FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W150193637> ?p ?o ?g. }

• W150193637 endingPage "364" @default.
• W150193637 startingPage "358" @default.
• W150193637 abstract "Research accomplished by Freeman, et al. (1999) at University of South Carolina developed a framework promoting a variety of experiences permitting students to develop dispositions and skills to interact with children and families in nurturing and responsive ways (Freeman, p.161). Their perspective offers four levels of caring: 1. experiencing caring 2. practicing caring 3. initiating and sustaining caring relationships 4. continuing caring reflections and refinements Freeman et al, (1999), and Mayeroff (1971) stress that caring is developing other person and helping him/her to grow, or to actualize himself/herself. The guidelines for decisions about developmentally appropriate practice, developed by NAEYC (Bredekamp and Copple, 1997), stress creating a caring community of learners including concept that early childhood setting function as a community of learners in which all participants consider and contribute to each other's well-being and learning; a setting comprised of positive relationships, where each child is valued for his or her strengths; a learning environment enabling children to construct understanding through interactions with adults and other children; a program that protects children's psychological safety, where children feel secure, relaxed, and comfortable; and a learning environment that provides a variety of materials and opportunities for children to have firsthand, meaningful experiences (p. 16). In analyzing meaning of caring and many concepts related to behavior of person who cares and recipient of caring, it is evident that final product will be a growth, even a bonding, between those two people. To Mayeroff (1971), necessary characteristics that a person must possess in order to care are: Knowing recipient Patience Honesty Trust Humility Hope Courage Alternative rhythms (alternatives in assessment and methods of teaching). A study by Collison, Killeavy and Stephenson (1999) indicates that caring may have different characteristics in different countries. For example, in United Kingdom recent National Curriculum promotes teacher responsibility for spiritual, moral, and cultural development of their students; however, the focus of teacher education and evaluation is almost exclusively on teacher competency in subject knowledge and skills. The caring side of teaching is no longer viewed as consistent with effectiveness (p. 352). In Ireland, where religion plays an important role in education, honesty, fairness, care for others, tolerance, independence of thought, autonomy of individual, cooperation, and self-respect are valued by teachers. Our experiences At our college we are trying to meet criteria for caring as described by Freeman, et al (1999). We are exercising three types of caring as faculty members model caring through: * advising of students, scheduling meetings as needed, guiding students through college orientations and counseling * interacting with students in classroom, encouraging them to ask questions, helping them with their research projects and preparation of presentations, as well as helping them in preparation of an educational portfolio * encouraging students to investigate, develop, and articulate care, as we discuss their experiences with and through caring. When we planned our curriculum for teaching social studies in early childhood, we decided that one of characteristics that we must try to develop in our students, who are aiming to become early childhood educators, would be caring. In a previous course of an Introduction to Early Childhood Education focus was in teaching students how to develop morals in children through teaching of virtues, such as sharing, caring, respect, listening, appreciation. …" @default.
• W150193637 created "2016-06-24" @default.
• W150193637 creator A5072487816 @default.
• W150193637 creator A5080210162 @default.
• W150193637 date "2002-12-22" @default.
• W150193637 modified "2023-09-23" @default.
• W150193637 title "Developing a Caring Attitude in the Early Childhood Pre-Service Teachers" @default.
• W150193637 hasPublicationYear "2002" @default.
• W150193637 type Work @default.
• W150193637 sameAs 150193637 @default.
• W150193637 citedByCount "6" @default.
• W150193637 countsByYear W1501936372014 @default.
• W150193637 countsByYear W1501936372016 @default.
• W150193637 crossrefType "journal-article" @default.
• W150193637 hasAuthorship W150193637A5072487816 @default.
• W150193637 hasAuthorship W150193637A5080210162 @default.
• W150193637 hasConcept C12713177 @default.
• W150193637 hasConcept C136197465 @default.
• W150193637 hasConcept C138496976 @default.
• W150193637 hasConcept C14036430 @default.
• W150193637 hasConcept C154945302 @default.
• W150193637 hasConcept C15744967 @default.
• W150193637 hasConcept C19417346 @default.
• W150193637 hasConcept C199360897 @default.
• W150193637 hasConcept C2524010 @default.
• W150193637 hasConcept C2780801425 @default.
• W150193637 hasConcept C2780876879 @default.
• W150193637 hasConcept C33923547 @default.
• W150193637 hasConcept C41008148 @default.
• W150193637 hasConcept C542102704 @default.
• W150193637 hasConcept C77805123 @default.
• W150193637 hasConcept C78458016 @default.
• W150193637 hasConcept C86803240 @default.
• W150193637 hasConcept C90673727 @default.
• W150193637 hasConceptScore W150193637C12713177 @default.
• W150193637 hasConceptScore W150193637C136197465 @default.
• W150193637 hasConceptScore W150193637C138496976 @default.
• W150193637 hasConceptScore W150193637C14036430 @default.
• W150193637 hasConceptScore W150193637C154945302 @default.
• W150193637 hasConceptScore W150193637C15744967 @default.
• W150193637 hasConceptScore W150193637C19417346 @default.
• W150193637 hasConceptScore W150193637C199360897 @default.
• W150193637 hasConceptScore W150193637C2524010 @default.
• W150193637 hasConceptScore W150193637C2780801425 @default.
• W150193637 hasConceptScore W150193637C2780876879 @default.
• W150193637 hasConceptScore W150193637C33923547 @default.
• W150193637 hasConceptScore W150193637C41008148 @default.
• W150193637 hasConceptScore W150193637C542102704 @default.
• W150193637 hasConceptScore W150193637C77805123 @default.
• W150193637 hasConceptScore W150193637C78458016 @default.
• W150193637 hasConceptScore W150193637C86803240 @default.
• W150193637 hasConceptScore W150193637C90673727 @default.
• W150193637 hasIssue "2" @default.
• W150193637 hasOpenAccess W150193637 @default.
• W150193637 hasRelatedWork W101593505 @default.
• W150193637 hasRelatedWork W1490721122 @default.
• W150193637 hasRelatedWork W2031287896 @default.
• W150193637 hasRelatedWork W2042907918 @default.
• W150193637 hasRelatedWork W2057799959 @default.
• W150193637 hasRelatedWork W2093689682 @default.
• W150193637 hasRelatedWork W2117478527 @default.
• W150193637 hasRelatedWork W2140728968 @default.
• W150193637 hasRelatedWork W2165108513 @default.
• W150193637 hasRelatedWork W2408873261 @default.
• W150193637 hasRelatedWork W2415121562 @default.
• W150193637 hasRelatedWork W242366805 @default.
• W150193637 hasRelatedWork W2769529804 @default.
• W150193637 hasRelatedWork W2797997880 @default.
• W150193637 hasRelatedWork W3003868607 @default.
• W150193637 hasRelatedWork W31879581 @default.
• W150193637 hasRelatedWork W801685935 @default.
• W150193637 hasRelatedWork W959148500 @default.
• W150193637 hasRelatedWork W2617728085 @default.
• W150193637 hasRelatedWork W3108895656 @default.
• W150193637 hasVolume "123" @default.
• W150193637 isParatext "false" @default.
• W150193637 isRetracted "false" @default.
• W150193637 magId "150193637" @default.
• W150193637 workType "article" @default.