Constructivist approach of own role also changed – – find out understandings, parents could be active in children asking questions development of scientific and investigating answers. thinking. Teachers encouraged shared understanding through newsletter to parents, activity book with home-based activities, direct sharing. Ball, J. (Undated). Seven First Nations Ongoing. 2 year evaluation Good fit between attitudes First – community groups, Questions from partner and skills of trainees and Nations Partnership Locally recruited including instructors, communities, data from goals needs and Programs Generative instructors, elders, resource elders, resource people collaborators, examination circumstances of children. Curriculum Model. people met weekly with Victoria, British Columbia: working with teacher of impact of programme trainees to discuss and Wellbeing of families University of Victoria. trainees in collaboration traditional customs, strengthened. with University of Victoria. Ball, J., Leo, C., & Pierre, language and values related Higher rate of M. (2001). From the inside to children’s stages of qualifications out. A profile of Mount development. Theoretical and career development Currie First Nation and curriculum approaches teacher trainees. Aboriginal Child and examined. Focus on Youth Care Programh. strengths not deficits. 25-27. CCCF, Spring, Ball, J., & Pence, A. (2001). Training in First Nations communities: Five "secrets" of success. 19-23. CCCF, Spring, Early Childhood Teachers at Berhampore Action research data Staff evaluations. Changed opportunities for Groups restructured to – Development. (2001). Kindergarten. collection, needs analysis children’s learning: enable more intensive Berhampore Kindergarten. in relation to meeting needs work. Many children from NESB Staff developed vocabulary Developing appropriate of culturally diverse group homes. lists in Somali, Syrrian and teaching practices to meet of children, development of other languages, more use the needs of diverse ethnic action plan, reflective was made of lists, staff communities attending evaluation and discussion, divided groups to make early childhood services. smaller more intensive
Constructivist approach – find out understandings, children asking questions and investigating answers. Teachers encouraged shared understanding through newsletter to parents, activity book with home-based activities, direct sharing. of own role also changed – parents could be active in development of scientific thinking. Ball, J. (Undated). First Nations Partnership Programs Generative Curriculum Model. Victoria, British Columbia: University of Victoria. Ball, J., Leo, C., & Pierre, M. (2001). From the inside out. A profile of Mount Currie First Nation Aboriginal Child and Youth Care Programh. CCCF, Spring, 25-27. Ball, J., & Pence, A. (2001). Training in First Nations communities: Five "secrets" of success. CCCF, Spring, 19-23. Seven First Nations community groups, including instructors, elders, resource people working with teacher trainees in collaboration with University of Victoria. Ongoing. Locally recruited instructors, elders, resource people met weekly with trainees to discuss and traditional customs, language and values related to children’s stages of development. Theoretical and curriculum approaches examined. Focus on strengths not deficits. 2 year evaluation – Questions from partner communities, data from collaborators, examination of impact of programme Good fit between attitudes and skills of trainees and goals needs and circumstances of children. Wellbeing of families strengthened. Higher rate of qualifications and career development teacher trainees. Early Childhood Development. (2001). Berhampore Kindergarten. Developing appropriate teaching practices to meet the needs of diverse ethnic communities attending early childhood services. Teachers at Berhampore Kindergarten. Many children from NESB homes. Action research – data collection, needs analysis in relation to meeting needs of culturally diverse group of children, development of action plan, reflective evaluation and discussion, Staff evaluations. Changed opportunities for children’s learning: Staff developed vocabulary lists in Somali, Syrrian and other languages, more use was made of lists, staff divided groups to make smaller more intensive Groups restructured to enable more intensive work.
Mitchel-2003-BES-ece-PD.docx