Instructional Perseverance in Early-Childhood Classrooms
Supporting Children’s Development of STEM Reasoning in a Social Justice Context
Bibliographic Data
| ID | 22044577 |
|---|---|
| Authors | Jennifer Ward (0000-0002-3018-2859, Kennesaw State University, corresponding author), Joseph DiNapoli (0000-0002-7843-1447, Montclair State University), Katie Monahan (0000-0002-9896-6123, Montclair State University) |
| Year | 2022 |
| Volume | 12 |
| Issue | 3 |
| Pages | 159 |
| Publication date | 2022-02-24 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci12030159 |
| OpenAlex | W4213442823 |
| Language | EN |
| Citations received | 1 |
| References cited | 25 |
In early childhood education (ECE) classrooms, teachers navigate practices about how to allow space for students to make sense of new STEM-based ideas. We posit that such pedagogical moves require ample in-the-moment perseverance by the instructor. In this paper, we seek to explore the nature of such instructional perseverance in ECE classrooms and how it manifests when ECE educators are supporting young children to develop their STEM reasoning, with a primary focus on the mathematics discipline in a social justice context. Working with a dataset consisting of four ECE classroom episodes, we employed an analytical framework that captured evidence of instructional perseverance. We found that the instructional perseverance of the ECE teacher was integral to the development of STEM reasoning of her young students. We present an illustrative case that details the instructional perseverance of the ECE teacher and the related STEM reasoning of her students in the context of exploring income variance by race. We argue that teacher education development must address how ECE teachers can plan for and navigate in-the-moment instructional obstacles in order to support young students’ STEM reasoning development, which positions students for productive STEM-based outcomes
Developmental psychology · Early childhood · Mathematics education · Pedagogy · Cognitive and developmental aspects of mathematical skills · Mathematics Education and Teaching Techniques · Psychology · Science Education and Pedagogy
Kindergarten skills and fifth-grade achievement
Expanding on prior conceptualizations of teacher noticing
Instructional design models for well-structured and III-structured problem-solving learning outcomes
Free choice and free play in early childhood education
How Important is Where you Start? Early Mathematics Knowledge and Later School Success
Professional Noticing of Children's Mathematical Thinking
Toward a Theory of Teacher Education for Social Justice
On the Continuity of Power Relations in Pedagogy
School readiness and later achievement
What Makes for Powerful Classrooms, and How Can We Support Teachers in Creating Them? A Story of Research and Practice, Productively Intertwined
The Anatomy of the Case Study
Critical consciousness
Content Knowledge for Teaching
Power, Space, and Place in Early Childhood Education
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,25 |
| Citation span | 2022 - 2022 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |