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Practice matters: how practicum experiences change student beliefs.

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Title: Practice matters: how practicum experiences change student beliefs.
Authors: Lippard, Christine N.1 (AUTHOR) cnlippar@utica.edu, Vallotton, Claire D.2 (AUTHOR), Fusaro, Maria3 (AUTHOR), Chazan-Cohen, Rachel4 (AUTHOR), Peterson, Carla A.5 (AUTHOR), Kim, Loria2 (AUTHOR), Cook, Gina A.6 (AUTHOR)
Source: Journal of Early Childhood Teacher Education. Jul-Sep2024, Vol. 45 Issue 3, p371-395. 25p.
Subject Terms: *Child behavior, *Undergraduate programs, *Undergraduates, Professional competence, Toddlers
Abstract: Development of professional competencies is a key outcome of undergraduate programs preparing practitioners to work with infants and toddlers. Competencies for working with young children were examined among 1300 undergraduate students at 12 universities. Students completed a series of online questionnaires indicating their knowledge, beliefs, and hypothetical practices with young children; end-of-semester scores were analyzed using linear regression. Having had a practicum course is associated with more positive dispositions for supporting the development of teacher–child relationships, building partnerships with diverse families, guiding children's behavior, and fostering development and learning. Further, we examined development of dispositions over the course of a semester based on undergraduates' current and past practicum experiences. Implications for programs who prepare infant and toddler practitioners are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Early Childhood Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Practice matters: how practicum experiences change student beliefs.
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  Data: <searchLink fieldCode="AR" term="%22Lippard%2C+Christine+N%2E%22">Lippard, Christine N.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> cnlippar@utica.edu</i><br /><searchLink fieldCode="AR" term="%22Vallotton%2C+Claire+D%2E%22">Vallotton, Claire D.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Fusaro%2C+Maria%22">Fusaro, Maria</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chazan-Cohen%2C+Rachel%22">Chazan-Cohen, Rachel</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Peterson%2C+Carla+A%2E%22">Peterson, Carla A.</searchLink><relatesTo>5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kim%2C+Loria%22">Kim, Loria</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cook%2C+Gina+A%2E%22">Cook, Gina A.</searchLink><relatesTo>6</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Early+Childhood+Teacher+Education%22">Journal of Early Childhood Teacher Education</searchLink>. Jul-Sep2024, Vol. 45 Issue 3, p371-395. 25p.
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  Data: *<searchLink fieldCode="DE" term="%22Child+behavior%22">Child behavior</searchLink><br />*<searchLink fieldCode="DE" term="%22Undergraduate+programs%22">Undergraduate programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+competence%22">Professional competence</searchLink><br /><searchLink fieldCode="DE" term="%22Toddlers%22">Toddlers</searchLink>
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  Data: Development of professional competencies is a key outcome of undergraduate programs preparing practitioners to work with infants and toddlers. Competencies for working with young children were examined among 1300 undergraduate students at 12 universities. Students completed a series of online questionnaires indicating their knowledge, beliefs, and hypothetical practices with young children; end-of-semester scores were analyzed using linear regression. Having had a practicum course is associated with more positive dispositions for supporting the development of teacher–child relationships, building partnerships with diverse families, guiding children's behavior, and fostering development and learning. Further, we examined development of dispositions over the course of a semester based on undergraduates' current and past practicum experiences. Implications for programs who prepare infant and toddler practitioners are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Early Childhood Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/10901027.2024.2351471
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        Text: English
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        Type: general
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              Text: Jul-Sep2024
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