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Early childhood education majors and faculty present at state conference

Heidi Hollingsworth — Tue, 20 Sep 2016 20:15:00 +0000

Senior Kathryn Walsh and juniors Haley Ebel and Madison Walser presented at the N.C. Association for the Education of Young Children (NCaeyc) Annual Conference in Raleigh on Sept. 16, 2016, along with Heidi Hollingsworth, assistant professor of education and program coordinator for early childhood education.

Walsh, Ebel, Walser and Hollingsworth presented on strategies for promoting young children’s math, language and literacy concepts and skills. Their presentation was entitled: “Preschool Numeracy and Literacy: Combining to Advance Early Childhood Learning Trajectories.”

Faculty in the School of Education publish article

Heidi Hollingsworth — Mon, 19 Sep 2016 12:35:00 +0000

From the abstract: 21st century educators of young children need skills and dispositions for building partnerships with the families of all their students. Educators worldwide frequently teach children from families whose backgrounds, including socioeconomic status and home language, are different from their own. This article introduces a set of 12 principles for fostering strengths-based partnerships with families and then describes a service-learning project in two early childhood teacher education courses in which university students implemented these principles as they worked to develop partnerships with families of young dual language learners. Students’ written reflections on the service-learning project detailed their significant shifts in thinking regarding communication with families and assumptions they held about families.

Knight-McKenna, M., & Hollingsworth, H. (2016). Fostering family-teacher partnerships: Principles in practice. Childhood Education, 92(5), 383-390. doi:10.1080/00094056.2016.1226113

Hollingsworth and Vandermaas-Peeler publish article on inquiry in early childhood

Heidi Hollingsworth — Tue, 29 Mar 2016 23:35:00 +0000

Abstract: Given the increased emphasis on science in early learning standards, two studies were conducted to investigate preschool teachers’ efficacy for teaching science and their inquiry-based teaching practices. Fifty-one teachers completed a survey of their efficacy for teaching science and understanding of inquiry methods. Teachers reported moderate confidence in their abilities, but only 25% of respondents indicated knowledge of most steps of the inquiry process. In a follow-up study, a small group of teachers participated in training sessions followed by in-depth interviews. Most teachers reported implementing the beginning steps of inquiry, such as observing and questioning, within an activity, but rarely reported next steps, such as making predictions and evaluating evidence. Participants identified lack of materials, scheduling, and time constraints as challenges to inquiry-based teaching. Findings highlight the need for professional development emphasizing the integrated, sequential, cyclic nature of the inquiry process to support preschoolers’ complex thinking and reasoning.

Hollingsworth, H. L., & Vandermaas-Peeler, M. (2016). ‘Almost everything we do includes inquiry’: Fostering inquiry-based teaching and learning with preschool teachers. Early Child Development and Care. Advance online publication. doi:10.1080/03004430.2016.1154049

Faculty in the School of Education publish article on policy and advocacy in early childhood

Heidi Hollingsworth — Fri, 18 Mar 2016 20:35:00 +0000

Abstract: Knowledge and skills regarding policy and advocacy are important expectations for today’s early childhood workforce, yet policy and advocacy content and processes have not traditionally been emphasized in teacher preparation programs. This article describes an innovative undergraduate course that goes beyond traditional foci on developmental research and pedagogy and aims to inform future early childhood professionals about policies and policy-making procedures. The course also prepares students to engage in advocacy efforts on behalf of young children and their families by providing content on advocacy processes and opportunities, and by requiring students to complete an advocacy project. The authors present student responses to the course and discuss possible implications for research and practice.

Hollingsworth, H. L., Knight-McKenna, M., & Bryan, R. (2015). Policy and advocacy concepts and processes: Innovative content in early childhood teacher education. Early Child Development and Care. Advance online publication. doi:10.1080/03004430.2015.1121252

Early Childhood Students and School of Education Faculty Present at Professional Conference

Heidi Hollingsworth — Mon, 21 Sep 2015 19:10:00 +0000

Heidi Hollingsworth, Anna Pickard, Anne Aurelia Lewis, & Scott Morrison.

