Using Online Psychological Consultation in Early Childhood Student Teacher Preparation
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| Title: | Using Online Psychological Consultation in Early Childhood Student Teacher Preparation |
|---|---|
| Language: | English |
| Authors: | Epstein, Ann, Dygdon, Judith A. |
| Source: | Journal of Early Childhood Teacher Education. Jan 2006 27(1):47-64. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 18 |
| Publication Date: | 2006 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Early Childhood Education |
| Descriptors: | Computer Mediated Communication, Psychology, Consultation Programs, Early Childhood Education, Teacher Education Programs, Child Behavior, Student Teachers, Young Children |
| DOI: | 10.1080/10901020500527137 |
| ISSN: | 1090-1027 |
| Abstract: | This paper describes the incorporation of online psychological consultation regarding child behavior in an early childhood teacher education program. The authors discuss psychological consultation in terms of current theory and philosophy in early childhood teacher education in general, and in terms of the professional objectives of this specific program. The experiences and thinking that eventually resulted in the choice of an online vehicle for the delivery of psychological consultation are also discussed. Specific psychological education objectives addressed through this consultation are illustrated in excerpts from actual interchanges between the consulting clinical psychologist and student teachers. The paper concludes with reactions regarding this seminar addition from supervisors and student teachers. (Contains 1 table.) |
| Abstractor: | As Provided |
| Number of References: | 29 |
| Entry Date: | 2009 |
| Accession Number: | EJ830991 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwGukNp4cbcbgajul2t_4OnnAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDCGSsb77aK23o-TNfwIBEICBmpzszpeHrwYeNRfl0UMlZxEWPzmnJAcyDAeYaLQwGG2nDNo9Bhdn4u7waz1O7_bAdx6wrqnv-9B3CLT0bAikomI-J5LJKKki6RE_G22Dya-XJSQrKL2cs1d7aLCRpYsBkUpo2zQK7-Fzh3LMzyEiI2ZxMG2Sgzyb9abfH04kg5qDJ-hv8iVrINFpY9O_mDzTS-rGddXhWpk4FoQ= Text: Availability: 1 Value: <anid>AN0020338649;[15u7]01jan.06;2019Mar05.12:21;v2.2.500</anid> <title id="AN0020338649-1">Using Online Psychological Consultation in Early Childhood Student Teacher Preparation. </title> <p>This paper describes the incorporation of online psychological consultation regarding child behavior in an early childhood teacher education program. The authors discuss psychological consultation in terms of current theory and philosophy in early childhood teacher education in general, and in terms of the professional objectives of this specific program. The experiences and thinking that eventually resulted in the choice of an online vehicle for the delivery of psychological consultation are also discussed. Specific psychological education objectives addressed through this consultation are illustrated in excerpts from actual interchanges between the consulting clinical psychologist and student teachers. The paper concludes with reactions regarding this seminar addition from supervisors and student teachers. This project was supported, in part, by a Teacher Quality Enhancement Grant from the U.S. Department of Education to the Illinois Professional Learners' Partnership.</p> <p>Many student teachers find themselves unable to implement effective strategies when faced with a range of challenging behaviors in the day-to-day context of student teaching. The topic often dominates weekly student teaching seminars and professors often hear comments like "Our behavior management strategies don't seem to work," "We implement consequences, but the inappropriate behaviors continue," and "What can I do to help my children concentrate instead of just fooling around?"</p> <p>A number of specific literatures in teacher education scholarship support the statement that teachers need to understand their students from a psychological as well as an academic point of view. Many have discussed the impact of a child's behavior and emotional well-being on his/her academic success ([<reflink idref="bib3" id="ref1">3</reflink>]; [<reflink idref="bib12" id="ref2">12</reflink>]; [<reflink idref="bib13" id="ref3">13</reflink>]), but preservice teachers need assistance to understand and facilitate healthy development in these areas. Several authors have suggested that teacher education programs must address this need ([<reflink idref="bib8" id="ref4">8</reflink>]). It is well recognized that early elementary teachers need to manage their students' in-class behavior in order to maintain an effective academic environment ([<reflink idref="bib2" id="ref5">2</reflink>]). Similarly, teachers of preschool and kindergarten age children need to be familiar with developmentally appropriate strategies to address challenging behaviors ([<reflink idref="bib6" id="ref6">6</reflink>]).</p> <p>Understanding the developmental nature of young children's varied behaviors, along with appropriate communication strategies and a well-designed environment for young learners, can lead to an increase in successful learning experiences for children with challenging behaviors ([<reflink idref="bib11" id="ref7">11</reflink>]; [<reflink idref="bib20" id="ref8">20</reflink>]; [<reflink idref="bib28" id="ref9">28</reflink>]). In addition, knowledge about how to respond to or seek advice about problematic child behaviors is believed to contribute to the difference between teachers who choose to leave and those who stay and function well in challenging educational environments ([<reflink idref="bib24" id="ref10">24</reflink>]). Many have suggested and demonstrated the value of psychological consultation to practicing teachers ([<reflink idref="bib1" id="ref11">1</reflink>]; [<reflink idref="bib4" id="ref12">4</reflink>]). This paper describes its application to student teachers. Specifically, this project illustrates the use of online psychological consultation in early childhood student teacher preparation.</p> <hd id="AN0020338649-2">Theoretical and Conceptual Frameworks</hd> <p>No available literature addresses online psychological consultation for early childhood student teachers. A philosophical argument for the appropriateness of such a strategy can readily be drawn. First, support for psychological consultation for student teachers can be seen by combining support for reflective teaching practices ([<reflink idref="bib26" id="ref13">26</reflink>]) within an ethic of care ([<reflink idref="bib23" id="ref14">23</reflink>]). If teaching is better when teachers have strong reflective skills, for example a clear understanding of why they do what they do ([<reflink idref="bib15" id="ref15">15</reflink>]; [<reflink idref="bib16" id="ref16">16</reflink>]), and are passionate and caring about what they do, then helping teachers develop a desire for, and a general foundation in, the psychological understanding of their students is a necessary component of teacher preparation ([<reflink idref="bib14" id="ref17">14</reflink>]).</p> <p>Second, developing a psychological understanding of children through online consultation is supported by the success of other consultative activities in teacher preparation. In‐depth journaling of the myraid of classroom challenges has been found to clarify student teacher attitudes and beliefs ([<reflink idref="bib17" id="ref18">17</reflink>]). Seminar discussions with student teaching peers and university supervisors can provide a safe haven for sharing frustrations and for sorting out effective approaches to meet children's challenging behaviors ([<reflink idref="bib9" id="ref19">9</reflink>]). Collaborative discussions among teacher mentors, university supervisors and student teachers can offer deeper understandings of why children act as they do ([<reflink idref="bib25" id="ref20">25</reflink>]). Electronic mail discussions have been effective in supporting the overall experience of early childhood student teaching ([<reflink idref="bib5" id="ref21">5</reflink>]).