The professional development of early childhood teachers

Early Child Development and Care

Volumn 115, Issue 1, 1996, Pages 115-124

  Spodek, Bernard ^a  

^a UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0010894571     PISSN: 03004430     EISSN: 14768275     Source Type: Journal    
DOI: 10.1080/0300443961150110     Document Type: Article

References (10)

1. Bronfenbrenner U. (1977) Towards an experimental ecology of human development. American Psychologist, 32,513-530.
2. Erikson, E. (1963) Childhood and Society. New York: Norton.
3. Fuller, F.F. (1969) Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6, 207-226.
4. Fuller, F.F. and Brown, O. (1975) Becoming a teacher. Teacher Education: 74th Yearbook of the National Society for the Study of Education, Part II (pp. 25-52). Chicago: Universfty of Chicago Press.
5. Katz, L.G. (1972) Developmental stages of preschool teachers. Elementary School Journal, 50-54.
6. National Association for the Education of Young Children (1984) NAEYC Position Statement on Nomenclature, Salaries, Benefits, and the Status of the Early Childhood Profession. Washington, DC: NAEYC.
7. National Association for the Education of Young Children (1994) NAEYC Position Statement: A conceptual framework for early childhood professional assessment (adopted November, 1993). Young Children, 49(3), 68-77.
8. Sprinthall, N.A. and Thies-Sprinthall, L. (1983) The teacher as an adult learner: A cognitive-developmental view. In G.A. Griffin (Ed.), Staff Development: 82nd Yearbook of the National Society for the Study of Education, Part II (pp. 13-35). Chicago: University of Chicago Press.
9. Vander Ven, K. (1988) Pathways to professional effectiveness for early childhood educators. In B. Spodek, O.N. Saracho and D.L. Peters (Eds.), Professionalism and the early childhood practitioner (pp. 137-160). New York: Teachers College Press.
10. Vygotsky, L.S. (1978) Mind in Society. Cambridge, MA: Harvard University Press.