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Your search keyword '"Newman, Linda"' showing total 3 results
Start Over Author "Newman, Linda" Publication Type Reports
3 results on '"Newman, Linda"'

1. Ethics in Early Childhood Field Experiences.

Author

Coombe, Kennece and Newman, Linda

Abstract

The place of ethics in the professions is often unquestioned. What is not so clear is the awareness of students of early childhood education about ethical issues and their contribution to ethical practice. This study investigated student experiences and perceptions of ethical dilemmas in their practicums. A survey of 171 early childhood students at two Australian universities was used to establish: (1) the level of student awareness of the existence of the Australian Early Childhood Association's "Code of Ethics"; (2) what they believe constitutes ethics; and (3) their perceptions of ethical dilemmas encountered in their practicums and their ability to respond. Results indicated that there seemed to be the general expectation that codes of ethics are imposed from beyond the day-to-day lives of practitioners and that there is little sense of ownership of what is contained within such codes and limited consideration of the students' own moral and ethical stances. All but two students were aware of the Code of Ethics, while more than two-thirds of the students reported that they had witnessed three or more situations of ethical dilemma while completing practicums. The dilemmas that were described, however, indicated some confusion in understanding the difference between ethical dilemmas and the observation of poor practice. Dilemmas could be placed into three categories: interactions and practices, abuse, and supervision of practicum students. Data also showed that students' perceptions of their ability to handle ethical dilemmas were correlated with their year in the program. (Contains 11 references.) (EV)

Published
1997

2. Building the Bridges: Early Intervention to School.

Author

Newman, Linda

Abstract

This paper presents the results of a study on the transition between preschool and school programs, focusing on early intervention programs for special needs children in New South Wales (NSW), Australia, and presents recommendations for policy makers in regard to transition programs in NSW. The study was based on a survey of 45 early childhood teachers and interviews within Greater Western Sydney, Australia, along with interviews of two preschool, two early intervention, and two kindergarten teachers. The results of quantitative analyses of data indicate that there are significant differences between the teachers' transition related beliefs and their practices on each of the identified conceptual subscales of Teaching and Learning, Family and Transition Management. Results indicated that teachers' own beliefs and practices were markedly different, and that there were teachers who were not yet aware of the 1994 guidelines for school transition programs promulgated by the NSW Department of School Education. Qualitative analysis indicated that while all teachers interviewed were positive about the idea of systematic transition processes, few had experienced them in operation. Furthermore, teachers reported a lack of communication between preschool and school programs. The paper recommends that the NSW Department of School Education hold further information sessions to ensure that all stakeholders are fully informed of the recommended transition process, and that inservice programs for early childhood teachers be given high priority. Contains 13 references. (MDM)

Published
1996

3. Empowering Young Children's Thinking: The Role of the Early Childhood Educator.

Author

Hine, Alison and Newman, Linda

Abstract

Describes experiential learning and guidance activities provided to preservice early childhood educators at the University of Western Sydney which better enable them to establish preschool environments that stimulate curiosity and promote thinking. Notes how students found that collaborative activities with interactive dialog nurtured their creativity, developed their ability to think critically, and heightened their perception of their metacognitive capabilities. (KDFB)

Published
1996

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