</p> <p>In addition to the profession-wide theoretical and implied rationales described above, Roosevelt University College of Education's three-part conceptual framework provides a values-based context for addressing children's challenging behaviors via online mentoring. The framework is used to evaluate fieldwork performance and to guide the content of required courses prior to student teaching. The following tenets guide course objectives, projects, and fieldwork:</p> <p></p> <ulist> <item> 1. Passion for the Educator's Craft</item> <p></p> <item> 2. Devotion to Social Justice and Global Responsibility</item> <p></p> <item> 3. Respect for Knowledge and Learning</item> </ulist> <p>Three to four standards inform each tenet. Each standard is fully described by benchmarks. As an example, Table 1 provides the standards and benchmarks for Devotion to Social Justice and Global Responsibility.</p> <p>Table 1. Devotion to Social Justice and Global Responsibility</p> <p> <ephtml> &lt;table&gt;&lt;thead valign="bottom"&gt;&lt;tr&gt;&lt;td&gt;The College of Education recognizes that it is a remarkable privilege and a profound responsibility to influence the identity and conduct of education for the 21st century. Education can transform individuals and societies. It is a lifelong endeavor with each person acting as both teacher and learner in a variety of contexts. The philosophical assumptions that are the basis of our understanding of education's purpose are an acceptance of global responsibility, a devotion to the Earth and its peoples. This goal is achieved through:&lt;/td&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td&gt;&lt;bold&gt;Exercising an ethic of care&lt;/bold&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;1. Fosters a learning community that encourages democratic ideals (e.g., respecting student rights and responsibilities and participation in decision-making).&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#8226; Strives to be consistently just and responsible in interactions with others.&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;2. Demonstrates responsiveness to students, giving personal attention and time in and out of class.&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#8226; Give appropriate and effective assistance to students.&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;3. Communicates in a manner that is understandable, supportive, and respectful to the students.&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#8226; Demonstrates effective listening, conflict resolution, and group-facilitation skills.&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;&amp;#8226; Models appropriate verbal (e.g., courtesy, tone of voice) communications and creates opportunities for students to communicate in appropriate ways.&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;&amp;#8226; Models positive and appropriate nonverbal communications (e.g., eye contact, posture, proximity).&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;4. Provides students with prompt and constructive feedback.&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;&lt;bold&gt;Inviting and engaging human diversity&lt;/bold&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;5. Uses cultural diversity, individual student experiences, and student differences to enrich teaching.&lt;list list-type="Bullet"&gt;&lt;list-item&gt;&lt;p&gt;&amp;#8226; Facilitates a learning community in which race, ethnicity, gender, economic status, religion, and differences in ability are respected.&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;&amp;#8226; Makes appropriate provisions for individual students who have learning differences or needs.&lt;/p&gt;&lt;/list-item&gt;&lt;list-item&gt;&lt;p&gt;&amp;#8226; Makes choices which reflect varied multicultural perspectives in content areas.&lt;/p&gt;&lt;/list-item&gt;&lt;/list&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;&lt;bold&gt;Advocating for social change&lt;/bold&gt;&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;6. Works effectively with parents/guardians and other members of the community from diverse home and community situations.&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;7. Seeks involvement in cooperative partnerships in order to promote student learning and well-being.&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <p>The student teaching experience is guided by this conceptual framework. Students participate in midterm and final performance evaluations based explicitly on the framework. Students rate themselves, and they receive ratings from their classroom cooperating teachers and their university supervisor.</p> <p>Each of the three tenets contains components that highlight the teacher's responsibility to meet the needs of young children with challenging behaviors. Communication skills are a focus of "exercising an ethic of care" within <emph>Devotion to Social Justice and Global Responsibility</emph> (Table 1). <emph>Passion for the Educator's Craft</emph> includes building effective relationships with children (rapport, motivation) as well as identifying behavior problems and planning interventions. <emph>Respect for Knowledge and Learning</emph> emphasizes differentiated learning and adaptive decision making. Thus, student teachers arrive at student teaching with strong positive dispositions for addressing challenging behaviors.</p> <hd id="AN0020338649-3">The Early Childhood Student Teaching Experience</hd> <p>Roosevelt University's College of Education offers programs that prepare prospective teachers in six specialties, one of which is early childhood education. The University serves students on two campuses, one in downtown Chicago and the other in a suburban area. While most students organize their programs with either the downtown or the suburban campus as their home base, students are admitted to the University as a whole and not to a particular campus. This means that a single course will often enroll students from both "home" campuses providing a mix of urban and suburban students.</p> <p>Following the successful completion of general education requirements, completion of an undergraduate academic concentration, core courses in Early Childhood Education (15 at the undergraduate level and 11 at the graduate level), and 100 hours of fieldwork, students qualify for a semester of student teaching. Student teachers follow the daily hours of their cooperating teacher in high quality classrooms and participate in weekly 2-hour seminars with a member of Roosevelt's Early Childhood Education faculty. The program's student teaching philosophy is captured by this statement from the Fall 2005 Student Teaching Seminar syllabus:</p> <p>Student teaching is the culminating experience in the Early Childhood Education Program. It is intended to enable the student to utilize effectively the specific curriculum and interactional skills learned throughout the Program as well as to use an early childhood knowledge base to apply theory to practice in the early childhood classroom.</p> <p>Student teachers teach for 15 weeks in two settings: 8 weeks in a primary grade classroom (first, second, or third grade) and 7 weeks in a prekindergarten or kindergarten environment. The downtown program maintains a network of connections with inner city, highly innovative, primarily low-income schools while the suburban campus partners with diverse, highly innovative, middle-income schools. Student teachers attend weekly seminars on the campus closest to their school. Each campus averages seven to nine student teachers per semester. Assignments and teaching expectations are identical for each campus and weekly seminar topics are aligned.