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Abstract

Due to the pandemic undergraduate course, ECE 340: Constructivist Teaching with Young Children, moved to an online, asynchronous format. The in-person methods I used, group work, in-class activities, and discussion, could not be directly transposed online as might lecture and recitation. Toward the term’s end students expressed appreciation for the degree of choice they had in assignments, examples of programs in text and video, and repeated opportunities to design centers and instruction. Some declared a greater sense of confidence as educators. The comments, suggested that the shift into an asynchronous provision of the course had been effective. This study is an investigation of the robustness of this response and the influence of course design on students’ acquisition of constructivist teaching approaches.

Author Biography

Aviva Dorfman is a Professor of Education at the University of Michigan-Flint and has been a coordinator of early childhood programs. She teaches courses on play, curriculum and constructivist teaching, assessment in education, learning sciences & engagement, and emergent mathematical thinking. Her research interests focus primarily on teachers of young children, teacher preparation, professional development, performance assessment, documentation, the importance of play across the life span, and facilitating children's play in classrooms.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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