From “Learning about “ to “Learning with and from”

Keynote of Presentation
Presentation Handout

1. Title

Moving from “Learning about “ to “Learning with and from” in Early Childhood Teacher Preparation

2. Type of Presentation

Single Paper

3. Objective(s) of the Presentation

This presentation reports on:

• Specific course re-organization so that the guiding principles are supported throughout the four semesters of coursework.
• Specific assignments that involve the teacher candidates’ understanding of community resources, relationship building with families; and using families’ funds of knowledge for curriculum design.
• Development of partnerships between faculty in different programs; educators and administrators in early childhood settings birth through age eight; and teacher candidates.

4. Relationship to Conference Theme/Strands

The guiding principles of the early childhood program being discussed directly address “Creating a Global Community of Learners: Guiding the Future of Education.” Specifically, the objective of this early childhood program is to have young children, their early childhood educators and undergraduate teacher candidates view difference as a resource, rather than a problem, as well as to see themselves as connected in deep, fundamental ways to children in global cultures. We will discuss how course re-conceptualization and specific assignments promote this.

This presentation also addresses “Program Development and Collaboration,” and the question, “How do cross-institutional and cross-university-school partnerships (K-12) inform the design, development, and modification of teacher education programs and curriculum?” The re-conceptualization has involved multiple partners within the College of Education and the community. We will discuss how the different partnerships have been created and sustained.

5. Content of Presentation

In July 2010, a team of faculty began re-conceptualizing the early childhood teacher certification program at a large research university. This presentation focuses the process undertaken in the first year as well as outcomes and challenges.

The purpose of the re-conceptualization of the early childhood certification program has been to alter, fundamentally, the delivery of early childhood education in our teacher preparation program—to move the settings for learning to teach off campus and into diverse community settings. Our programs engages early childhood educators, teacher education students, family members, and young children in an ongoing exploration of the ways in which individual, community, and institutional interactions can enhance literacy development for young children in general and for English language learners in particular. We will transform early literacy teacher preparation from a focus on learning about to a setting that promotes learning with and from family members, children, university students, and early childhood caregivers.

These off-campus, diverse community settings will immerse participants in stories that connect with the community and, at the same time, connect with children around the world. Through stories, the diversity that characterizes our world becomes part of both young children’s and adults’ worldviews. Young children, their early childhood educators and undergraduate teacher candidates will be able to view difference as a resource, rather than a problem, as well as to see themselves as connected in deep, fundamental ways to children in global cultures.

We have four guiding principles:

1)    Promoting early childhood educators' understanding of the cultural knowledge and skills—―funds of knowledge‖—within diverse cultural communities (DaSilva Iddings & Katz, 2007; McDermott, 1997; Moll, Amanti, Neff and Gonzalez, 1992; McDermott, 1997).

2)    Using literature as a base for children’s understandings of themselves and others (Short, 2009; Dyson & Geneshi, 2004; Short & Fox, 2003).

3)    Involving families in literacy education for children – and for teachers (Reyes, 2006; Reyes & Uchikoshi, 2010).

4)    Providing prospective and practicing teachers and teacher educators with opportunities to work and reflect together in community and school settings (Clift & Brady, 2005; Levine, 2005; 2006).

This presentation reports on:

• Specific course re-organization so that the guiding principles are supported throughout the four semesters of coursework.
• Specific assignments that involve the teacher candidates’ understanding of community resources, relationship building with families; and using families’ funds of knowledge for curriculum design.
• Development of partnerships between faculty in different programs; educators and administrators in early childhood settings birth through age eight; and teacher candidates.

The result is an early childhood certification program that provides a coherent message about teaching practice and provides opportunities to engage in recommended practice alongside professionals who can demonstrate the links between teaching practice and students’ learning. This has necessitated relocating the teacher education program from university classrooms to early childhood centers coordinating among university educators and administrators, community members, and community literacy organizations as well as involving family members more deliberately in the education process.

6. Relevance or Implications of Topic

Early childhood education provides some distinct challenges in terms of teacher preparation. It is important that the profession understands how to address these challenges and how early childhood teacher preparation can inform elementary and middle school teacher preparation.

7. Description of Audience Participation & Outcomes

Audience participation: The audience will be able to listen to and view video and artifacts from the re-conceptualization.

Audience Outcomes: Participants will have a greater understanding of ways to link program design or redesign to guiding principles through the discussion of process and specific assignments.

Abstract for Program

We report on transforming an early literacy teacher preparation from a focus on “learning about” to “learning with and from” family members, children, university students, and early childhood caregivers.