</p> <p>Strategies to successfully meet the needs of children with challenging behaviors are specified in several required courses. However, student teachers frequently voiced frustration in meeting children's diverse needs. Seminar leaders emphasized a range of reflective classroom management strategies, including environmental design, transitional activities, high interest activity centers, looking at patterns of behavior, and reinforcement of appropriate behaviors. Although students found these strategies helpful, they shared feelings of inadequacy and frustration. Additional strategies were needed.</p> <hd id="AN0020338649-4">Psychological Consultation to Student Teachers</hd> <p></p> <hd id="AN0020338649-5">Format</hd> <p>As mentioned above, early childhood student teachers meet with a member of the education faculty in weekly, 2-hour sessions. Historically, these sessions have provided student teachers with time to discuss instructional methods, portfolio preparation, professional development issues, and so forth. The decision to add psychological consultation regarding children's behavior meant that another demand would be placed upon the seminar's already full schedule. Nevertheless, the decision was made to add this component to the seminars. A member of the University's Psychology faculty (i.e., coauthor Dygdon) was recruited to participate. Dr. Dygdon is a clinical psychologist with experience in treating children's problematic behaviors and in working with teachers. She is also the author of an intervention program for culturally sensitive social skills training with children and adolescents ([<reflink idref="bib10" id="ref22">10</reflink>]).</p> <p>The first attempt to add psychological consultation was made in the Fall 2003 semester and involved a member of the Psychology faculty attending seminar meetings. The idea driving this structure was that the psychologist in attendance would be ready to contribute information and opinions on child behavior issues as they emerged. In practice, this meant that very little good quality time was available for this topic. Untrained in the facts necessary to understand behavior, student teachers' concerns were often presented without sufficient detail and the already full seminar sessions offered too little time for necessary questioning and discussion. Midway through that first semester, it was decided that the psychologist would no longer attend seminar meetings, but would be available through e-mail to discuss questions student teachers had about their students' behavior. This e-mail based discussion format meant that a structure could be imposed on the presentations made regarding behavior concerns. Student teachers were instructed in the information their presentation needed to contain before a meaningful consultation could begin. At the end of this first semester, all involved (education faculty supervisors, the psychologist, and the student teachers) felt that the e-mail interchanges were far more productive than those experienced in the brief, face-to-face, seminar meetings.</p> <p>Because e-mail consultation worked so well in the first semester in which psychological consultation was tried, it was decided to formalize this structure for subsequent semesters. However, because mass e-mailings can sometimes be unwieldy, a structure that provided the same advantages, without the disadvantages, was sought. Blackboard, an electronic platform designed to accompany traditional face-to-face course formats, provided a ready solution. Beginning in the Spring 2004 semester, a Blackboard site was established for the early childhood student teachers. Blackboard's "Discussion Board" feature allowed the establishment of a "Children's Challenging Behavior" forum in which student teachers could post questions to which the consulting psychologist, education faculty supervisor, and other student teachers could respond.</p> <hd id="AN0020338649-6">Goals</hd> <p>The decision to add psychological consultation to student teacher seminars was made because it had long been recognized that when new teachers tackle the classroom setting, they are confronted with a variety of child behaviors which emerging teachers may not understand, may interfere with academic tasks, may disturb other children or the teacher, or may lead teachers to wonder if a child has some need that requires special attention. Teachers need resources to draw upon when presented with unexpected behavior from children. Psychological consultation in student teacher seminars was seen as one way to bridge this gap.</p> <p>The philosophical viewpoint described above led directly to specific goals for this addition to student teacher seminars. Psychological consultation sought to help student teachers:</p> <p></p> <ulist> <item> 1. Understand several principles of behavior that apply to children in classroom settings, particularly those dealing with the</item> <p></p> <item> • child's developmental level;</item> <p></p> <item> • difference between children's consequence-driven behaviors and their emotional reactions;</item> <p></p> <item> • impact of a teacher's behavior, of classroom demands, and of a child's outside-the-classroom experiences, on a child's in-class behavior.</item> <p></p> <item> 2. Become aware of the benefits that can arise from discussing challenging child behaviors with an expert on behavior (for example a clinical psychologist or a school psychologist).</item> <p></p> <item> 3. Understand the kinds of information behavior experts require before commenting meaningfully on a child's behavior.</item> </ulist> <p>Consultation throughout the semester sought to educate student teachers about these issues. This education was delivered through responses to specific concerns raised by student teachers. Not surprisingly, thematically similar questions occur across semesters and provide opportunities for these important child-behavior-relevant points to be made.</p> <p>Examples from actual online postings between student teachers and the psychologist, determined to be effective portrayals of the consultation's goals, will be shared in this paper. At this point a note on confidentiality is appropriate. While student teachers used their real names in their postings, their names are not used in the sample postings presented in this paper. Further, all student teachers whose postings are reprinted in this paper signed a consent form permitting their use for this purpose. Student teachers were instructed to use a pseudonym for any child they discussed in a posting. If any other information shared in a posting threatened to identify a child, that information was camouflaged before the posting was added to this paper. These procedures were approved by the University's Institutional Review Board. In addition, many of the postings contained punctuation, grammar and spelling errors unfortunately common in electronic communications. In order to ease demands on the reader, such errors were corrected before a posting was added to this paper.</p> <p>Just as it is important to consider the goals that guided psychological consultation, it is important to recognize what this consultation did not intend to accomplish. Psychological consultation did not promise to change the troubling student behavior brought up for discussion. Rather, these conversations sought to prepare student teachers for dealing with children's behavior in their professional futures. This perspective was necessary and appropriate because psychological consultation was ancillary to student teacher seminar activities. While the education faculty supervisor had access to the classrooms, the psychologist did not. Further, any attempt to influence behavior requires consistent implementation over time to be effective. Early Childhood Education student teachers are only in a particular placement for a brief 7 (pre-K/K) or 8 (first, second or third grade) weeks. Also, it was recognized that student teachers do not have autonomous control over their classrooms, but are always the guests of a cooperating teacher. Student teachers were invited to share their discussions about child behavior with their cooperating teachers, who then could decide to make the changes he/she felt were appropriate, but were not required to do so. Thus, the focus of consultation was on educating the student teacher, and not changing the behavior of any particular child discussed. This perspective is consistent with strategies recently recommended by Akin-Little et al.