Date of Award
5-15-2012
Document Type
Thesis
Degree Name
Master of Science in Education (MSEd)
First Advisor
Wendy Pollack
Abstract
Traces the journey of traditional early childhood Filipino teachers in implementing the developmental-interaction approach in the block corner. Five novice and experienced teachers embarked on a professional development series of four mentoring sessions. As a result of this process, teachers have demonstrated confidence and involvement in implementing the use of unit blocks through the developmental-interaction approach and administration agreed to adapt this as a model design for the early childhood program.
Recommended Citation
Gancayco-Umali, K. (2012). Mentoring novice and experienced teachers on block play using the developmental-interaction approach in the Philippines. New York : Bank Street College of Education. https://educate.bankstreet.edu/independent-studies/149
Included in
Early Childhood Education Commons, Social and Philosophical Foundations of Education Commons, Teacher Education and Professional Development Commons