幼儿教师必须有足够的知识和强烈的信念在一个特定的学科领域，他们的任务是教学。当涉及到幼儿的数学发展时，他们尤其应该了解有用的表示和策略以及常见的误解错误。需要一个与理论和研究相吻合的发展模型来创建幼儿数学的构建模块。另一方面，教师的信念很难衡量，但它证明了一个可靠的衡量教师的经验和行动。例如，老师可能认为小孩子能够理解数量，因为她自己已经成功地教会了学龄前儿童数量的概念，哪个集合有更多的对象，哪个集合有更少的对象。因此，教师的知识和信念是幼儿数学发展的要求。学前教师的教育和专业培训与幼儿的学习和发展有关。对幼儿教育师资准备方案和专业发展的影响进行评价，得出结论认为，只有教师专业准备和充分补偿，才能实现高质量幼儿教育的效益。研究表明，做好准备的幼儿教育教师为幼儿提供了一个温暖、安全、有益的学习环境。教师对学生-教师素质和儿童学术能力的认知影响了学生的学术能力。此外，关注房间实践的质量、儿童特征、教师对学校相关气候的感知以及教师对工作压力的感知也很重要。研究发现，教师的数学相关教学量与儿童的数学知识高度相关。幼儿教师对早期数学的态度并没有随着幼儿教师知识的获得而改变。教师的基础教育学历、教育年限和经验对儿童的学习有着复杂的影响。所有这些问题本质上都可以通过在幼儿教育早期教育者的背景、知识和能力范围内进行进一步研究来解决。
英国留学生论文代写:强烈的信念
Preschool teachers must have adequate knowledge and strong beliefs in a particular subject area they are tasked to teach. They should have knowledge of useful representations and strategies and common misconception errors when it comes to mathematical development in young children in particular. A Development model that coincides with theory and research is needed to create the building blocks for early childhood mathematics. On the other hand, a teacher’s belief is hard to measure but it proves a reliable measure of teacher’s experiences and actions . For example, a teacher may believe that young children are capable of understanding quantities because she herself has been successful in teaching a preschooler the concept of quantities, of which set has more objects and which set has less. Thus, knowledge and beliefs of teachers are requirements for mathematical development in early childhood education.Education and specialized training of preschool teachers are associated with young children’s learning and development (Barnett, 2004). Evaluation of the impact of Early Childhood Education teacher preparation programs and professional development conclude that benefits of high-quality preschool education can only be achieved if teachers are professionally prepared and well-compensated (Barnett, 2004). Research shows that a well-prepared early childhood education teacher brings a warm, safe and conducive environment for learning Perceptions of teacher on student-teacher quality and of children’s academic abilities proved to influence academic competence among students (Hughes, Gleason, & Zhang, 2005). In addition, it is important to focus on quality of room practices, child characteristics, teachers’ perceptions of school-related climates and teachers’ perceptions of workload stress It was found that the amount of teacher’s math-related teaching was highly associated to children’s mathematical knowledge. The attitudes of preschool teachers on early mathematics do not change as they acquired knowledge of preschool teachers Teachers’ elementary education credentials, years of education and years of experience have complex impact to children’s learning All of these issues can essentially be addressed by studying further within the context, knowledge and ability of early educators for early childhood education.