(2004).</p> <hd id="AN0020338649-7">Topics with Examples</hd> <p>In order to accomplish its goals, consultation needed to show student teachers the structure that psychologists use when they attempt to understand behavior. This, it was believed, would help student teachers see ways in which they can influence some child behaviors as well as be prepared to utilize psychological consultation for more difficult cases. The structure used for considering and responding to children's behavior in this consultation activity is consistent with that discussed in much of the literature on psychological interventions for use in classrooms and used in clinical psychology practice with children ([<reflink idref="bib2" id="ref23">2</reflink>]; [<reflink idref="bib10" id="ref24">10</reflink>]; [<reflink idref="bib18" id="ref25">18</reflink>]; [<reflink idref="bib19" id="ref26">19</reflink>]; [<reflink idref="bib21" id="ref27">21</reflink>][<reflink idref="bib22" id="ref28">22</reflink>]; [<reflink idref="bib29" id="ref29">29</reflink>];). Student teachers are introduced to this necessary structure in the welcoming Blackboard note that outlines a framework for discussion of behavior concerns, a sample of which follows.</p> <p> <bold>Dygdon</bold>: Greetings All! I hope that your student teaching experiences are proving to be exciting and challenging. I do wish you "challenging" experiences, because it is through challenges that we develop and grow.</p> <p>We all recognize that some of the challenges you will face as professional teachers involve dealing with the behavior of your students. Often teachers need to address children's in-class behavior that makes it difficult for them, or for others, to learn. Other times teachers notice behaviors in their students that lead them to wonder if a child needs other-than-instructional special attention.</p> <p>I am here to help you with these concerns. If you have a question about how to respond to, or understand, a child's behavior, please post that question here. (Keep in mind that by "behavior," I mean anything a child does, says, acts like, etc.)</p> <p>When you post your question, do not use the child's real name (though you may wish to use a pseudonym). Describe the behavior that concerns you. Tell me what you've noticed about the conditions under which it occurs (time of day, people around, etc.). Tell me how people respond to the behavior when it happens and other consequences it produces. Also, tell me if the behavior, under these conditions, has always been present or if it has just shown up. Tell me if you know if the child is experiencing any other unusual circumstances at school, home, or other places.</p> <p>Keep in mind that, as a student teacher, you will not have the authority to put in place strategies that will truly influence the child's behavior, but the experience of planning will help you prepare for the day when you are the one in charge.</p> <p>I look forward to working with you. –<bold>JAD</bold></p> <p>One topic that needs to be addressed in this type of psychological consultation deals with the reasonableness of student teachers' expectations regarding a child's developmental readiness for various tasks. The early childhood education literature recognizes the importance of developmentally appropriate expectations for children's performance ([<reflink idref="bib6" id="ref30">6</reflink>]; [<reflink idref="bib7" id="ref31">7</reflink>]). Occasionally, however, a student teacher will expect attending or compliance behavior outside the range of what is reasonable for children at a particular age or a given child's experiential background. Much frustration is averted when this is pointed out, as illustrated by the following interchange. The excerpt concludes with discussions that address two other principles of behavior: the fact that children need and are able to learn that different situations require different behaviors; and the power of children's readiness to imitate as a vehicle for teaching new, desirable, behaviors.</p> <p> <bold>Student Teacher A</bold>: I am currently in a Preschool classroom and the children in the class are very wild and sometimes out of control. Some of the students like to cry a lot when they don't want to listen and then you have those that just won't listen whenever they don't want to. As far as the wild and sometimes chaotic behavior, I have come to realize that their behavior is somewhat a reflection of the teacher's behavior. My cooperating teacher is very wild, energetic, and very playful with the students. And the students' reaction to the teacher's behavior is the same. I am not sure if this is true, but it seems that if you have a teacher that is loud then you will have a loud classroom, the same with being a quiet teacher, and also a teacher that is "wild."</p> <p>The most challenging part for me is to get the students settled somewhat in order for my lessons to be successful. I sing a lot of songs and I do a lot of finger plays, however sometimes it seems to take a lot of singing in order to get them to listen. Do you have any suggestions?</p> <p> <bold>Dygdon</bold>: I like your question and, in addressing it, I need to bring up an important point for all of us to consider.</p> <p></p> <ulist> <item> 1. You say that the children in your Preschool classroom are wild and chaotic. I need to ask you to evaluate what behavior you expect as typical of preschoolers. (This is a sincere question, and I will trust your answer, but I must ask it because I am not in the classroom seeing the behavior to which you refer.)</item> <p></p> <item> Sometimes, it is easy to let our concern for accomplishing academic tasks cloud our view of the nature of attending behavior we can expect from our students. Is the wildness and chaos you describe developmentally appropriate energy in your preschoolers, or is it truly excessive? One possibility is that what you are seeing is normal four-year-old behavior and you need to find a way to accomplish your educational goals with a four-year-old population.</item> <p></p> <item> I feel I need to take some time to make this point extra clear. When we are trying to shape behavior we need to take into account the biological preparedness of the behaving individual for that task. Consider an analogous situation: I can teach a dog to sit up and beg for a biscuit, but no matter how good I am at managing the antecedents and consequences of behavior, I will never teach him to eat with a knife and fork. His body simply won't allow that. A related principle applies when we are working with children. We constantly need to ask ourselves, given this child's age and developmental level, is he/she capable or producing the behavior if I make all the conditions right? Sometimes, the answer is "no" and we have to settle for an approximation of the behavior.</item> <p></p> <item> In sum, when you say you are having a hard time getting the kids settled for a lesson, I need to ask you if you are being too hard on yourself. Is your image of "settled" developmentally appropriate?