use of (p.8). Other researchers who concur that learning should be knowledge” actively constructed and meaningful include Yilmaz (2008) and Beswick (2007). One respondent explained that as part of learning there should be introduction of ‘the (Lisa). Support for this comes from Fletcher (2006) who asserts that the technology’ formative years are important for the learning of technology and Morrison (2012) who agrees that learning can be improved in all domains through the use of children’s technology and therefore advocates its integration in the early childhood learning environment. Chen (2008, p. 73) specifically cites that there would be improvement in solving, critical thinking and collaborative and Durmusoglu, “problem learning” (2008) recommends that early childhood settings should be improved by equipping them with technological tools. Along with computers, he recommends that a range of peripherals be used to allow for the continuing development of technology. Websites that contain high quality activities and which can stimulate the multiple intelligences of young children and can be navigated independently by them is another option (Rettig 2005). In all learning activities the should be assessing the children as she goes ‘teacher (Lamonte). This expressed opinion was along from each group or each Centre’ consistent with the view of Varol and Farran (2006) who remark that through assessment teachers are able to gain information about their skills and pupils’ attainments, provide necessary feedback and help improve teaching. A very interesting submission by one of the participants was has to have ‘everyone the vision in their head . . . and know we get it done if everybody is not on can’t (Genevieve). This remark speaks to the importance of collegiality, board’ collaboration and a shared vision among teachers and administrators and receives strong support from literature. Sahin (2011) asserts that collaboration is “teacher evaluated as the most positive [element] in school (p. 1923) and therefore culture” should provide opportunities for teacher collaboration, sharing of “administrators leadership and professional development in order to create a positive and collaborative school p. 1924). Waldron and Mcleskey (2010) and Coke culture” (ibid, (2005) also support a culture of collaboration, pointing out that it is very beneficial to
use of knowledge” (p.8). Other researchers who concur that learning should be actively constructed and meaningful include Yilmaz (2008) and Beswick (2007). One respondent explained that as part of learning there should be ‘the introduction of technology’ (Lisa). Support for this comes from Fletcher (2006) who asserts that the formative years are important for the learning of technology and Morrison (2012) who agrees that children’s learning can be improved in all domains through the use of technology and therefore advocates its integration in the early childhood learning environment. Chen (2008, p. 73) specifically cites that there would be improvement in “problem solving, critical thinking and collaborative learning” and Durmusoglu, (2008) recommends that early childhood settings should be improved by equipping them with technological tools. Along with computers, he recommends that a range of peripherals be used to allow for the continuing development of technology. Websites that contain high quality activities and which can stimulate the multiple intelligences of young children and can be navigated independently by them is another option (Rettig 2005). In all learning activities the ‘teacher should be assessing the children as she goes along from each group or each Centre’ (Lamonte). This expressed opinion was consistent with the view of Varol and Farran (2006) who remark that through assessment teachers are able to gain information about their pupils’ skills and attainments, provide necessary feedback and help improve teaching. A very interesting submission by one of the participants was ‘everyone has to have the vision in their head . . . and know we can’t get it done if everybody is not on board’ (Genevieve). This remark speaks to the importance of collegiality, collaboration and a shared vision among teachers and administrators and receives strong support from literature. Sahin (2011) asserts that “teacher collaboration is evaluated as the most positive [element] in school culture” (p. 1923) and therefore “administrators should provide opportunities for teacher collaboration, sharing of leadership and professional development in order to create a positive and collaborative school culture” (ibid, p. 1924). Waldron and Mcleskey (2010) and Coke (2005) also support a culture of collaboration, pointing out that it is very beneficial to
FINAL%20DISSERTATION%20-%20MARCH%202017.docx