Designing and Implementing Sustainable Professional Development Programs: Embodied Curriculum and Instruction for Kindergarten Teachers
Abstract
:1. Introduction
1.1. Children’s Mathematics Learning Has a Profound Impact on Future Learning
1.2. Insufficient Professional Development for Kindergarten Teachers Deserves Improvements
1.3. Embodied Design Is the Focus of Modern Mathematics Education Research
1.4. Research Purposes and Questions
2. Embodied Design in Mathematics and PD
2.1. Embodied Design in Mathematics
2.2. PD for Embodied Mathematics Teaching and Learning
3. Materials and Methods
3.1. Methodology and Participants
3.2. PD and Experimental Embodied Teaching and Learning
4. Findings and Discussions
4.1. Task Design Professional Development Model
4.1.1. Scaffolding Kindergarten Teachers’ PD with “Horizontal Content Knowledge (HCK)” and “Knowledge of Content and Students (KCS)” of Embodied Design
In the past, I only knew that concrete objects are essential for young children’s mathematics learning without understanding why they are essential. In these PD activities, we authentically discussed the potential problems our children might have while learning mathematics. These kinds of experiences were different from those in-service training activities nor the pre-service courses (PD-032521).
Young children’s learning should not be divided into separate subject areas; instead, they need to learn in an integrated manner. Once the learning tasks focus on solving real-world problems, the designated mathematical concepts will naturally merge into the learning process. Then, they can clarify those mathematical concepts through the problem-solving process (RF-D-011521).
In the past, I would design the learning tasks from a “teacher-centered” perspective, which I always wanted to design in a more rigorous manner because I thought the counting concept is more cognitive and technical. Thus, the better way of learning it was to keep counting, and then they would memorize the process. However, I had totally different thoughts about my own teaching and more positive attitude toward their learning. Creating an embodied “learning by doing” environment was authentically beneficial to our kids where they could learn through observing, operating, problem-solving and eventually reach robust understating of the mathematics concepts (RF-B-062321).
4.1.2. Task Design PD Context with Emerging Issues Promotes Conceptual, Theoretical, and Practical Thoughts and Actions
4.2. Embodied Mathematics Curriculum and Instructional Design
4.2.1. Basic Principles of Embodied Mathematics Curriculum Design
- 1.
- Designing learning tasks with real-life situations
In fact, mathematical concepts such as classification, integers, addition and subtraction of numbers, and comparisons of different numbers were all included in this series of embodied tasks. The main task was integrating these concepts to make sense to our kids. We would discuss this together after every class period (RF-C-041221).
- 2.
- Using pictures, images, manipulatives, and embodied operations to promote thinking
4.2.2. Effective Embodied Mathematics Teaching Strategies
- 1.
- Establishing children’s active learning habits
- 2.
- Providing children sufficient time and materials to explore the essence of mathematics
5. Conclusions and Implications
5.1. Task Design PD Model and Principles of Embodied Design in Mathematics Serves as Sustainable “Pre-Service” and “In-Service” Teacher Training Programs for Kindergarten Teachers
5.2. “Reflective Learning” of Teacher Educators and In-Service Teachers Co-Constructs a Sustainable Professional Development Program for Future Improvements
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Teaching Triad | PD Module | PD Content (Brief Description) |
---|---|---|
Management of learning (ML) | Theory and Practice of Embodied Learning | Starting from the concept of embodied learning and further discussing the theory and practice of embodied cognitive science, which can promote teachers’ professional development of embodied design and implementation |
Instructional Activity Design of Embodied Mathematics with Thematic Teaching | Through drawing of thematic concept and activity maps, integrating mathematics learning content into embodied mathematics design for 5-year-old children | |
Sensitivity to students (SS) | Mathematical Learning Development of 5-year-old Children | Integrate and analyze young children’s mathematics learning indicators in the United States, the United Kingdom, and Taiwan and comprehend findings of the relevant literature to provide feedback on all embodied activities designed |
“Student-centered” Activity Design of Embodied Mathematics with “Real-life Experience” | Assess children’s prior knowledge (prerequisite of targeted learning concept), interests, and needs in mathematics and design “real-life” interdisciplinary learning activity and authentic assessment tools | |
Mathematical challenge (MC) | Fundamental Principles of Mathematics Development in Early Childhood Education | Discuss and analyze constructivism (e.g., Piaget and Vygotsky), conduct literature reviews, and summarize possible implication for children’s mathematics learning and development |
Major Content of Young Children’s Mathematics Learning | Analyze real teaching cases based on the new curriculum standards of the United States, the United Kingdom, and Taiwan and early childhood mathematics-related content in Taiwan | |
Embodied Teaching Strategy of Young Children’s Mathematics Learning | Conduct literature reviews and embodied teaching experiments and then discuss practical embodied teaching strategies |
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Chang, C.-F.; Wu, S.-C.; Chang, Y.-L.; Chang, L.A. Designing and Implementing Sustainable Professional Development Programs: Embodied Curriculum and Instruction for Kindergarten Teachers. Sustainability 2024, 16, 7327. https://doi.org/10.3390/su16177327
Chang C-F, Wu S-C, Chang Y-L, Chang LA. Designing and Implementing Sustainable Professional Development Programs: Embodied Curriculum and Instruction for Kindergarten Teachers. Sustainability. 2024; 16(17):7327. https://doi.org/10.3390/su16177327
Chicago/Turabian StyleChang, Chia-Fu, Su-Chiao Wu, Yu-Liang Chang, and Lancelote Andy Chang. 2024. "Designing and Implementing Sustainable Professional Development Programs: Embodied Curriculum and Instruction for Kindergarten Teachers" Sustainability 16, no. 17: 7327. https://doi.org/10.3390/su16177327