</item> <p></p> <item> <bold> 2. If your image of "settled" is developmentally appropriate, then we need to evaluate why these children are excessively worked up. You are quite right when you suggest that children will imitate a teacher's behavior. (This theme is also explored in the thread initiated by Student Teachers D and E.). If that is what's happening, you need to fight modeling with modeling. While the children will continue to be exuberant when they are in the "exuberant teacher" situation, they should be able to learn that the "student teacher" situation demands something different. If you are quiet and relaxed during your time with them, the children should start to try to imitate you, as best they can, when they are in the "student teacher" situation. When some of them do, you must quickly and effectively let them know how much you like their quiet behavior. My only concern is that these children have been with their exuberant teacher for several months and with you only a short time. I'm not convinced it's going to be long enough for them to learn the difference between the "teacher" and "student teacher" situations. This may be learning that serves you better in the "planning for your future" category. – _B_JAD</bold> </item> </ulist> <p>Another important issue, but one that is more difficult for student teachers to discuss, is the situation in which a child does something that offends, upsets, or angers a teacher. All human beings have things they like and do not like, and matching emotional reactions are normal. Teachers are no exception to this rule; however, it is important that they learn to keep their personal emotional reactions from adversely influencing how they treat a child ([<reflink idref="bib27" id="ref32">27</reflink>]). Helping student teachers generate hypotheses that a child's aversive behavior might not be intended to upset the teacher, but is a reasonable product of other experiences, can be useful in this regard. The following is an interchange that makes this point. It also addresses the power of desirable consequences on children's behavior.</p> <p> <bold>Student Teacher B</bold>: I am in a kindergarten class, and there's a student ...who always calls out answers without raising his hand or being called upon. Also, this is my first week so I am still learning their routine, and whenever I do something different he always calls out "Uhhhhh we don't do it that way we do it this way." I've had students do this before in a very kind and helpful way, but this student does it with a little attitude. While I'm reading a story, I sometimes have to stop and call on other students and he will make comments like "come on just get on with the story." I've tried talking to him or making nice comments when he actually does raise his hand or wait until I call on him, but the next day he starts all over again. What can I do to help him realize the comments he makes are inappropriate, and he really needs to follow the class rules by raising his hand and waiting to be called on?</p> <p> <bold>Dygdon</bold>: Let's start with the assumption that the only issue here is the "smart" behavior we are seeing. If an intervention based on this assumption did not work, we would have to look at other hypotheses.</p> <p>While many different paths can lead to behaviors we ultimately see, the pattern you describe is one that is often shaped up in bright children (Does that description fit this child?). Parents/caregivers/other supervising adults are often so impressed with a bright child's capacity for noticing things that are out of the ordinary that they heavily reinforce the child's expression of his observations. That produces "cute" behavior in very young children, but behavior that can be annoying as the child gets older.</p> <p>Your posting suggests that you are already aware that this child needs to learn that there are desired and not so desired ways of expressing the things he notices. You are right to reinforce him when he behaves as you'd like him to (What behaviors from you appear to serve as reinforcers, or rewards, for this child?). You mentioned that you've tried "talking to him" to make him understand that his behavior is not appropriate. Be careful with this. If you choose to "talk to him" contingent upon his "smarting off," you may inadvertently be encouraging this behavior if this child values attention from adults. (Most kids do. Most bright kids really do.) Try, if possible, to ignore his smarting off, making sure you reinforce him, and other kids, when they do as you like.</p> <p>Don't get discouraged. You've been there a week. Someone else may well have spent five years shaping up this behavior. –<bold>JAD</bold></p> <p> <bold>Student Teacher B</bold>: It turns out that my student is actually really smart! This past week the teacher pulled him to the side and asked him to read sight words for K (color words, shape words,), and he knew all of his words. He also read a book to her, which is something that the rest of the class can't do just yet. She mentioned that she is going to suggest testing to see if he could move up a grade! The fact that he is so advanced causes him to make these comments, and shout everything out, because he is just bored. Even the students in the class that finish with their work fast are not at his level, they're just doing well at their level. He's getting a little better with him shouting out answers, but he's still doing it once in a while. I think my challenge now, while he's still in kindergarten, is to figure out something else for him to do while the other children are still doing work he finished.</p> <p>When an intervention needs to be planned to change a behavior, psychologists will first try to determine if that behavior is an emotional reaction to something that occurs in the situation (often called elicited behavior) or an attempt to accomplish something or change a state of affairs (often called emitted behavior). Distinguishing one type of behavior from the other involves identifying patterns in the circumstances that surround the behavior. Just how to do this is not obvious, and student teachers need guidance in how to gather such information. The following question and answer demonstrate one way in which this process was described.</p> <p> <bold>Student Teacher C</bold>: I have a child in my class who gets frustrated very easily. When I ask him what is wrong he always gives a different answer than what is really bothering him. This makes it hard to really address what is bothering him because sometimes I am not exactly sure what is bothering him. I try to address what he tells me is frustrating him but he continues with being upset. It usually takes a while to get to the bottom of the problem, but his issues have to be addressed right away because until they are he sits there and does nothing. I try to do this but sometimes this is very difficult when you are in the middle of teaching a lesson and he begins to get upset. Some of the things that set him off can be somebody using somebody else's pencil, things that don't even involve him. Any suggestions on how I can address his frustrations and keep him working while not taking a lot of time from the rest of the class when working on a lesson?</p> <p> <bold>Dygdon</bold>: Thanks for writing. In attempting to develop a way to handle this situation, I need to consider a couple of issues. Specifically, I need to determine if his upset is a signal of alarm or pain (that he is experiencing) or if his upset behavior is a way he has found to attain something desirable or avoid an unpleasant demand.</p> <p>You can help me with this by giving me an example of a time when he exhibited the behavior to which you refer. Follow these steps:</p> <p></p> <ulist> <item> 1. Think about a time when you saw him exhibit this behavior.</item> <p></p> <item> 2. Tell me exactly what he did. (Just tell me what you saw, as though you were a news reporter.)</item> <p></p> <item> 3. Who was present when he engaged in this behavior?</item> <p></p> <item> 4. What happened immediately before he engaged in this behavior (whether or not you think it's relevant)?</item> <p></p> <item> 5. What happened immediately after he engaged in this behavior (whether or not you think it's relevant)? What did other people do? Were there any changes in what was expected of him?