Early Childhood Education majors and minors Vee Bland, Madeline Lynch, Amy Livingston, Anne Aurelia Lewis and Anna Pickard presented at the North Carolina Association for the Education of Young Children (NCaeyc) Annual Conference in Raleigh on Sept. 18-19, 2015, along with Assistant Professors of Education Scott Morrison and Heidi Hollingsworth.

Bland, Lynch, Livingston and Hollingsworth presented on strategies to enhance early math learning, based on their experiences with Spanish-speaking children and their families in the Little Village.

Lewis, Pickard, Morrison and Hollingsworth presented on outdoor learning opportunities for promoting early math concepts.

Madeline Lynch, Amy Livingston, & Vee Bland

Marna Winter & Heidi Hollingsworth co-author article

Heidi Hollingsworth — Wed, 13 May 2015 18:10:00 +0000

Some researchers have documented declines in the amount of time children spend in free play with peers, and others have expressed concerns about declines in play skills, possibly linked to a highly academic focus in preschool and kindergarten and children’s widespread use of technology. This practitioner-oriented article provides strategies for supporting pretend play.

Winter, M., & Hollingsworth, H. (2015). Promoting pretend play in the preschool years: Teacher practices and strategies for involving families. Childhood Education, 91(3), 182-189. doi: 10.1080/00094056.2015.1047309

Faculty Member Co-authors Article on Professional Development in Early Childhood

Heidi Hollingsworth — Wed, 08 Apr 2015 14:20:00 +0000

Hollingsworth, and co-authors Megan Cox from the Center for Early Education and Development at the University of Minnesota, and Virginia Buysse, Senior Scientist at the FPG Child Develpoment Institute, UNC Chapel Hill, published their findings from a 4-state study of professional development across sectors in the early childhood field.

Abstract:

This study provides results from the Landscape Survey, a statewide survey of professional development (PD) created by the National Professional Development Center on Inclusion (NPDCI). The survey included a sample of 831 professional development providers across four states. Results focused on similarities and differences across states and sectors in learner characteristics, PD content, and approaches to PD delivery. The study also examined characteristics of PD providers that may influence their choice of PD intensity (one time event or PD with follow-up activities). Suggestions are provided for the use of statewide PD data, such as the data gathered in this study, to inform state PD planning and data system efforts.

Cox, M. E., Hollingsworth, H., & Buysse, V. (2015). Exploring the professional development landscape: Summary from four states. Early Childhood Research Quarterly, 32, 116-126. doi: 10.1016/j.ecresq.2015.03.002

Early Childhood Student and Faculty Member Present at Conference

Heidi Hollingsworth — Thu, 19 Mar 2015 15:35:00 +0000

Gilder and Hollingsworth presented research on children with and without disabilities’ attention to and preferences for standard and adapted puzzles.

Gilder (15') with poster

Gilder (15′) with poster[/caption]

Student & professor provide professional development at early care conference

Heidi Hollingsworth — Sun, 02 Nov 2014 23:10:00 +0000

Jenna Gilder '15

Hollingsworth and Gilder presented on the topic of encouraging development of young children’s visual spatial skills at the Education, Quality Improvement and Professional Development (EQuIPD) for Early Care and Education Programs Fall 2014 Community Learning Workshop in Jamestown, N.C., on Nov. 1, 2014.

School of Education Faculty Present at Special Education Conference

Heidi Hollingsworth — Fri, 10 Oct 2014 12:40:00 +0000

Knight-McKenna and Hollingsworth presented on their ongoing work with Early Childhood Education students partnering with families of young children during service-learning experiences in the Little Village.

Hollingsworth, H., & Knight-McKenna, M. (2014, October 9). Fostering family-teacher partnerships: The strengths-based perspective. Poster presented at the DEC 30 Annual International Conference on Young Children with Special Needs and their Families 2014, St. Louis, MO.

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