ABSTRACT

Using a constructivist approach to teacher education, the present study compared the learning outcomes of students in two child development courses infused with instruction in how early education and childcare policy is formed, implemented, and applied. The intervention course, however, included a community-based, semester-long early education and childcare policy engagement and advocacy project. Students in the intervention course reported a greater increase in awareness of social policy and were observed as being more behaviorally engaged during in-class sessions than control group students. Although both groups showed an increase in the commitment to early education and childcare social action, students in the intervention group showed a greater change. Implications for supporting preparation of early childhood educators as leaders in policy engagement and advocacy are discussed.

摘要

本研究采用教师教育的建构主义方法，比较了学生在两门儿童发展课程中的学习成果，这些课程中包含有关早期教育和儿童保育政策如何形成、实施和应用的指导。然而，干预课程包括一个以社区为基础、为期一学期的早期教育和儿童保育政策参与和宣传项目。干预课程的学生报告说，他们对社会政策的认识有了更大的提高，并且被观察到在课堂上的行为参与度高于对照组学生。尽管两组都表现出对早期教育和儿童保育社会行动的承诺有所增加，但干预组的学生表现出更大的变化。