</item> </ulist> <p>Please write back with answers to these questions on any example of this behavior that you can recall. –<bold>JAD</bold></p> <p>Once a behavior is understood to be either an emotional reaction, or an attempt to accomplish something, an intervention that seeks to influence it can be planned. Sometimes these attempts will require complicated planning and outside consultation will likely be required. More often, however, a behavior will be a common occurrence and, equipped with a variety of strategies, a teacher will be able to make some changes in a child's classroom experience that will help change a problematic behavior. Here is an example of an attempt to improve a problematic emotional reaction:</p> <p> <bold>Student Teacher D</bold>: The student behavior I will be describing is this kid who just might be the number one student in the class. He likes to get all his gradable work 100 percent correct. This is the problem. It takes him a long time to do his work and when he's not sure about something he immediately comes to me to help him through it. And most of the time I am right there helping him figure out what he already knew but was afraid to take a chance for fear of getting a single wrong answer. He also comes to me when it is getting close to the time for handing in assignments. Today I noticed he spends most of his time talking with his friends when he should be working. When he sees everyone around him turning in their work he panics and then raises his hand for help.</p> <p>I need help on how to get this smart kid to stay on task, do less talking and take a chance or two sometimes.</p> <p> <bold>Dygdon</bold>: Thank you for writing about this interesting child. I will give you some advice on how one might handle a situation like this. I do recognize that you are a student teacher and, as such, are limited in your access to records, parents, or in your ability to change classroom procedures. Consult with your cooperating teacher before implementing any of these things. If your cooperating teacher doesn't want you to proceed on some, or all, of these fronts, just consider this to be practice for when you encounter children like this in your professional future.</p> <p>First, you say this child is bright. Do you have evidence of this, or is this an assumption you are making? If work at this level is beyond his ability right now, we would proceed in a manner different from what follows below.</p> <p>If this child is capable, another question emerges. Has he learned an irrational fear of academic tasks, or is he using his "fearful" behavior to attain something desirable? Does acting fearful "buy" him something like adult attention that he is otherwise unable to get? If so, we would proceed in a manner different from the one I will outline below.</p> <p>Let's assume that this is someone who has learned an irrational fear of academic tasks. As would be the case for any fearful person, the tasks make him nervous (e.g., he asks you for help on things he clearly knows) and avoids these tasks (e.g., talks to other kids instead). Do you have a hunch regarding where he might have learned an extreme fear of failing at academic tasks? Are his parents/caregivers unduly harsh or critical? I ask this because, in a perfect world, if this is where he learned his fear, that "instruction" might still be going on and we would need to take steps to intervene there.</p> <p>In terms of interventions in the classroom, this is your general mission: Any irrationally fearful person will overcome that fear if they have sufficient experience that shows them that nothing bad will happen if the dreaded event, like getting a question marked wrong, occurs. You could try to demonstrate this to this child by waiting for him to make an error, correct him, communicating that everyone makes mistakes and this is perfectly OK, and encouraging him to try again. I don't recommend this approach with this child because I think you'd wait forever for him to take a chance at making a mistake. Instead, I encourage you to take an observational route. Can you orchestrate an opportunity for you or the cooperating teacher to "goof up" at something, followed by an acknowledgement like "Well, that didn't work, but now I know how to do it. I'll do better next time"? Additionally, when other children make mistakes in public, make sure your reaction doesn't involve scolding or embarrassment. Acknowledge the error, correct them, normalize the event by communicating that everyone makes mistakes, and encourage the child to try again.</p> <p>If this child has learned an irrational fear of academic tasks, this will work, but it will take time. He will need to see this business of – someone makes a mistake, gets corrected, gets told it's OK, and tries again – many times. You will need to be patient.– <bold>JAD</bold></p> <p>Next is an example of an attempt to improve a problematic behavior in which a child attempts to attain a desired outcome. This conversation also addresses problems with punishment when used as a solitary intervention strategy. It concludes with a discussion of the importance of a teacher's behavior in winning children's attention and respect.</p> <p> <bold>Student Teacher E</bold>: I am currently in a preschool classroom in which behavior is a major issue. The children come from a neighborhood in which there is a lot of fighting and use of foul language (profanity and explicit talking). I have tried to correct this behavior by letting the children know that that kind of language is not accepted but there's no luck. The cooperating teacher seems to use a lot of punishment like yelling and pulling but such behavior is really out of my character. Can you suggest ways in which I can work around this situation? I have also tried to be firm, but the children take me for a joke at times seeing that I am the new addition. I have also had children tell me that you can't tell me what to do and so forth. I am almost at the end of my rope and I need major help!</p> <p> <bold>Dygdon</bold>: You are describing a trying, but frequently encountered, situation and you are wise to ask for help. I'm going to summarize what you've described and then organize my comments around that summary.</p> <p></p> <ulist> <item> 1. Your preschool children are exhibiting the problematic behaviors of profane and explicit speech.</item> <p></p> <item> 2. Your attempts to punish this behavior with words like "That behavior is not accepted" do not work.</item> <p></p> <item> 3. The teachers attempt to punish this behavior with yelling and pulling.</item> <p></p> <item> 4. You've tried to be firm but the children don't take you seriously.</item> </ulist> <p>You need to keep in mind that when we want to change a behavior that gets a reaction from the environment, there are basically three strategies we can try. One is to punish the behavior. This is what your classroom teachers are trying. You don't say if it works for them. It will help us plan if we know if yelling and pulling stops the profane and explicit speech.</p> <p>The second thing we can try is to "extinguish" the behavior. That means we make sure the behavior doesn't accomplish what it sets out to accomplish. You've watched these children for a few weeks now. What looks to be the case? Does their speech appear to serve to get adults' shocked attention? Does their speech seem to be the only way they know to communicate? Does their speech win them admiration from their peers? Or does it produce something else? How we proceed depends upon your answer. If their speech is the only way they know to communicate, extinction won't help us. If their speech is serving to get someone's shocked attention, we need to make sure that speech doesn't win attention, but you must, must, must, must, must couple that intervention with the item I discuss thirdly, below.