Bridging Practices: A Case Study in Pre-service Early Childhood Teacher Education

Abstract

Tertiary educators can rely on the significant advice to be found in the literature about how adult students learn (Boud, Keogh & Walker, 1985; Kolb, 1984; Schon, 1983; 1987; Vygotskii, 1938). There is little previous research specifically related to the effectiveness of teaching students who are to be early childhood educators. Our intention was to underpin our teaching practice with constructivist principles and to engage in research surrounding our practice. This was considered especially important given the increasing interest in early childhood education by the New Zealand Ministry of Education during 2000-2001. Our beliefs, values and attitudes towards quality outcomes for pre-service early childhood students are in line with the expectation of our students' practice when working with young children.