pedagogy and praxisen
dc.typeinfo:eu-repo/semantics/article
dc.identifier.doi10.1080/1350293X.2019.1634232
dc.description.volume27
dc.description.issue4
dc.description.startingpage436
dc.description.endingpage453
dc.author.facultyΣχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education
dc.author.departmentΤμήμα Επιστημών της Αγωγής / Department of Education
dc.type.uhtypeArticleen
dc.contributor.orcidLoizou, Eleni [0000-0002-9805-241X]
dc.gnosis.orcid0000-0002-9805-241X


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