</p> <p>The third thing we can do is teach another behavior that will accomplish the same goals, but with fewer tangential bad consequences. Applied to your children, that would mean that we need to teach them another way to communicate. Saying "that way of talking is not appropriate here" does not accomplish this goal. It presumes that these kids can readily produce another mode of conversation, and that may not be the case. Perhaps profane and explicit speech is all they have heard. The kids need to learn another way of talking. Fortunately for us, kids, developmentally, are great imitators. If they hear and see things enough, most will ultimately try out these behaviors. We generally talk about this phenomenon when we are concerned about bad behaviors kids might pick up, but we can also use it to everyone's advantage when we are trying to teach kids new, good, things. In short, your kids need models of alternative speech. They need this in addition to "extinction," if they are using their speech to shock you. If their offensive speech is the only way they know to talk, then they need modeling of appropriate speech a lot.</p> <p>Whether or not you need to couple this with extinction, I suggest you make sure you speak to them and to your colleagues in a way in which you'd like to be addressed (Doesn't that sound familiar?). Then, and this next part is very important, when you see those first early signs of imitation, make sure you communicate your delight and appreciation. Doing this is simple, but it is often overlooked. Should a child speak appropriately, make sure you respond and respond quickly (all too often we're caught up responding to the offensive behaviors and this is the exact wrong thing to do). This should work, but you must be patient and consistent. It won't happen in one day.</p> <p>I really don't recommend the punishment strategy. First, I bet it's not working when it is tried. Second, if these kids have not learned alternative speech, punishing that behavior will leave them with a behavioral void, which is always a bad idea. Third, punishing will pair you (or their teachers) with something aversive and they will soon come to see you (or their teachers) as aversive. We generally want kids to view their teachers as allies. Fourth, should you decide to yell and pull in punishment, even if it stops the behavior, it models yelling and pulling. Remember what I said about kids being developmentally ready to imitate? Well, if you manage their behavior by yelling and pulling, they will learn to yell and pull. (Of course, there are extreme situations in which we want to sacrifice the above in order to stop a dangerous behavior, but this might not be one of them.)</p> <p>Also, regarding the children taking you seriously, this is a problem that lots of new teachers have. Independent of the problem situation you are writing about, I invite to evaluate your classroom behavior. How do you think you appear to the children? Does your behavior suggest you are happy and confident, or do you think you appear to be afraid and unsure? Pay attention to teachers whom you think appear happy and confident. What do they do, or say, or act like, that makes you read them that way? Try to add those behaviors to your repertoire. –<bold>JAD</bold></p> <p>Often, behaviors that seek to accomplish an outcome (like avoiding an unpleasant task) can be influenced by altering some situational elements. Here is an interchange in which such an intervention is discussed. Note that at the conclusion, the discussion takes advantage of an opportunity for highlighting the importance of across-teacher continuity.</p> <p> <bold>Student Teacher F</bold>: My Michael is a second grade student who has been very much a challenge to me. I have never come across a student who refuses to do work. He will say "no" very firmly as if there is no way that anyone could change his mind. When I first saw this I was taken aback and wasn't sure how to handle it. I knelt down by him and said that spelling these words are going to help you write lots of new stories and ideas. When he came back with "I don't care", "I hate this - This is stupid", and "I'll just rip it up", I was at a loss as to what to do. My cooperating teacher saw this and tried the approach of he had to do it. I knew that wasn't going to work. I immediately thought that he didn't want to try because he was thinking that he couldn't do it and he didn't want anyone to see that he failed. I think I was on the right path because as soon as the teacher put up the correct spelling of the words he was writing them down. Another thing to keep in mind about Michael is that he doesn't have a father figure at home. I believe he lives with his mother and grandmother, or at least visits with his grandmother a lot. His mother is older and I'm not sure about any siblings. The economic situation doesn't seem too good for his family either. He rarely has his homework completed, and his mom will write that he didn't do it. He seeks out attention even if it is negative and is disruptive in class. I was able to get some work out of him by making a game out of his math work and giving him options for his spelling test (circle which spelling word is spelled correctly and write if possible). That's my Michael!</p> <p> <bold>Dygdon</bold>: Thanks for writing about Michael. It seems to me that you are doing an excellent job of reading available information. Often "I don't care" and "I hate this" aren't really statements of blatant uncooperativeness. As you suspected, and ultimately determined, they are sometimes "escape" behaviors that serve to protect the individual from what they fear will be a painful outcome.</p> <p>When a situation is aversive (as the spelling words situation is for Michael) we can often improve compliance by adding to the situation some appetitive elements (i.e., things the person likes). This is exactly what you did when you made a game out of math work.</p> <p>Alternatively, sometimes we can increase compliance if we take the task down a level and make it a bit easier. This is exactly what you did when you gave him response options for his spelling test. We will succeed faster by easing a task and then slowly taking a success-bolstered child up to more difficult tasks than we will by putting a too-difficult task in front of the child and demanding "Do it!" "Do it!" "Do it!"</p> <p>Bravo on your thoughtfulness and creativity.</p> <p>You say he seeks out attention and is disruptive in class. See my last comment on the thread entitled "Troubled child." I think you will find some tips appropriate for you in that discussion. Take a look and let me know what you think. –<bold>JAD</bold></p> <p> <bold>Student Teacher F</bold>: First, thank you for your response, and second I hear what you are saying about providing attention to the disruptive child during the more appropriate times so the disruptive behavior will slowly decrease. One thing that I tried with M was I tried to have him be a helper as much as possible. If I needed papers to be passed out I had him do it. If I needed to demonstrate something I had him help me out. He loves helping out so I tried to come up with ways to have him help. It seemed to help while I was in the room, but now that I am out of the room I hope his teacher is providing him with the same support.</p> <p>Thank you again for your thoughts on Michael.</p> <p> <bold>Dygdon</bold>: Your statement that you hope the gains Michael made with you can be maintained with another teacher raises a very, very, important point for all of us in the human service professions. When we notice that some strategy is really effective with an individual, we need to document that so that those professionals who come after us, to work with this person, can benefit from what we have worked so hard to learn.</p> <p>What structures are in place at your school for appropriate, cross-teacher communication about students? – <bold>JAD</bold></p> <hd id="AN0020338649-8">Conclusions and Future Directions</hd> <p>Online psychological consultation for early childhood student teachers is now in its fifth semester. Because this is a new service, seminar supervisors' and student teachers' reactions about its value in student teaching supervision are continually sought. Seminar supervisors report a definite decrease in student teacher anxiety related to addressing problematic behaviors. They report that student teachers who typically expressed frustration when confronted with unexpected classroom behavior, appeared eager to try to understand and influence that behavior. Supervisors also report that over the course of the semester, student teachers begin to recognize patterns of behavior and know "what questions to ask" as they consider various interventions and accommodations. Student teachers acknowledge online consulting as one of the most valuable features of their seminar experience, providing strategies they can apply "tomorrow." They point out the lack of time they have to search for strategies and the relief they experience in having expert suggestions arrive quickly via Blackboard.</p> <p>Recognizing the limited time available for seminar meetings, supervisors note that providing psychological consultation through Blackboard delivered the benefits of in-class discussion without using class time to do it. In particular, they believe students benefit not only from being able to pose a question, but from being able to "listen to" discussions other students have with the consulting psychologist. In addition to providing background in behavior principles, supervisors remark that an unexpected benefit of Blackboard consultation occurred. Because the Blackboard discussions were open to student teachers at both the university's city and suburban campuses, student teachers were able to see similarities in the behavior challenges that occur in city and suburban schools. Too often, students view these settings and the children in them as vastly different. This experience helped student teachers perceive them as more alike than not.</p> <p>Student teachers consistently point to the online psychological consultations as one of the most positive aspects of their student teaching experience. They have commented positively on the clarity of the consulting framework, the value of the detailed suggestions, and the reflection afforded by the Blackboard format.</p> <p>The work described herein encourages further empirical investigation of the hypothesis that adding online psychological consultation to student teacher education will enhance the development of child behavior management skills in new teachers beyond the level attained with standard strategies. Only a small number of early childhood student teachers were involved in this project. However, these results suggest that student teachers working in both urban and suburban schools developed a clear understanding of challenging behavior exhibited by young children. Further evaluation with a larger number of participants, considering factors such as students' and psychologist's previous experience working with young children, child and family variables, cooperating teachers' behavior management strategies, and differences in classroom environments and school settings should inform the future application of this approach. Continued research should also contribute to a needed understanding of how student teachers develop skill in working with consultants.</p> <p>In summary, it is our expectation that these student teachers will begin their professional careers equipped with knowledge about child behavior and with positive attitudes toward successfully meeting the needs of young children with challenging behaviors. Furthermore, their participation in the online psychological consultation provided student teachers with a positive experience in seeking help. When they work with children with challenging behaviors in their own classrooms, they should be prepared with both an effective behavioral framework and with familiarity in asking for assistance. They will know the steps to take to work through a specific problem with another professional. This is particularly important as more children with diagnosed cognitive and behavioral disabilities are included in early childhood programs.</p> <p>Online psychological consultation continues in Roosevelt's Early Childhood Education Program and plans are being made to extend this service to elementary education student teachers as well. 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| Items | – Name: Title Label: Title Group: Ti Data: Using Online Psychological Consultation in Early Childhood Student Teacher Preparation – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Epstein%2C+Ann%22">Epstein, Ann</searchLink><br /><searchLink fieldCode="AR" term="%22Dygdon%2C+Judith+A%2E%22">Dygdon, Judith A.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Early+Childhood+Teacher+Education%22"><i>Journal of Early Childhood Teacher Education</i></searchLink>. Jan 2006 27(1):47-64. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: PhysDesc Label: Physical Description Group: PhysDesc Data: PDF – Name: Pages Label: Page Count Group: Src Data: 18 – Name: DatePubCY Label: Publication Date Group: Date Data: 2006 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Descriptive – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Consultation+Programs%22">Consultation Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Behavior%22">Child Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teachers%22">Student Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/10901020500527137 – Name: ISSN Label: ISSN Group: ISSN Data: 1090-1027 – Name: Abstract Label: Abstract Group: Ab Data: This paper describes the incorporation of online psychological consultation regarding child behavior in an early childhood teacher education program. The authors discuss psychological consultation in terms of current theory and philosophy in early childhood teacher education in general, and in terms of the professional objectives of this specific program. The experiences and thinking that eventually resulted in the choice of an online vehicle for the delivery of psychological consultation are also discussed. Specific psychological education objectives addressed through this consultation are illustrated in excerpts from actual interchanges between the consulting clinical psychologist and student teachers. The paper concludes with reactions regarding this seminar addition from supervisors and student teachers. (Contains 1 table.) – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: Ref Label: Number of References Group: RefInfo Data: 29 – Name: DateEntry Label: Entry Date Group: Date Data: 2009 – Name: AN Label: Accession Number Group: ID Data: EJ830991 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/10901020500527137 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 47 Subjects: – SubjectFull: Computer Mediated Communication Type: general – SubjectFull: Psychology Type: general – SubjectFull: Consultation Programs Type: general – SubjectFull: Early Childhood Education Type: general – SubjectFull: Teacher Education Programs Type: general – SubjectFull: Child Behavior Type: general – SubjectFull: Student Teachers Type: general – SubjectFull: Young Children Type: general Titles: – TitleFull: Using Online Psychological Consultation in Early Childhood Student Teacher Preparation Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Epstein, Ann – PersonEntity: Name: NameFull: Dygdon, Judith A. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2006 Identifiers: – Type: issn-print Value: 1090-1027 Numbering: – Type: volume Value: 27 – Type: issue Value: 1 Titles: – TitleFull: Journal of Early Childhood Teacher Education Type: main |
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